Control and Regulation




Extra revision questions Coordination and control
CLass Notes
Things we have learnt by completing the EP Nervous System task
1. Parts of the Brain - 2. The nervous system is divided into 2 parts -
Autonomic -the body does this automatically/ unconsciously eg heart beat, digestion
Somatic - sensory systems - eg eyes, ears nose

 

The nervous system

(from
http://resources.mhs.vic.edu.au/science/resources/under_control_summary.htm)
    Down load a cloze passage on nerves
cloze passage nervous system.rtf

Homeostasis

This is the process of maintaining a constant internal environment. It means to keep our bodies at a constant temperature and level of hydration.

Nerves and hormones are used to maintain this homeostasis. They do this as part of the stimulus response model.
 

There are two types of feedback reactions (loops)

1. Negative feedback where the bodies receptors note that the body has been producing too much of one thing. The receptors send a message to the control centre which processes the information and then sends a message to the effector. The effector responds by producing something that will reduce the stimulus.
An e.g. example of negative feedback is the balancing of glucose in the blood by insulin, In this example the stimulus of hi blood glucose level causes the effect of insulin production. Insulin is released into the blood stream and this will lower the amount of glucose in the blood.


2. Positive feedback this is where the stimulus results in the body wanting (needing) more of the stimulus. Here the receptors detect the stimulus and pass the information to the control centre where it is processed and passed to the effector which produces a response that is usually to produce more of something.
e.g. in childbirth the hormone that causes contractions.
eg the action of a baby suckling (stimulus) causes the response of letting down milk for the child. The child keeps sucking and the breast keeps letting down milk. This is a positive feed back loop because the response keeps the stimulus going and this keeps the response going.



Try this close passage
cloze passage homeostasis and feed back loops.rtf



Try this word search
Control and Co-ordination Word Search Puzzle.pdf
 

More examples of Feed back loops


Screen Shot 2013-04-23 at 2.40.01 PM.png


Designing an Experiment

Eye dissection
 

DISCUSS AND EXPLAIN

  1. What is the black part in the middle of the iris? - The pupil
  2. What did you observe when you looked at the newspaper through the lens? - magnified and upside down
  3. What did the retina look like? - black thin tissue, that covered the back of the eye. Could you find the optic nerve? a white stalk at the back of the eye on the outside.
  4. Summarise your findings in a table underneath your labelled bull's eye drawings. leave out
  5. What does the diaphragm in a microscope do? -adjusts to regulate the amount of light entering the lens of the microscope. Which part of the eye does the diaphragm in a monocular microscope most resemble? The iris - the muscle that adjusts to regulate the amount of light that enters the eye.
  6. Find out more about one of the parts of the eye that you have observed, such as its function, related diseases or surgery.
  7. example of diseases you might research for ques 6 - short sighted or long sighted, cataracts, corneal scratches, conjunctivitis, retina detachment, macular degeneration.

You might like to copy this to your notes
Part ........... function
lens in the middle of the eye - focus light on the retina
retina on the back inside the eye - detects light and convert it into a signal that can be sent via the optic nerve to the brain
optic nerve ... 0n the back outside of the eye - carries impulse to the brain
iris - coloured part of the eye - acts as a diaphragm to regulate the amount of light entering the eye
sclera white outside of the eye, -- tough protective layer
cornea clear tough front of the eye
 

Prac -How good are your reflexes?

KEY INQUIRY SKILL:
• questioning and predicting
Equipment:
well-lit room chair
stopwatch or clock with a second hand

Work in pairs for both parts of this activity. Decide who will be the experimenter and who will be the subject. Then swap roles and repeat both parts.

Part A: Kept in the dark
• If you are the experimenter, look closely at the eyes of your partner, noting the size of the pupils.
• Ask your partner to close his or her eyes for 60 seconds.
• At the end of this time, monitor your partner's eyes for any changes.
DISCUSS AND EXPLAIN
1. What changes did you notice? - iris size changed and so the pupil got smaller
2. Identify the (a) stimulus - light
3. and (b) response. - iris expands ( because the pupil got smaller.
4. Why do you think this reflex action is important to our survival? - Protects the eye - detects light stimulus.
5. Can you control the size of your pupil? No
6. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - - different intensities of light, day or night, coloured lights,

8. 
Part B: Knee jerk
◦ Have your partner sit on a chair with one leg crossing over the other knee.
◦ Use the edge of your hand to gently strike the crossed leg of your partner just below the knee in the joint.
◦ You may need to repeat this a few times to get a response from your partner.
9. 
DISCUSS AND EXPLAIN

10. Describe your observations. - lower leg raises involuntarily.
11. Identify the
(a) stimulus -- the hand hitting the leg
(b) response - - the leg moving
(c) effector. -- the muscle in the top of the leg ( it contracts moving the lower leg up)
15. Did you get the response the first time? Why or why not?
16. Can you control a knee-jerk response? - Yes if you tense your leg
17. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - sitting up higher so leg hangs -

Brains
The brain is the control centre of the body. However different parts of the brain are responsible for different functions.
Parts of the Brain

http://www.psychologycharts.com/parts-of-the-brain-chart.html
 

The Brain

The brain 3 parts
Forebrain-
Mid brain
Hind brain

The Forebrain this includes Cerebrum and it is divided into 2 hemispheres which joined by the corpus callosum. This comprised of a number of different lobes that have differing functions.
eg Prefrontal cortex is the frontal lobe and is responsible for the executive functioning of the brain- this means organising, making rational and moral decisions.
other lobes include the occipital lobe that looks after vision
the temporal lobe that looks after communication - speech , hearing and interpreting.

The mid brain is the name implies is in the middle of the brain - above the thallamus.
It controls sleep, alertness and temperature. Controls the data from eyes and ears coming into the brain and passing it on for more processing by the forebrain

Hind brain
Connects to the spinal cord, Autonomic functions like heart beat, breathing

Cerebellum
Controls and coordinates movement. It allows for complex movement eg dance , playing an instrument but also smooth walking and running

eLesson

Willis and the brain
Watch a video from The story of science about early research on the brain.
eles-1783
eles-1783

eles-1783
 

Endocrine Systems

a hormone is a chemical that is excreted by a gland inside your body. The type of chemical a hormone is is a protein.
A hormone is released into the blood stream and carried around the body to the tissues it acts on. At this point the hormone stimulates the tissue to respond in a certain way.

Some common examples are



a picture of this is found in your text book and can be summarised as

Screen Shot 2013-04-23 at 2.55.18 PM.png
 

Compare the endocrine and nervous system

 
Feature Endocrine system Nervous system
Speed of message Slow Fast
Speed of response Usually slow Immediate
Duration of response Long lasting Short
Spread of response Usually slow Very localised
How message travels through body In circulatory system — in bloodstream In nervous system — along nerves and across synapses
Types of message Hormones (chemicals) Electrical impulse and neurotransmitters (chemicals)



Complete the cloze word passages
Cloze wd Keeping balance.rtf

Cloze word Reproductive control?.rtf

CLOZE Harnessing hormones.rtf

Extra revision questions Coordination and control
  1. Explain the difference between
    1. CNS and PNS
    2. hormone and neurotransmitter
    3. Sensory neurone and motor neurone
    4. a negative feed back loop and a positive feed back loop
    5. the effect of insulin and the effect of glucagon
    6. reflex arc and another neural pathway where you think about your response
    7. axon and synapse
    8. myelin sheath and dendrite
    9. sclera and cornea
    10. lens and retina
    11. cerebellum and cerebrum
    12. corpus calloosum and frontal cortex
    13. receptor and effector
    14. stimulus and response
    15. hypothalamus and the pituitary gland
    16. target cell and excretory gland
    17. progesterone and eostrogen
  2. draw a reflex arc and label the sensory neurone, inter neurone and the connecting neurone
  3. list 3 glands and the hormones they excrete as well as the effect these hormones have on the target cells


go to answers

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Answers to revision questions above the fire
copy and paste the answers into a word document or similar then turn the font colour to black

 
  1. Explain the difference betweendraw a reflex arc and label the sensory neurone, inter neurone and the connecting neurone see above
    1. CNS and PNS -----central nervous system ( brain and spinal cord) and peripheral NS ( al the nerves in arms leg and trunk - sensory and motor neurones)
    2. hormone and neurotransmitter - a chemical ecrted from a gland that causes an effect on or by a target cells,, vs a chemical secreted from the end of the neurone at a synapse to allow the nervous impluse move fro one nerve to the next.
    3. Sensory neurone and motor neurone - detects vs causes action
    4. a negative feed back loop and a positive feed back loop----- turns off the stimulus vs maintains the stimulus to stimulate
    5. the effect of insulin and the effect of glucagon ------lowers blood sugar vvs causes glycogen to convert to glucose and hence raise Blood sugar Level (BSL)
    6. reflex arc and another neural pathway where you think about your response impuse does not go to brain for processing hence fast response . vs it does and is processed by brain before an effector is stimulated response can occur
    7. axon and synapse---- long inner part of the neurone extending from the dendrites vs gap between neurones
    8. myelin sheath and dendrite --outer covering of the axon insulating it from other nerve impulses vs dendrite
    9. sclera and cornea --white part of the eye tough and protective - clear front of the eye protects the pupil and iris
    10. lens and retina -- focuses light vs detects the light as a stimulus and passes it to the optic nerve
    11. cerebellum and cerebrum --- corodiantion of smooth movement and balance vs processing of senses
    12. corpus calloosum and frontal cortex 0--- connects both hemispheres vs executive function of the brain
    13. receptor and effector --- sensory neurone, detects a stimulus vs causes a response
    14. stimulus and response -- activates a receptor vs action or event caused by the effector
    15. hypothalamus and the pituitary gland --- metabolic rate , growth system functions vs sex hormones
    16. target cell and excretory gland - responds to the effector vs gland that excretes the hormone (stimulus to the target)
    17. progesterone and eostrogen - produced by Corpus luteum in ovary maintains thickness of uterine lininig vs prodiced by follicle in the ovary causes ovulation
  2. list 3 glands and the hormones they excrete as well as the effect these hormones have on the target cells -see table above



























Control and Co-ordination - key concepts updated for new text Guide SheetName___
 
Key Concept Vocabulary Assessment
1 1. The coordination and regulatory function in animals assist them to survive in their environments
2 2. In animals, the nervous system allows them to respond quickly to stimuli
3 3. Both plants and animals rely on hormones to control systems and achieve homeostasis
4 4. Hormones are chemical messengers
5 5. Nerve cells differ according to their function
(CNS) - Central Nervous System
(PNS) - Peripheral Nervous System
Hypothalamus
Reflex action
Toxin
Synapse
Reaction time
Brain
Spinal chord
Nerve
impulse
Cerebrum
Cerebellum
Brain Stem
Hormones
Dendrite
Axon
Pituitary
Thyroid
Neuron
Nerves
Nerve cell
Receptors
Coordination
Myelin
Endocrine
Stimulus
Response
Neurotransmitter
Science Inquiry Skills- design a prac
Science as a Human Endeavour -research
Test
Done @ School Teacher Signs Done @ Home Teacher signs
Science Quest 9 –Main Concepts Suggested Activities Extension and Variation Homework
2.1: Coordination and control (page 32) – Receptor and stimulus for the organs form the stimuls response model
• How we smell, how we see, how we taste, how we hear.
Assesson Readiness test
Activity: Draw a flow chart that represents the stimulus response model
Activity Construct a table of the senses and corresponding stimulus and receptors (see p 33)
Activity: Construct a table to compare positive and negative feedback
Textbook questions: (p37) 2, 3, 5, 6,
Use your laptop: – Jacplus Digital resources: Interactivity “A Bundle of Nerves” int-0015
Use your iPad: – eBookPlus “Robotic Heart surgery” eles-1081

Homeostasis www.educationperfect.com/touch/#/dashboard/homework/157299
Nerves
www.educationperfect.com/touch/#/dashboard/homework/157300

Textbook questions: (p37) 7, 8,
2.1: Co ordination and Control – understanding how • Homeostasis is maintained by the Stimulus –Response model and how this affects Feedback.
• Endocrine system : hormones are released into the blood stream and travel to all cells but act on only the target cells
• Comparing the endocrine and nervous systems
How they work together
Investigate: Homeostasis and how the Stimulus and Response model can be used to maintain homeostasis – make some notes about this.
Compare: Nervous and endocrine systems in a table
Construct Relation diagrams for the components of the nervous and endocrine systems)
Assesson Progress test

PArts of the nervous system doc-8902-1.doc

Positive feedback loops and negative feedback loops

And more examples of feedback loops.
Try these animations
1. advanced outline of a response
2. Model of a feed back loop
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
EXT. Which is the best one for teaching about control and
coordination? Provide evidence to support your conclusions
2.2: Nervous System : fast control (page 41)– Neurons, transmitters, toxins and reaction time
• diagram of sensory, motor and inter neuron
• Structure of a neuron –sensory, motor and connecting, how impulses travel along nerves
• Simple reflex arc
Assesson Readiness test
Investigate: Neuron Structure, Synapes, Reflex actions and Nerves and chemical warfare (p.41) – Make a summary.
Prac: Investigation: 2.2 (p42) How good are your reflexes
Use your laptop: – Jacplus Digital resources: Interactivity “A Nervous Response” int-0670 online quiz
Download and complete this worksheet – ‘2.1 The nervous system.’
Complete ‘UNDERSTANDING AND INQUIRING’ p 43
Ques 1 to 8
Assesson Progress test
Learn more about your nervous system by
completing the A bundle of nerves interactivity
in your eBookPLUS. **int-0015**
View the animation of a synapse and
Text Box: http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
Text Box: http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
see how a drug might affect the nerve impulse.

synapses and learning - try this animation
http://outreach.mcb.harvard.edu/animations/synaptic.swf

synapses and action potential - advanced

http://outreach.mcb.harvard.edu/animations/actionpotential_short.swf

Explore the effect of toxins on a nervous system
Complete ‘UNDERSTANDING AND INQUIRING’ p 43
Ques 9 to 15
2.3: Getting the message (page 44)
• Use relation diagrams to explain the function of the senses
• Assessable - quiz
Activity: Explain how nervous impulses travel along a nerve
Download the Worksheet- ‘Reflex arc worksheet.’
REFLEX ACTION.docx

Prac: Where is skin most sensitive (Investigation 2.3 p45
Activity: Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99
Prac: Investigation 2.5
Complete ‘UNDERSTANDING AND INQUIRING’ p 51
Ques 1 to 8

Assesson Progress test
Complete ‘UNDERSTANDING AND INQUIRING’ p 51
Ques 9 to 15

Prac: Investigation 2.4 Eye dissection Extension if time permits
Science Inquiry Skills -Reportable Design an experiment to measure the distance between nerves in the; finger tip, heel of the palm, forearm, and two other areas of the body Design expt variation – Face recognition task

Notes on designing an experiment
2.4: Getting in touch with your Brain –.
• Diagram of the brain
• parts of the brain
2.10 The teen Brain
• understanding How the brain changes through the teens. Comparing brain scans of healthy and diseased brains
Assesson Readiness test
Activity: complete worksheet 2.5 parts of the brain
Dissection of sheep brain
Video: “Which Brain do you want” 50 min
Activity: Use a relation diagram to describe the main ideas presented in the video (like a mind map)
Examine scans of brain as they change over time – List some of the changes
Explain “pruning” p 84

Assesson Progress test
Understanding and Enquiring: p60 select and complete 1 of

Ext 2.8 total recall

rain Parts Song by Aaron Wolf - YouTube

https://www.youtube.com/watch?v=vYwOtTMUz0c

eLesson
Willis and the brain
Watch a video from The story of science about early research on the brain.
eles-1783
eles-1783

eles-1783
 
Brain Parts Song by Aaron Wolf - YouTube
Song for learning parts of the brain and their functions.
LYRICS BELOW. There's so much here packed into 3 minutes, that I recommend repeated viewings/listen...
Watch now...
Science as a Human Endeavour -Reportable After completing the sections 2.7, 3.5 and 3.6 –
1 What is a prosthetic limb
2 How do biomechanical engineers plan to make prosthetic limbs move by the control of the brain?
3 Develop a diagram that explains this theory
4 Predict how these plans might be improved
An excellent response to this question will include:
• Well written response to each question and include how the concepts of homeostasis, nerve impulse, and stimulus response model might relate to the development of the prosthetic limb
• A clear well labeled diagram that explains how the limb is controlled by the body.
2.5: Endocrine Systems -Examples and effect of human hormones, How hormones are different to nerves.
• Endocrine system : hormones are released into the blood stream and travel to all cells but act on only the target cells
• Comparing the endocrine and nervous systems
How they work together
Assesson Readiness test
Read: P 58 to 62 – Use the software program “comic life” to make a cartoon summary of His and Her hormones.
Download and Complete the worksheet ‘2.3 Endocrine System’

Notes on Endocrine systems
Ques(P 62) 1,(add thee to your glossary) 2, 4, 7, 8
Assesson Progress test

Endocrine system 3.6 doc-8903.doc

Cloze wd Keeping balance.rtf

Cloze word Reproductive control?.rtf
Ext: ques 9 to 13 p62

Download and complete ‘Control and Co-ordination
wordsearch Puzzle’

Control and Co-ordination Word Search Puzzle.pdf

CLOZE Harnessing hormones.rtf

Hormones
www.educationperfect.com/touch/#/dashboard/homework/157301
Review and Test Looking Back (p95) Q1, 2, 5, 6, 7, 8 to 13

make a list of comparison points between nerves and hormones and convert to a mind map using this --http://www.text2mindmap.com/

Complete the Assesson Topic Test Set by your teacher
Revision Questions Yr 9

practice test

practice test Control System TEST.pdf
eBookPlus Digital documents “Investigating and control” Worksheet q8 to 13
 
Text Box: http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml
Text Box: http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml
Do this online test - you must get more than 75% o pass - Put your class name in front of your firstname when you log on.
access code = H3SJ9X

repeat test
 

Class notes

Table of the senses, receptors and stimulus

There are 5 main senses and they include:
Sense organs contain specialised nerve cells called receptors.
Nerves that detect stimuli are called receptors. Nerves that make muscles move are called effectors.

Investigation 3.3
Aim to determine which parts of our body are the most sensitive.
Method: see p 98
Results
table
Discussion: do questions 2,3 and 4
Conclusion
The most sensitive parts of the body is _. We can tell this because



Screen Shot 2013-04-23 at 2.58.11 PM.png
















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Responding and Controlling -2013 key concepts student guide Name__
 
Key Concept Vocabulary Assessment
  1. The coordination and regulatory function in animals assist them to survive in their environments
  2. In animals, the nervous system allows them to respond quickly to stimuli
  3. Both plants and animals rely on hormones to control systems and achieve homeostasis
  4. Hormones are chemical messengers
  5. Nerve cells differ according to their function
(CNS) - Central Nervous System
(PNS) - Peripheral Nervous System
Neuron
Nerves
Hormones
Receptors
Stimulus
Response
Neurotransmitter
Brain
Spinal chord
Nerve
impulse
Cerebrum
Cerebellum
Brain Stem
Nerve cell
Synapse
Reaction time
Dendrite
Axon
Pituitary
Thyroid
Coordination
Myelin
Endocrine
Hypothalamus
Reflex action
Toxin
Practical write up – student choice from pracs listed in suggested activities
Relation Diagram report – students present a relation diagram they have made for marking eg “Which brain do you want”
Test
Done @ School

Teacher Signs
Done @ Home

Teacher signs
Science Quest 9 –Main Concepts Suggested Activities Extension and Variation Homework
3.4: Getting the message (page 97) – Receptor and stimulus for the organs.
• How we smell, how we see, how we taste, how we hear.
• Use relation diagrams to explain the function of the senses
Activity: Construct a table of the senses and corresponding stimulus and receptors (see p 97)
Prac: Where is skin most sensitive (Investigation 3.3 p98)
Activity: Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99
Prac: Investigation 3.5 (p101)
Textbook questions: (p103) 2, 5, 7, 8, 9, 10, 17, 18
Use your laptop: – eBookPlus “A Bundle of Nerves” int-0015
Investigate: Ques 21 p103 The virtual medical centre
Use your laptop: – eBookPlus “Robotic Heart surgery” eles-1081
2.7: The Teen Brain – understanding How the brain changes through the teens. Comparing brain scans of healthy and diseased brains. Activity: Do the brain work sheet 2.2 (Answers to Parts of brain sheet)
Make a labelled diagram of the brain and incorporate the ideas introduced on pages 58 to 59. Construct a table that lists the name s of parts of the brain and their function

Video: “Which Brain do you want” 50 min
Activity: Use a relation diagram to describe the main ideas presented in the video (like a mind map – see p 126 for examples)
Understanding and Enquiring: p60 select and complete 1 of

Fun Facts about the brain
3.5: Co ordination and Control – understanding how the Homeostasis is maintained by the Stimulus –Response model and how this affects Feedback.
Comparing the endocrine and nervous systems
How they work together
Investigate: Homeostasis and how the Stimulus and Response model can be used to maintain homeostasis (p.104)
Compare: Nervous and endocrine systems in a table
Construct Relation diagrams for the components of the nervous and endocrine systems)
Textbook Questions: 5 and 6 p 108
Homework: Ques. 1 to 4 p 108

Try these animations

1. advanced outline of a response

2. Model of a feed back loop

3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
3.6: Nervous Control – Neurons, transmitters, toxins and reaction time Investigate: Neuron Structure, Synapes, Reflex actions and Nerves and chemical warfare (p.109 to 111) – Make a summary.
Prac: How good are your reflexes (p.111)
Use your laptop: – eBookPlus “A Nervous Response” -(Test your knowledge of the nervous system by completing the A nervous response interactivity in your eBookPLUS. int-0670)

Download and complete this worksheet
PArts of the nervous system doc-8902-1.doc
Learn more about your nervous system by completing the A bundle of nerves interactivity in your eBookPLUS. int-0015

http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
View the animation of a synapse and see how a drug might affect the nerve impulse.
3.7: Endocrine Systems -Examples and effect of human hormones Read: P 113 to 116 – Use the software program “comic life” to make a cartoon summary of His and Her hormones.
Ques(P 116 to 117) 2, 4, 7, to 13
Endocrine system 3.6 doc-8903.doc
Hmwk: ques 30 p117
Review and Test Looking Back (p129) Q1, 2, 5, 6, 7, Work sheet 3.8 q 8 to 13

make a list of comparison points between nerves and hormones and convert to a mind map usung this --
http://www.text2mindmap.com/

Revision Questions Yr 9
eBookPlus Digital documents “Investigating and control” Worksheet q8 to 13

Do this online test - you must get more than 75% o pass - Put your class name in front of your firstname when you log on.

access code = H3SJ9X

http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml

Dr Parry"s Course

Course outline to download Responding and Cont#11205C3.doc
 
Key Concepts Vocab Assessment tasks
  1. The coordination and regulatory function in plants and animals assist them to survive in their environments
  2. In animals, the nervous system allows them to respond quickly to stimuli
  3. Both plants and animals rely on hormones to control systems and achieve homeostasis
  4. Hormones are chemical messengers
  5. Nerve cells differ according to their function
(CNS) - Central Nervous System
(PNS) - Peripheral Nervous System
Neuron
Nerves
Hormones
Receptors
Stimulus
Response
Neurotransmitter
Brain
Spinal chord
Nerve
impulse
Cerebrum
Cerebellum
Brain Stem
Nerve cell
Synapse
Reaction time
Dendrite
Axon
Pituitary
Pheromones
Thyroid
Coordination
Myelin
Endocrine
Hypothalamus
Tropism
Auxin
Reflex action
Practical write up – student choice from pracs listed in suggested activities
Research report – student choice from research listed in extension & variation
Test

You must do the sections in red
Ideas to learn in this section Suggested Activity Extension work
8.1: Responding – understanding the stimulus-response model. (Feedback and control) Activity: Send an impulse around the class
Compare: Human Thermostats (p. 223)
Prac: Sweet and Salty (p.225)
Demo: Sound Freq threshold (p.225) – Sound generator / PC
Textbook Q’s: 8.1 Pg 222 Q2 – 7, 10 – 11, 13, 15, 19 - 20
Homework: 8.1 Reaction Times (p94)
view this animation

http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/862/dog_homeostasis.swf - describe the feedback loop.
Investigate: Sound Intensity Threshold (p.223+224)
Interactive: Receptors and Stimuli (p.221)
Research: Fevers & Blood pH (p.224)
Try these animations
1. advanced outline of a response
2. Model of a feed back loop
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
4. find some more animations.
8.2: Nervous Control – understanding of the control and coordination achieved by the nervous system Activity: Make a labelled model of a neuron using balloons, string, cotton, straws and tape.
View the animation of a synapse and see how a drug might affect the nerve impulse.
Video: Control systems- THE BRAIN 50 mins
Prac: Brain Dissection (p.233)
Prac: Brain Wars: the Stroop effect (p.235)
Activity: Understanding Memory (p.236-237)
Investigate: Smellies (p. 237)
Textbook Q’s: 8.2 Pg 232 Q2 – 6, 8 – 15, 18, 22
Homework: 8.2 The nervous system (p.95- 96)

Reflex arc - animation

http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html

Homework: 8.2 Concussion in football (p.97)

Do this online test - you must get more than 75% o pass - Put your class name in front of your firstname when you log on.
access code = H3SJ9X
http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml
Surfing: Companion website – reflex tester (p233)
Research: Brain and Spinal damage. Technology. Animals. Drugs (p.233)
View the video - "which brain do you want"
 

Parts of the Brain -

This site gives clear outline of the parts and their function and also has a game about parts of the brain. Go here

Brain research activity - google docs collaborative exercise.

Fun Facts about the brain
8.3: Chemical Control – understanding how the endocrine systems operates to send messages in the body Investigate: Plants and gravity (p.246)
Demo: A plant tropism (p.247)
Textbook Q’s: 8.3 Pg 245 Q3-6, 8 – 10, 13, 15 - 17
Homework: 8.4 Hormonal Control & menstrual system (p.99)
Homework: 8.5 Diabetes – Type 1 (p.102-103)
Activity/Project: Re-design the human body so it would react quicker to stimuli.

Complete the project on the hormone you were researching- go here.
Surfing: Companion website: Interactive endocrine system (p.246)
Research: Hormones. Pheromones (p.246)
Drag and Drop: Major human endocrine glands (p.239)
Web Destination: Interactive endocrine (p.246)
8.4: Behaviour – understanding the ways organisms respond to their surrounds in order to survive Investigate: Baby behaviour (p.252) – PowerPoint
Prac: Observing Slaters (Animal Behaviour) (p.253)
Prac: Human Behaviour (p.253)
Homework: 8.6 Behaviour (p.104)
Textbook Q’s: 8.4 Pg 251 Q1 – 5, 7, 9, 11, 13, 18, 23

Project on behaviour

Look up some youtube clips on behaviour
Surfing: Researching societies. Ethology (p.252)
Profiling: Careers (p.252)
Drag and Drop Interactive: Behaviour (p. 251)
8.5 Revision here is an overview of the content