ife c ience · sive cour dents wil r blood, d www curriculum supercharg e paren se that tea l...
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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)
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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)
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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
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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
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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.
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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.
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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
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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.
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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.
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Measureandestimatetheweight,lengthandvolumeofobjects. Formulateandjustifypredictionsbasedoncause‐and‐effectrelationships. Conductmultipletrialstotestapredictionanddrawconclusionsabouttherelationshipsbetween
predictionsandresults. Constructandinterpretgraphsfrommeasurements.
Followasetofwritteninstructionsforascientificinvestigation.
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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
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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
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©2014SuperchargedScience 14 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 15 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 16 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 18 www.SuperchargedScience.com
Lesson#2:ChemicalFingerprintingTeacherSection
Overview:Didyouknowthatthepatternsonthetipsofyourfingersareunique?It’strue!Justlikenotwosnowflakesarealike,notwopeoplehavethesamesetoffingerprints.Inthisexperiment,youwillbeusingachemicalreactiontogenerateyourownsetofblood‐redprints.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
bakingsodaorsodiumcarbonate(washingsoda) water sheetofgoldenrodpaper papertowel magnifyinglens cup
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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
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1. Whatarethethreemaintypesofpatternsonfingerprints?Describeeach.(Loopsstartandendonthesamesideofafinger,archesgofromonesideofafingertotheother,andwhorlsarebasicallycircular.)
2. Howdofingerprintshavethepotentialtohelpsolvecrime?(Fingerprintsareuniquetoeachindividual.Printsfromacrimescenecanbecomparedtoadatabaseoffingerprintsforpossiblematches.)
3. Whydoesbakingsoda(orwashingsoda)showupredonthepaper?(Theyarebases,whichinteractwithachemicalinthegoldenrodpaper).
4. WhatkindofpHdobaseshave?(baseshaveahighpH)5. Whatkindofreactiondoweseewhentheredfingerprintsshowuponthepaper?(chemicalreaction)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 21 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 22 www.SuperchargedScience.com
ChemicalFingerprinting
Finger Pattern
rightindex
rightmiddle
rightring
rightlittle
rightthumb
leftindex
leftmiddle
leftring
leftlittle
leftthumb
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ExercisesAnswerthequestionsbelow:1. Whatarethethreemaintypesofpatternsonfingerprints?Describeeach.
2. Howdofingerprintshavethepotentialtohelpsolvecrime?
3. Whydoesbakingsoda(orwashingsoda)showupredonthepaper?
4. WhatkindofpHdobaseshave?
5. Whatkindofreactiondoweseewhentheredfingerprintsshowuponthepaper?(achemicalreaction)
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©2014SuperchargedScience 24 www.SuperchargedScience.com
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
Materials(perlabgroup)
shoeboxeswithlids(4) soupcan pencil scissors razorwithadulthelp sandpaper(1sheet) waxpaper(1sheet) fabric(1piece) plastic(1sheetoraplasticbag) gluegun gloves partners
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Ourskinismadeupofseverallayers.Epidermisistheouterlayerandconsistsmainlyofdeadskincells.Thedermisisoursecondlayerofskinanditcontainsthingslikehairfollicles,bloodvessels,sebaceousglands,andnerveendings.Touchreceptorscalledmechanoreceptorsarelocatedinthedermis.Mechanoreceptorsarenerveendings(sometimescalledcorpuscles)andincludethefollowing
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©2014SuperchargedScience 25 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
observations.
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©2014SuperchargedScience 26 www.SuperchargedScience.com
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 27 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 28 www.SuperchargedScience.com
DetectiveBoxesDataTable
Box Description Correct?(yesorno)
1
2
3
4
5
ExercisesAnswerthequestionsbelow:1. Name,inorder,thethreemainlayersofskin.
2. Whichlayerofskincontainsthemechanoreceptors?Nametwomoreitemsinthislayer.
3. Namethefivetypesofnerveendingsandtheirspecialization.
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©2014SuperchargedScience 29 www.SuperchargedScience.com
Lesson#4:DetectingTemperatureChangesTeacherSection
Overview:Thisexperimenthastwoparts.Forthefirsthalf,youwillmixtwochemicalsthatwillproduceheatandgas.Thetemperaturereceptorsinyourskinwillbeabletodetecttheheat.Yourearswilldetectthegasasitvibratesandescapesitscontainer.Inthesecondportionyouwilldemonstrateacharacteristicinachemicalreaction.Forthisexperiment,itwillbeanendothermicreaction,whichistheabsorptionofheatenergy.Thistypeofreactioniseasytonoticebecauseitmakesthingscoldtotouch.Thechemicalyouwillbeusing,ammoniumnitrate,isactuallyusedinemergencycoldpacks.SuggestedTime:30‐45minutes
Materials(perlabgroup)
measuringcup calciumchloride ammoniumnitrate baggies(2,re‐sealable) water
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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©2014SuperchargedScience 30 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
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Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 32 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 33 www.SuperchargedScience.com
DetectingTemperatureChangesDataTable
Chemical Observations:Whathappenswhenaddedtowater?
ExercisesAnswerthequestionsbelow:
1. Whichchemicalwhenmixedwithwaterwasanendothermic(absorbedheatandfeltcold)reaction?
2. Whichchemicalresultedinanexothermicreaction(gaveoffheat)?Whydoesthishappen?
3. Whatarewaysthatthehumanbodycandetecttemperature?
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©2014SuperchargedScience 34 www.SuperchargedScience.com
Lesson#5:RubberEggsTeacherSection
Overview:Studentswilldiscoverwhathappenstotheshellofahard‐boiledeggwhentheysoakitinaglassofvinegar.
SuggestedTime:30‐45minutes
Objectives:Studentswillunderstandthatpropertiesofsubstancescanchangewhenthesubstancesaremixedandthatachemicalreactioncanbedetectedbytheformationofagas.
Materials(perlabgroup)
hard‐boiledegg glassorcleanjar distilledwhitevinegar Optional:regularegg Optional:chickenbones
LabPreparation
1. Hardboilenougheggsforeachlabgroup2. Assembleitemsaboveandhavethemreadyforeachlabgroup.3. Printoutcopiesofthestudentworksheets.4. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.5. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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©2014SuperchargedScience 35 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 36 www.SuperchargedScience.com
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)
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©2014SuperchargedScience 37 www.SuperchargedScience.com
ExercisesAnswerthequestionsbelow:1. Describewhattheeggshelllookedlikebeforethereaction.
2. Describetheaceticacid
3. Theproductyouwitnessedinthischemicalreactionwascarbondioxide,acolorless,odorlessgas.Howcanyoutelltherereallywasachemicalreaction?
4. Whydidtheeggturnto“rubber?”
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©2014SuperchargedScience 38 www.SuperchargedScience.com
Lesson#6:FoggyHandsTeacherSection
Overview:Skinhasanotherfunctionthatitvitaltoyoursurvival:temperatureregulation.Beingexposedtohightemperaturescausesyourskin’sporestoopenupandreleasesweatontoyourbody.Thishelpscoolusoffbytheresultingprocessofevaporation.Yourporeswillcloseinextremelycoldtemperatures.Also,thebodystopsbloodflowingtotheskininordertoconserveheatfortheimportantvitalorgansandtheirprocesses.Inthislab,westudythemoisturethatyourskinproduces.SuggestedTime30‐45minutes
Materials(perlabgroup)
baggie,gallonsize string,12incheslong pencil clock
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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
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©2014SuperchargedScience 39 www.SuperchargedScience.com
processhelpstocoolusdown.Mostofthetime,wedon’treallynoticethatit’shappening,butwedefinitelydowhenit’sreallyhotorwe’rerunningaroundalot.
3. Byenclosingyourhandinplastic,thismoisturecan’tevaporateasitnormallywould.Inthisexperiment,thebagcollectsandcondensesit.Thiscondensationmeansthatthesweatisturningfromavaporrightbacktoaliquid.We’regoingtoobservewhathappenstoourhandinthebagandrecordwhatweexperience.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 40 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 41 www.SuperchargedScience.com
FoggyHandsDataTable
Time Observation
0minutes
10minutes
20minutes
30minutes
ExercisesAnswerthequestionsbelow:1. Howissweatreleasedfromthebodythroughtheskin?
2. Howdoessweathelptocoolthebody?
3. Whatdidyouobserveatthe30minutemarkinyourexperiment?
4. Whatisevaporationandhowisitdifferentfromcondensation?
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©2014SuperchargedScience 43 www.SuperchargedScience.com
Lesson#7:FingerThermometersTeacherSection
Overview:Yourfingershavereceptorswhichperformvariousjobs.Inadditiontotouch,theycandetectpressure,texture,andotherphysicalstimuli.OnespecializedtypeofreceptorsiscalledRuffini’sreceptors.Theyaregoodatidentifyingchangesinpressureandtemperature...mostofthetime!Inthisexperiment,wewilltesttheirabilitytodistinguishbetweenhotandcoldtemperatures.WeareactuallygoingtotryandtrickyourRuffiniendings.Doyouthinkitwillwork?
SuggestedTime30‐45minutes
Materials(perlabgroup)
glasses(3) Celsius/Fahrenheitthermometer hands clockwithsecondhand water,hot water,cold icecubes(optional) water,room‐temperature
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Yourhandsaredesignedtoadapttotemperature.Touchingthewarmglassrelaxesthemusclesofyourhands,increasescirculation,andenhancesflexibility.Whenyourhandtouchesthecoldglass,thecellsonyourskin’ssurfacebegintocontracttominimizelossofheatandyourhandbecomeslessflexible.Then,whenyougrabthemiddleglass,yourhandsgetabitconfused.Relativelyspeaking,themiddleglassfeelswarmertothehandthatwasholdingthecoldglassanditfeelscoolertothehandthatwasholdingthewarmone.Thehandsarestillfeelingthetemperature,butyourbraingetsconfused.Didyouknowthatourskindoesnothavereceptorstoindicateburninghot?Thissensationisactuallycreatedbythreedifferentreceptorswhichfireatthesametime:pain,cold,andwarm.Thisexplainwhytosomepeople,veryhotthingsactuallyfeelcold.Ifyoucouldprepareagroupofalternatinghotandcoldmetalbars,touchingthemwithyourfingerswouldbeanoddexperience.Yourbrainwillthinktheyaretoohottotouchandwilltellyoutopullawayyourhand!
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©2014SuperchargedScience 44 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
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4. Whydoyouthinkyourhandsarenotthebestinstrumentsfordeterminingtemperature?(ourhandsdetectchangesintemperature,notactualtemperature)
5. (Ruffini’sendings)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 46 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 47 www.SuperchargedScience.com
FingerThermometersDataTable
Glass RightHand LeftHand Temperature
hot
lukewarm
cold
ExercisesAnswerthequestionsbelow:
1. Doesthetemperatureofthemiddleglassfeelwarmer,cooler,orthesamewhenyoutouchitwithyourhandthatwasholdingthewarmglass?
2. Whatdoesyourhandthatwastouchingthecoldglassfeelwhenittouchesthemiddleglass?
3. Whatdoyoufeelwhenbothhandsareonthemiddleglass?
4. Whydoyouthinkyourhandsarenotthebestinstrumentsfordeterminingtemperature?
5. Whichnerveendingshelptodetectchangesintemperature?
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©2014SuperchargedScience 48 www.SuperchargedScience.com
Lesson#8:CoolingandHeatingTeacherSection
Overview:Inthisexperiment,wewillcontinuetoexploreRuffini’sendingsinyourskin.Wealsolookatyourbody’sabilitytodetecttemperatureandregulateitsowntemperature.Youwillstudyhowthebodycoolsandwarmsitselftoachievetemperatureequilibrium,astateofconstantbalance.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
rubbingalcohol cottonball liquidcrystalthermometerstrip glove
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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
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anattempttotrapthewarmerairclosertoourbodiesforinsulation…whichdoesn’tworkallthatwellformostofus,butitdoeshelpfurryandfeatheredanimals!)
3. Howdoesourskinhelpourbodiescooldown?(Sweatisreleasedthroughourpores,whichevaporatesandhelpstocoolus).
4. Inthislab,we’llsimulatethreeconditions:equilibrium,excesscoldandexcessheat.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 50 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 51 www.SuperchargedScience.com
CoolingDataTable
Color/Temperature Notes
roomtemperature
alcohol
exercise
ExercisesAnswerthequestionsbelow:1. Whatisequilibrium?
2. Howdoesequilibriumrelatetobodytemperature?
3. Howdoesourbodyhelptocoolusdown?
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©2014SuperchargedScience 52 www.SuperchargedScience.com
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
Materials(perlabgroup)
bathroomscale pencil partner
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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3. Wehaveinvoluntarymusclesthatwecannotmove.Theseincludecardiacmusclesintheheartandsmoothmusclesinthedigestivetract.
4. Voluntarymusclesarealsocalledskeletalmuscles.Theyarealsospecializedbyuse.Forexample,ourthighmusclesneedtobebigsothatwecanusethemtowalk,jump,andrun,buthowdoweuseourfingers?
5. Fingersareusedfordetail‐orientedtaskslikewriting,typing,andtyingshoes.Itmakessensethatfingermusclesneedtobefastandsmallertoperformtheprecisemovementsrequiredwhenperformingthesetasks.
6. Today,wewilltestthestrengthofvariousskeletalmusclegroups.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 54 www.SuperchargedScience.com
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.
Materials(perlabgroup)
bathroomscale pencil partner
LabTime
1. Putthescalebetweenyourknees.Nowsqueezeitashardasyoucanandhaveyourpartnerrecordthescale’sreading.
2. Usethetechniquetotestthemusclesinthefollowinglist.Placethescalebetweenthebodypartsandsqueeze!Besuretorecordthereadingsfordata‐keepingpurposes:thighs,ankles,palms,elbows,elbowandribcage.
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©2014SuperchargedScience 55 www.SuperchargedScience.com
TestingMuscleStrengthDataTable
Muscles ScaleReading(measureinpounds,kg,etc.)
knees
thighs
ankles
palms
elbows
ExercisesAnswerthequestionsbelow:1. Whatarethetwomaintypesofmuscles?
2. Giveanexampleofamusclegroupthat’smorespecificthanyouranswersabove.
3. Whyaren’tthemusclesinourfingersbigandstronglikethoseinourarmsandlegs?
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©2014SuperchargedScience 56 www.SuperchargedScience.com
Lesson#10:InsideBonesTeacherSection
Overview:Bonesandmusclesworktogethertoprovideastructuralframeworkformovement.Theskeletonisyourbody’sinternalsupportingstructure.Itholdseverythingtogether.Inadditiontoprovidingsupport,bonesactasshockabsorberswhenyoujump,fall,andrun.Boneshavebigresponsibilities,andsotheymustbereallystrong.Theyalsoneedtobearrangedproperlyforthebestsupportandshockabsorption.Inthisexperiment,wewilllookattheinternalarrangementofthebonesholdingtogetheryourbody.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
toiletpapertube 50‐100straws tape book
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.)
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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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
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Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 59 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 60 www.SuperchargedScience.com
InsideBonesDataTable
StrawBundleType WeightApplied Observations
ExercisesAnswerthequestionsbelow:1. Namesomeofthepartsthatmakeupourskeletalsystem.
2. Whatisthesmooth,hard,protectivelayerontheoutsideofbonescalled?
3. Whatistheinsidespongy,porous,honeycombedbonecalled?
4. Whatisthenetworkoftubesinsidebonescalled?
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©2014SuperchargedScience 61 www.SuperchargedScience.com
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
Materials(perlabgroup)
knee partner
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Therearetwomainpartsthatmakeupthenervoussystem.Thecentralnervoussystemconsistsofourbrainandspineandtheperipheralnervoussystemisallthenervesandotherfibersthatconnectourlimbsandorgansbacktothecentralnervoussystem.Theperipheralnervoussystemisfurtherdividedintothesomaticsystemandtheautonomicsystem.Thesomaticsystemsendsmessagesfrombraintolimbssothatwecanmoveourbodies,andalsocollectsanddeliversinformationreceivedfromourfivesenses.Theautonomicnervessendinformationtoourorgans,blood,andotherpartsofthebody,keepingthingsgoingthatwedon’thavetothinkaboutbutthatarestillveryimportant,likebreathinganddigestingfood.Theautonomicsystemalsocontrolsreflexes.We’regoingtotestitouttoday.Thetendonreflexisinplacebecausethekneeissuchasensitiveandvulnerablepartofthebody.Whenthetendonisstretchedoutandbumped,yourbodytriestomovethelegandkneeoutofharm’swaysothatitwon’tgethurt.Asyoucouldprobablytell,it’saninvoluntaryresponsethatneutralizesanyconscious,voluntarycontrolthatyourbrainhasoverthelegthroughthemotornerves.
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©2014SuperchargedScience 62 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 63 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 64 www.SuperchargedScience.com
TendonReflectDataTable
LocationofTap Observation
ExercisesAnswerthequestionsbelow:1. Whatarethemainpartsofthenervoussystem?
2. Whatarethetwopartsoftheperipheralnervoussystemandwhataretheirfunctions?
3. Whichpartofthenervoussystemcontrolsinvoluntaryreflexes?
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©2014SuperchargedScience 65 www.SuperchargedScience.com
Lesson#12:DetectingPlaqueTeacherSection
Overview:Thebuildupofthingslikefoodandbacteriawhereyourgumsandteethmeet,andalsobetweenyourteeth,iscalledplaque.Whereplaquelivesisalsowherethebacteriaturnsthesugarinyourmouthintoharmfulacidsthatattackyourteeth’senamelandcanleadtogumdisease.Regularbrushingisagreatwaytoremoveplaqueandkeepyourmouthhealthy.
SuggestedTime30‐45minutes
Materials(perlabgroup)
reddisclosingtablets clearplasticcup mirror redcrayon water
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.)
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©2014SuperchargedScience 66 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 67 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 68 www.SuperchargedScience.com
DetectingPlaqueDataTable
Date/Time HowLongDidYouBrushYourTeeth?
DrawaPictureofYourMouth
ExercisesAnswerthequestionsbelow:1. Whydoesthisexperimentworkatdetectingplaque?
2. Howcandentistsandmomsusethistomakesureyou’redoingagoodjobbrushing?
3. Whatisplaque,andwhyisitbadforyou?
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©2014SuperchargedScience 69 www.SuperchargedScience.com
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.
SuggestedTime30‐45minutes
Materials(perlabgroup)
PTCpaper,1vial familymembers
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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!
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©2014SuperchargedScience 70 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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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.
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©2014SuperchargedScience 72 www.SuperchargedScience.com
PTCTestingDataTable
Subjecttested TasterorNon‐Taster?
DominantorRecessiveGene?
ExercisesAnswerthequestionsbelow:1. Whatarethetinyhair‐likeorganellesthatsendtastemessagestoyourbraincalled?
2. Whatarethebumpsonyourtonguecalled?
3. Whatkindoftraitdoesthisexperimenttest?
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©2014SuperchargedScience 73 www.SuperchargedScience.com
Lesson#14:TestingSpitSamplesTeacherSection
Overview:Digestionstartsinyourmouthassoonasyoustarttochew.Yoursalivaisfullofenzymes.Theyareakindofchemicalkeythatunlockchainsofprotein,fat,andstarchmolecules.Enzymesbreakthesechainsdownintosmallermoleculeslikesugarsandaminoacids.Inthisexperiment,wewillexaminehowtheenzymesinyourmouthhelptobreakdownthestarchinacracker.Youwilltestthecrackertoconfirmstarchcontent,thenputitinyourmouthandchewitforalongtimeinordertoreallylettheenzymesdotheirjob.Finally,youwilltestthecrackerforstarchcontentandseewhathashappenedasaresultofyourchewing.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
sodacrackers paperplates(2) craftstick iodine(0.5oz.bottle) plasticpipette(1mL) water latexgloves marker
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Thislabgivesyouagoodideaofwhathappensindigestion,whichstartsassoonasfoodentersyourmouth.Actually,theprocesscanstartevenbeforethisasyourbodypreparesforfood.Haveyoueverhadawonderfulsmellmakeyourmouthwater?Thisisyourbody’swayofgettingreadytogettoworkdigestingthatdeliciousfood.Onceyoutakeabite,theenzymesstarttodotheirjobofbreakinglarge,morecomplexmoleculesintosmallerparticles.Inthisexperiment,starchgetsbrokendownintosimplesugarsthatyourbodycouldeasilymovearoundanduseasfuel.
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©2014SuperchargedScience 74 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
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Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 76 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 77 www.SuperchargedScience.com
SpitSamplesDataTable
ItemTested ChewedorNot? ObservationswithIodine
ExercisesAnswerthequestionsbelow:1. Whatisthefirststepinthedigestiveprocess?
2. Howdoessalivahelptodigestfood?
3. Nameoneormoreofthemainsalivaryglandsandwheretheyarelocated.
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©2014SuperchargedScience 78 www.SuperchargedScience.com
Lesson#15:MappingYourTongue
TeacherSection
Overview:Thetonguehasaningeniousdesign.Receptorsresponsibleforgettinginformationareseparateandcompartmentalized.So,differentareasonthetongueactuallyhavereceptorsfordifferenttypesoftastes.Thishelpsustoseparateandenjoythedistinctflavors.Inthisexperiment,youwillbelocatingthereceptorsforsweet,sour,salty,andbitteronthetongue’ssurface.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
cottonswabs(4) cups(5) blacktea(1bag) redvinegar sugar salt microwave water spoons partner blindfold
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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
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1. Howmanydifferenttypesoftastereceptorsdowehave?Whatarethey?(Four:sweet,salt,bitter,andsour.)
2. Canyoustilltastefoodwhenyouhaveastuffynose?(Wecanonlytastethefourdistincttrueflavorsofsweet,sour,salty,andbitter.Ournoseworkswithourtonguetoallowustoidentifymorecomplexflavors.)
3. Whichtastereceptorsrecognizethehydroxylgroup?(sweet)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 81 www.SuperchargedScience.com
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.
SuggestedTime30‐45minutes
Materialscottonswabs(4)
cups(5) blacktea(1bag) redvinegar sugar salt microwave water spoons partner blindfold
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.
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©2014SuperchargedScience 82 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 83 www.SuperchargedScience.com
Lesson#16:TastyTasteBudsTeacherSection
Overview:Didyouknowthatyourtonguecantasteabout10,000uniqueflavors?Ourtonguestakeanorganizedapproachtoflavorclassificationbydividingtastesintothefourbasiccategoriesofsweet,sour,salty,andbitter.Forthisexperiment,youwillneedabravepartner!Theywillbeblindfoldedandwillbeattemptingtoguessfoods.Relyingonlyontheirsenseoftaste,theywilltrytodeterminewhatkindoffoodsyouaregivingthem.
SuggestedTime30‐45minutes
Materials(perlabgroup)
partner blindfold water(onecup) plate lemon toothpicks(2) sugarcube(orsomesugar) saltycracker pieceofdarkorbitterchocolate pencil
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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!
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©2014SuperchargedScience 84 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 85 www.SuperchargedScience.com
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.
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TastyTasteBudsDataTable
Food Groupclassification Flavorsnoted?
ExercisesAnswerthequestionsbelow:
1. Howdoessalivahelpwithtasting?
2. Whathelpstodecodethechemicalstructureofafoodsothatthebraincandetermineitstastetype?
3. Whydofoodssometimesbecomelessstrongasweage?
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Lesson#17:Stethoscope
TeacherSection
Overview:Stethoscopesareinstrumentsusedtoamplifysoundslikeyourheartbeat.Yourdoctoristrainedtouseastethoscopenotonlytocountthebeats,butheorshecanalsohearthingslikeyourbloodenteringandexitingtheheartanditsvalvesopeningandclosing.Prettycool!Today,youwillmakeandtestahomemadestethoscope.Eventhoughitwillbeprettysimple,youshouldstillbeabletohearyourheartbeatingandyourheartpumping.Youcanalsouseittolistentoyourlungs,justlikeyourdoctordoes.SuggestedTime:30‐45minutes
Materials(perlabgroup)
rubberhose(3,12‐inchlengths) “T”connectoror“Y”connector(bothworkfine) funnel stopwatchorclockwithasecondhand
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
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3. Whataresomeofthissystem’sjobs?(deliveringnutrientsandoxygen,disposingofwaste,regulatingbodytemperature,fightingdisease,maintaininghomeostasis)
4. Howmanychambersdoesyourhearthaveandwhataretheycalled?(fourchambers–leftandrightventricle,leftandrightatrium)
5. Howdidtheheartratechangewhenyouexercised?Whydidthishappen?(Theheartrateincreasesbecauseofactivity–increasedactivitymeansanincreasedneedforoxygeninthemuscles,sotheheartworkshardertodeliverthisoxygen.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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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.
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StethoscopeDataTable
LocationTested DidYouSitStill,DoJumpingJacks,orRun?
Heartrate(measureinseconds)
PointA
PointB
PointC
PointD
PointE
PointA
PointB
PointC
PointD
PointE
PointA
PointB
PointC
PointD
PointE
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ExercisesAnswerthequestionsbelow:
1. Whichbodysystemistheheartapartof?
2. Whataresomeofthissystem’sjobs?
3. Howmanychambersdoesyourhearthaveandwhataretheycalled?
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Lesson#18:HeartRateMonitoring
TeacherSection
Overview:Whenyouexercise,yourbodyrequiresmoreoxygeninordertoburnthefuelthathasbeenstoredinyourmuscles.Sinceoxygenismovedthroughyourbodybyredbloodcells,exerciseincreasesyourheartratesothatthebloodcanbepumpedthroughyourbodyfaster.Thisdeliverstheneededoxygentoyourmusclesfaster.Theharderyouexercise,themoreoxygenisneeded,soyourheartandbloodpumpevenfasterstill.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
stopwatchorclockwithasecondhand pencil
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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6. Althoughitvariesbyageandfitnesslevel,theaverageheartrateis70beatsperminute(bpm).Todaywe’regoingtomonitorourpulseatrestandthencheckhowactivitychangesit.
7. Tocheckourpulse,firstwe’llfinditinourwristusingthemiddleandindexfingers.Next,usethestopwatchorclocktotimesixsecondswhilecountingbeats.Thiswillbethetimewerecord.Beatsperminute(bpm)canbecalculatedbymultiplyingthisobservationby10.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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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.
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HeartRateMonitoringDataTable
Activity 6‐secondpulse bpm(6‐secondpulsex10)
sitting
ExercisesAnswerthequestionsbelow:
1. Explainhowtotakeapulse.
2. Whatunitsdoweusetomeasurepulse?
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Lesson#19:What’sYourLungCapacity?TeacherSection
Overview:Didyouknowtherightlungisslightlylargerthantheleft?It’strue!Theleftlungisslightlysmallertomakeroomfortheheart.Lungsareamongthelargestorgansinyourbody.Theyareapartoftherespiratorysystem,whosemainfunctionisgasexchangebetweenourbody’scirculatorysystem(ourblood)andtheenvironment(morespecifically,theairaroundus).Throughrespirationwereceiveoxygentohelpfuelourbodies,anddispelcarbondioxideandotherwastes.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
2‐litersodabottle blackmarker,permanent rubberhose(12”long) largeplasticbowl liquidmeasuringcup(cupsormillimeters)
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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5. Themainfunctionoftherespiratorysystemisgasexchange–itbringsinoxygenandtakesawaycarbondioxide.Ourlungstakeinoxygengas,whichisneededtointeractwithglucoseandfuelthebody.Theairexitingourbodyisfullofcarbondioxideandothergaswastesthatourbodiesdon’tneed.
6. Today,youwillmakeacalibrated,ormarked,containerthatyouwillusetomeasureyourlungcapacity.Youwillfillthecalibratedcontainerwithwater,slideahoseintoit,takeareallydeepbreath,andblowinthehose.Astheairinyourlungsentersthecontainer,itwillpushoutthewaterinside.Justblowaslongandasmuchasyoucan,thenwhenyouflipthebottleoveryouwillbeabletoreadtheamountofwateryouhavedisplaced.
7. Ifyousubtractthewaterdisplacedfromthetotalamountofwaterinthebottle,theresultisyourlungcapacity.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 101 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 102 www.SuperchargedScience.com
ExercisesAnswerthequestionsbelow:
1. Whichbodysystemareyourlungsapartof?
2. Whataresomeotherpartsinthissystem?
3. Explainthissystem’smajorfunction.
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©2014SuperchargedScience 103 www.SuperchargedScience.com
Lesson#20:WorkingLungModelTeacherSection
Overview:Didyoueverwonderhowtheairthatyoubreatheandthefoodthatyoueatbothgointoyourmouth,butendupintwoverydifferentplaces?Foodandaircanbothenterthroughthemouth,buttheydivergewhenreachingtheesophagusandtrachea.Foodgoestothegastrointestinaltractthroughyouresophagusandairtravelstoyourlungsviathetrachea,orwindpipe.Youwillbemakingamodelofhowyourlungsworkinthislab.Itwillincludethetrachea,lungs,andthediaphragm,whichexpandsandcontractsasitfillsandemptiesyourlungs.SuggestedTime30‐45minutes
Materials(perlabgroup)
2‐litersodabottle,emptiedandcleaned scissors razor(withadulthelp) drill(withadulthelp) ”Y”valvehoseconnector balloons(3round,9‐inch) #3one‐holestopper hose(8‐inches) rubberbands(2) petroleumjelly
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Twoverydistinctbodysystemscantakeinmaterialsviathesamemethod–themouth!Foodandaircanbothenterthebodyhere,buttheydivergequickly,withfoodtravelingdowntheesophagustothestomachandairgoingdownthetracheatothelungs.Inthisexperiment,placingastopperinthetopofthebottleandputtingthestretchedrubberballoononthebottomcreatesanenclosedsystem.Thetubeatthetopofthebottleistheonlywayforairtoenterorexitthemodel’slungs.Pullingdownontheballoon’sknotreducestheairpressureinsidethelungs.Ascompensation,airispusheddownintothetubetoequalizethepressure.Thiscausestheballoonlungstoexpand.Whenyoureleasetheknot,theairpressureforcestheairoutoftheballoons.
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©2014SuperchargedScience 104 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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:
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 105 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 106 www.SuperchargedScience.com
Lesson#21:DetectingCarbonDioxide
TeacherSection
Overview:Anoxygenandcarbondioxideexchangetakesplaceinyourbloodstream.Whenyoubreatheairintoyourlungsitbringsinoxygen,whichiscarriedfromyourlungsbyredbloodcellsinyourbloodstream.Cellsofyourbodyusetheoxygenandcarbondioxideisproducedaswaste,whichiscarriedbyyourbloodbacktoyourlungs.YouexhaleandreleasetheC02aswaste.Youwillstudythisexchangeintoday’slab.SuggestedTime:30‐45minutes
Materials(perlabgroup)
bromothymolblue straw resealablebaggie ammonia pipette water goggles,gloves,ventilation,andadulthelp!
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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!
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©2014SuperchargedScience 107 www.SuperchargedScience.com
2. Whichgasesareexchanged,andhow?Oxygencomesintothebloodstreamviatheairinyourlungs.Carbondioxidegetsexpelledasawasteproduct.Thelungsarethehubforthisgasexchange.
3. TodaywewilldemonstratethisexchangeusingapHindicatorknownasbromothymolblue.4. Whenyouexhaleintoabaggie,thecarbondioxidewillreactwithwaterinthebag.Thisreactionproduces
carbonicacid,whichstartstoacidifythewater.Morebreathsinthebagequalmorecarbondioxide,whichequalalower(moreacidic)pH.
5. YouwillnoticethebromothymolwillturngreenwhenthepHofthewaterisrightabout6.8anditwillturnyellowwhenthepHdropsfurtherto6.0andlower.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 108 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 109 www.SuperchargedScience.com
DetectingCO2DataTable
Solution ColorChange AcidicorBasic?
ExercisesAnswerthequestionsbelow:1. WhatispHandhowitisuseful?
2. Whatdoesayellowcolorindicatewithbromothymolblue?
3. IsCO2acidicorbasic?
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©2014SuperchargedScience 110 www.SuperchargedScience.com
Lesson#22:ScentMatching
TeacherSection
Overview:Wenowknowthatodormoleculesarediffusedthroughoutaroombythemotionofairmolecules,whichareconstantlymovingandbumpingintothem.Thesetinyodorparticlescangetcaughtinournoseanddissolveintotheolfactoryepithelium,whichisresponsiblefordetectingodorssothatyourbraincaninterpretthem.Todaywe’lltesthowwellyourolfactoryepitheliumandbrainworktogethertodistinguishbetweensmells. SuggestedTime:30‐45minutes
Materials(perlabgroup)
smallcontainerswithlids(10) cottonballs(10) lemonjuice blackcoffee(1cup) vanillaextract cinnamonoil soysauce marker toothpick(optional) assistant
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Everythinghereproducesadistinctodor.Thesmellsgointoyournose,wheretheyareinterpretedbythetinyhair‐likesmellcellsinyourolfactoryepithelium.Thesmellcellsworktogethertodistinguishsmellsandthensendtheinterpretedinformationtothebrainforrecognition.Wepreviouslynotedthathumanshaveanaverageof10,000,000smellcells,buttheyaren’tallthesame.Youhaveabout20differenttypes,andeachdetectsaspecifictypeofodor.Thetypesworktogetherandyourbraintranslatestheirsignalsasauniqueodor.
Lesson
1. Askstudentsifanyoneknowsthescientificwordforoursenseofsmell.It’solfaction,whichismadepossiblebyourolfactorysystem.Morespecifically,wesmellwithourolfactoryepithelium.
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©2014SuperchargedScience 111 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 112 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 113 www.SuperchargedScience.com
ScentMatchingDataTable
Item #container lettercontainer Correct?
ExercisesAnswerthequestionsbelow:
1. Whatisthescientificnameforsenseofsmell?
2. Whatisthenameofthetissuewhichhelpsthebraintodistinguishbetweensmells?
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©2014SuperchargedScience 114 www.SuperchargedScience.com
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©2014SuperchargedScience 115 www.SuperchargedScience.com
Lesson#23:SwallowingTeacherSection
Overview:Peristalsisisthewavelikemovementofmusclesthatmovefoodthroughyourgastrointestinaltract.Theprocessofdigestionbeginswithchewingandmixingthefoodwithsaliva.Whenyouswallow,theepiglottisclosesuptokeepfoodfromgoingintoyourrespiratorysystemandthehunkofchewedfood(calledbolus)goesintoyouresophagus–thisisthetubethatrunsfromyourmouthtoyourstomach.Sincetheesophagusissoskinny,themusclesalongitmustexpandandcontractinordertomovefooddown.Inthisactivitywewillexaminethatprocess.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
severaldifferentballsthesizeofatennisballorsmaller(andincludingatennisball) pairofoldnylonstockings scissors
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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©2014SuperchargedScience 116 www.SuperchargedScience.com
5. Peristalsisisthemovementofmusclesallalongyourdigestivetract–thesespecialsmoothmusclesexpandandcontracttomovefoodalongthroughvariousstagesofdigestion.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
observations.3. Cutawaythecontroltopportionofthenylonsandremovethetoepartaswell(haveanadulthelpyou,if
needed).Youshouldnowhavealongpieceofnylon.4. Putthetennisballinoneendofthenylon“esophagus.”5. Startusingbothhandstomovetheballdownthenylontubeuntilitarrivesattheotherend.
Exercises
1. Whatisthetubecalledthatconnectsthemouthandstomach?(esophagus)2. Whatistheprocesscalledthatmovesfoodalongthedigestivetractandhowdoesitwork?(peristalsis
occurswhensmoothmusclesalongthedigestivetractexpandandcontracttomovefood)3. Howlongisfoodintheesophagus?(onlyafewseconds)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 117 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 118 www.SuperchargedScience.com
SwallowingDataTable
Item/Object HowLongDidItTaketoMakeItThroughtheGITract?(measureinseconds)
ExercisesAnswerthequestionsbelow:
1. Whatisthetubecalledthatconnectsthemouthandstomach?
2. Whatistheprocesscalledthatmovesfoodalongthedigestivetractandhowdoesitwork?
3. Howlongisfoodintheesophagus?
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©2014SuperchargedScience 119 www.SuperchargedScience.com
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
Materials(perlabgroup)
onion lemon groundcinnamon garlic(fresh,oneclove) garlicpress coffeegrounds(fresh) kitchenknife(withadulthelp) cuttingboard fan(variable‐speed) stopwatchorclockwithasecondhand assistants
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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).
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©2014SuperchargedScience 120 www.SuperchargedScience.com
2. Cananyonerememberthenameofthetinytissueinsidethenosethatdistinguishessmellssothatourbraincaninterpretthem?It’stheolfactoryepithelium.
3. Smellsbeginastinymoleculesthataregivenoffbyitems(andyes,evenpeople).Canyouthinkofawaywheresmellsmightbediffused,orspreadaround,morequickly?Thishappenswhentheairismovingaroundmore.
4. We’lltestscentdiffusionintoday’sexperiment.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 121 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 122 www.SuperchargedScience.com
ExercisesAnswerthequestionsbelow:1. Whichodorstravelthefarthest?
2. Whichonestravelthefastest?
3. Whydoweusethefan?
4. Doesairtemperaturematter?
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©2014SuperchargedScience 123 www.SuperchargedScience.com
Lesson#25:ConsumingOxygen
TeacherSection
Overview:Thisexperimentnotonlyexplainshowyourbodyusesoxygen,butitisalsoanexperimentinairpressurecircles–bonus!Youwillbeputtingadimeinatartpanthathasabitofwaterinit.Thenyouwillputalitcandlenexttothedimeandputaglassoverthecandlewiththeglass’sedgeonthedime.Oncealloftheairinsidetheglassisusedupbythecandle,thedimewillbeeasytopickupwithoutevengettingyourfingerswet!Readytogiveitatry?
SuggestedTime:30‐45minutes
Materials(perlabgroup)
aluminumtartpan votivecandle matches drinkingglass,(clear,12or16oz.) dime water goggles Adultsupervision!
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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
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©2014SuperchargedScience 124 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.
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©2014SuperchargedScience 125 www.SuperchargedScience.com
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 126 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 127 www.SuperchargedScience.com
ConsumingOxygenDataTable
TrialNumber HowLongDidtheCandleBurn?(measureinseconds)
HowHighDidtheWaterRise?(measureininchesorcm)
ExercisesAnswerthequestionsbelow:1. Whatdowemeanwhenwesaythatoxygenisconsumable?
2. Whatisthedifferencebetweenanopenandaclosedsystem?
3. Whereisthehigherpressureinthisexperiment?
4. Whydoeswaterriseinsidetheglass?
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©2014SuperchargedScience 128 www.SuperchargedScience.com
Lesson#26:EyeBalloonTeacherSection
Overview:Inthislab,wearegoingtomakeaneyeballmodelusingaballoon.Thisexperimentshouldgiveyouabetterideaofhowyoureyeswork.Thewayyourbrainactuallyseesthingsisstillamystery,butusingtheballoonwecangetagoodworkingmodelofhowlightgetstoyourbrain.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
biconvexlens roundballoon,white,9inches assistant votivecandle blackmarker bookofmatches metricruler AdultSupervision!
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Firstwe’lldiscussthepartoftheballoonthatrelatetopartsofyoureye.Thewhiteportionoftheballoonrepresentsyoursclera,whichyoumayhavealreadyguessedisalsothewhitepartofyoureye.Itisactuallyacoatingmadeofproteinthatcoversthevariousmusclesinyoureyeandholdseverythingtogether.Ofcourse,thelensyouinsertedrepresentstheactuallensinyoureye.Themusclessurroundingthelensarecalledciliarymuscles,andtheyarerepresentedbytherubberneckofyourballoon.Theciliarymuscleshelptocontroltheamountoflightenteringyoureyes.Theretinaisinthebackofyoureye,whichisrepresentedbytheinsidebackofyourballoon.Theretinasupportsyourrodsandcones.Theycollectinformationaboutlightandcolorandsendittoyourbrain.
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©2014SuperchargedScience 129 www.SuperchargedScience.com
Lesson
1. Didyouknowyoureyesaresimilartoacamera?It’strue.Bothhavelenses,andbothuseaseriesofinterconnectedpartswhichworktogetherinordertoproduceanimage.
2. Inthisexperiment,we’regoingtomakeaballooneyeusingaconvexlensthatmimicsthelensinyoureye.3. We’llalsomimictheconditionsofnear‐sightednessandfar‐sightednessbygentlychangingtheshapeofthe
balloon.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
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©2014SuperchargedScience 130 www.SuperchargedScience.com
3. Whatisthedifferencebetweenconvexandconcave?(Aconcavesurfacecurvesinward,whileaconvexsurfacebulgesout.)
4. Canyougiveanexampleofaneverydayobjectthathasbothaconvexandaconcaveside?(spoon)5. Howcanyouchangetheballoontomakeitnear‐sighted?(lightlypushdownonthetop)6. Howcanyouchangetheballoontomakeitfar‐sighted?(gentlypushinfrontandbackoftheballoonto
makeittaller)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 131 www.SuperchargedScience.com
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.
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9. Toapproximateafarsightedeye,gentlypushinthefrontandbackoftheballoontomakeittaller.Howdoesthischangewhatyousee?
EyeBalloonDataTable
Drawapictureofhowtheflamelookstoyou.
Recordthefocallengthfromflametotheimage.
Whathappenstotheimagewhenyoupushdownonthetopoftheballoon?
Whatdoyouseewhenyoupushonthefrontandbackoftheballoontomakeittaller?
ExercisesAnswerthequestionsbelow:
1. Howdoesyoureyeworklikeacamera?
2. Howcanyoutellifalensisdoubleconvex?
3. Whatisthedifferencebetweenconvexandconcave?
4. Canyougiveanexampleofaneverydayobjectthathasbothaconvexandaconcaveside?
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5. Howcanyouchangetheballoontomakeitlikeanear‐sightedeye?
6. Howcanyouchangetheballoontomakeitlikeafar‐sightedeye?
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©2014SuperchargedScience 134 www.SuperchargedScience.com
Lesson#27:WaterLensTeacherSection
Overview:Wavesoflightenteryoureyesthroughthepupil,whichisthesmallblackdotrightinthecenterofyourcolorediris.Yourlensbendsandfocusesthelightthatentersyoureye.Inthisexperiment,wewillstudythisprocessofbendinglightandwewilllookatthedifferencebetweenconcaveandconvexlenses.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
washer(3/8inchinsidediameter) microscopeslide petroleumjelly(orlipbalm) newsprintwithsmalltype pipette(1mL)oreyedropperorspoon pen water
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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3. Howdotheseconvexandconcavelenseslook?Convexlensesbulgeinthemiddleandconcavelensesdipinward(theclueinsideconcaveis“cave”–concavelensesgoinwardlikeanopeningtoacave).
4. Todaywe’llmakebothkindsoflensestoseehowtheywork.Thishelpstomagnifywhatwe’relookingat,andisgoodforfarsightedpeoplewhocan’tseefarawaythings.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 136 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 137 www.SuperchargedScience.com
WaterLensDataTable
WaterLensType(concaveorconvex)
DrawaDiagramoftheLens
DrawaDiagramoftheNewsprint
ExercisesAnswerthequestionsbelow:1. Whatarethetwomaintypesoflenses?
2. Howarethetwomaintypesoflensesshaped
3. Howdothetwomaintypesoflenseswork?
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©2014SuperchargedScience 138 www.SuperchargedScience.com
Lesson#28:DisappearingFrogTeacherSection
Overview:Youropticnervecanbethoughtofasadatacordthatispluggedintoeacheyeandconnectsthemtoyourbrain.Theareawherethenerveconnectstothebackofyoureyecreatesablindspot.Therearenoreceptorsinthisareaatallandifsomethingisinthatarea,youwon’tbeabletoseeit.Thisexperimentlocatesyourblindspot.SuggestedTime:30‐45minutesMaterials(perlabgroup)
froganddotcard meterstick scrappieceofcardboard
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Conesandrodsturnthelightthatenterstheeyeintoimagesthataretransmittedtothebrain.Oureyeshaveablindspotwheretheopticnerveconnectstothebackoftheeyebecausetherearenolightreceptorsthere.Relatethestructuresoftheeyetotheirfunctions.
Therearenolightreceptorsintheareaofyoureyewheretheopticnerveattachestoyoureyeball.Thisisyourblindspotandifanimageisinthisspot,thelightreflectedoffofitdoesn’tgetperceivedbyyoureye.
Lesson
1. Thisisafunexperimenttoplaywithusingdifferentagesofpeople.Asfolksgetolder,theshapeoftheeyechangesandtheblindspotcanactuallychange.Askafewfellowadultstohelpyoudemonstratethelabandmeasurethedistancefortheblindspotbasedonhowoldtheadultsare.
2. Youcanalsotesttoseeifdifferentpeoplewithdifferentvisionhavedifferentblindspots.Forexample,istheblindspotthesameforsomeonewith20/20versus20/40?Orwithorwithouteyeglasses?Havefunwiththedifferentvariations!
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.
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©2014SuperchargedScience 139 www.SuperchargedScience.com
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 140 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 141 www.SuperchargedScience.com
DisappearingFrogDataTable
StudentName RightorLeftEye? DistancefromEyetoFrog
ExercisesAnswerthequestionsbelow:
1. Whatdidyounoticeaboutthevisionofthestudentandtheblindspotthatyoumeasured?
2. Whydoyouthinkit’simportanttoknowwhereyourblindspotis?
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©2014SuperchargedScience 142 www.SuperchargedScience.com
Lesson#29:VisualReflexTeacherSection
Overview:Voluntarynervesaretheonesthatareunderourdirectcontrol.Others,calledinvoluntarynerves,areunderthecontrolofourbrainsandcreateinvoluntaryreactions.
SuggestedTime30‐45minutes
Materials(perlabgroup)
ruler assistant pen
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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4. Todaywe’lltestthespeedofvoluntaryresponses.Inorderforavoluntaryresponsetotakeplaceinthecase,thecentralnervoussystemsendsasignalfromtheeyestoourbrain,thendownthroughthespinalcordandtothefingers.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 144 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 145 www.SuperchargedScience.com
VisualReflexDataTable
Trialnumber
RulerMark
1
2
3
4
5
AVERAGE:(totalmarks/totaltrials)
ExercisesAnswerthequestionsbelow:1. Whatisthevoluntaryresponseinthisexperiment?
2. Whatisaninvoluntaryresponseinyourbody?Giveanexample.
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©2014SuperchargedScience 146 www.SuperchargedScience.com
Lesson#30:CameraEyesTeacherSection
Overview:Youreyeshavetwodifferentlightreceptorslocatedonthebackoftheeyeball.Thesearetherods,whichseeblack,whiteandgrays,andthecones,whichseecolor.Inordertoadapttothedark,oureyesmakeachemicalcalledvisualpurple.Thishelpstherodstoseeandtransmitwhatyouseeinsituationswherethereislittlelight.
Yourpupilsalsoincreaseindiameterinthedarkness.Thisallowsforaslightincreaseintheamountoflightenteringyoureye.Thiscombinationofvisualpurpleandmorelightmakesitpossibleforyoutoseeindarkersituations.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
darkroom lightswitch partner pencils
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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©2014SuperchargedScience 147 www.SuperchargedScience.com
5. Whathappenstopupilswhenthelightcomesoninadarkroom?Theyshrink,ortheirdiameterdecreases,astheydon’tneedtoallowasmuchlightintotheeyetosee.
6. Todaywe’lltakealookatthispupildiameteradaptation.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 148 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 149 www.SuperchargedScience.com
CameraEyesDataTable
LightConditions DrawaDiagramoftheEye
ExercisesAnswerthequestionsbelow:
1. Howdoesthepupiladapttolightconditions?
2. Whatarethetwospecialphotoreceptorscalledandwherearetheylocated?
3. Whichphotoreceptorisusedtohelpusseeinthedark?
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©2014SuperchargedScience 150 www.SuperchargedScience.com
Lesson#31:HumanLeversTeacherSection
Overview:Leversareclassifiedintothreetypes:first‐class,second‐class,orthird‐class.Theirclassisidentifiedbythelocationoftheload,theforcemovingtheload,andthefulcrum.Inthisactivity,youwilllearnaboutthetypesofleversandthenuseyourbodytomakeeachtype.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
canofsoup meterstick rubberband lemon
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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©2014SuperchargedScience 151 www.SuperchargedScience.com
4. Inthislesson,we’lllearnaboutexamplesoftheseleversinourbodies.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 152 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 153 www.SuperchargedScience.com
Lesson#32:SoundSpeed
TeacherSection
Overview:Soundhastheabilitytotravelthroughthestatesofmatter:solids,liquids,andgases.Generally,solidsarethedensest,liquidsarenext,andgasesaretheleastdense.Inthisexperimentwewillstudythemovementofsoundthroughthesethreestatestoseeifdensityaffectswhatwehear.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
3baggies(re‐sealable) sand water air desktop spoon partner pencil
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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?
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©2014SuperchargedScience 154 www.SuperchargedScience.com
4. Youmightthinkthatsoundtravelsbestthroughtheair,butthat’snotcompletelyaccuratesoitcanbeatrickyquestion.Soundcantravelthroughasolid,liquid,orgas,buthowfarandhowfastdependsonhowtightlypackedthemoleculesare,whichindicatesthematerial’sdensity.
5. Askstudentswhichisdenser–waterorair.Waterisdenserbecauseitsmoleculesaremoretightlypacked.Solidshaveverydensemolecules.Becauseoftheirdensity,soundspassthroughsolidsmuchfasterandfartherthansoundsthroughlessdensematerials.
6. We’lltestthisintoday’sexperiment.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 155 www.SuperchargedScience.com
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).
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©2014SuperchargedScience 156 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 157 www.SuperchargedScience.com
Lesson#33:SoundMatchingTeacherSection
Overview:Youknowthatsoundcomesfromvibrationofsoundwavesastheytravelthroughmaterials.Thesevibrationsarepickedupbythepinna(externalpartoftheears).Thenthevibrationsvibrateyourtympanicmembrane,whichinturnvibratestheossiclesandthenthecochlea.Thecochleasendsinformationthroughtheauditorynerveandsendsittothebrain,whichrecognizesitassound.Inthislab,youwilltestyourabilitytosortandmatchdifferentsounds.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
filmcanisters(10) beans rice sawdust(orpencilshavings) paperclips pennies marker assistant
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
Objectsproducedistinctsoundswhentheyvibrate.Thesedifferencescansometimesbedistinguishedbyyourears.Ifyourpartnerhasgoodears,listeningcloselyandthencorrectlymatchingthecontentswasprobablyaneasytask.
Nowtosharealittlemoreaboutthecochlea:Youknowitultimatelyreceivessoundsandsendssignalstothebrain.Itisasmallorganshapedlikeaspiral.It’sfilledwithfluidandtinycellswhichareshapedlikehairs.Thesehair‐likecellsconvertthevibrationsfromsoundintosignalsthatcantraveltheauditorynerveuptothebrain.Thetinycellsarequitesensitive.Theycanactuallybedamagedbyextremelyloudnoises,soremembertoprotectthemwithearplugsifyouwillbeexposedtoveryloudsounds.
Didyouknowthatthetiniestbonesinyourbodyarefoundinyourear?Theyarecalledossicles,andincludethehammer,anvil,andstirrup.Theyarelocatedjustbehindyoureardrumandcollectthevibrationsthatcomeintotheearcanalandhityoureardrum.Whenyoureardrumbeginstovibrate,thetinybonesvibrateaswell.Thiscausesyourcochleatovibrateaswell,anditsendsasignaltoyourbrainforittointerpret.
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©2014SuperchargedScience 158 www.SuperchargedScience.com
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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 159 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 160 www.SuperchargedScience.com
SoundMatchingDataTable
Item/Object Can# CanLetter Correct?
ExercisesAnswerthequestionsbelow:1. Whatarethetinybonesintheearcalled?
2. Namesomeotherpartsoftheear.
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©2014SuperchargedScience 161 www.SuperchargedScience.com
Lesson#34:SoundWhackersTeacherSection
Overview:Haveyoueverheldarulerovertheedgeofadeskortableandwhackedtheendofit?Ifso,youwouldnoticeafunnysound.Thissoundchangesifyouchangethelengthoftherulerthatishangingovertheedge.Thesoundyouhearismadebytheruler’svibrations.SuggestedTime:30‐45minutes
Materials(perlabgroup)
desk(ortable,orcountertop) metricruler
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 163 www.SuperchargedScience.com
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?
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©2014SuperchargedScience 164 www.SuperchargedScience.com
SoundWhackersDataTable
Rulerlength Pitch(1ishighest,10islowest)
ExercisesAnswerthequestionsbelow:
1. Howissoundmade?
2. Howdoyouchangethepitchoftheruler?
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©2014SuperchargedScience 165 www.SuperchargedScience.com
Lesson#35:BigEarsTeacherSection
Overview:Howdoyouthinkanimalsknowwe’rearoundlongbeforetheyseeus?Sure,mosthaveapowerfulsenseofsmell,buttheycanalsohearusfirst.Inthisactivity,wearegoingtosimulateenhancedtympanicmembranes(oreardrums)byattachingStyrofoamcupstoyourears.Thiswillincreasethenumberofsoundwavesyourearsareabletocapture.
SuggestedTime30‐45minutes
Materials(perlabgroup)
Styrofoamcups(2,small) Styrofoamcups,(2,large) scissors kitchentimer
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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.
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LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 167 www.SuperchargedScience.com
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.
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©2014SuperchargedScience 168 www.SuperchargedScience.com
BigEarsDataTable
CupSize DidOneEarorBothEarsHaveCups?
HowDidYouHear?(Scaleof0–10)
ExercisesAnswerthequestionsbelow:1. Whichpartoftheearisthisexperimenttesting?
2. Whathappenswhenyouchangeyourvariableinthisexperiment?
3. Didthisexperimentchangeyourabilitytodetectwhichdirectionasoundcamefrom?
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©2014SuperchargedScience 169 www.SuperchargedScience.com
Lesson#36:NerveTesterTeacherSection
Overview:Oursenseoftouchprovidesuswithinformationthathelpsustoprocessandexploreourworld.Nervesplayanimportantpartinthesenseoftouchbybeingthewiresthatcarrysignalsfromtheskintothebrain.Butthebodyhasaplaninplacesothatourbrainsdon’tgetoverwhelmedwithtoomuchinformation.Thisplanisalotlikeablueprintforwiringahouse.Justlikeahousehaslightswitchesandelectricaloutletsinstrategiclocations,ourbodieshavetouchreceptorsofvariousnumbersbasedontheirlocation.Inthislab,wewillexploreanarmtodeterminewherethehighestconcentrationsofnervesareinthatlimb.
SuggestedTime:30‐45minutes
Materials(perlabgroup)
paperclip,large ruler partner
LabPreparation
1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.
BackgroundLessonReading
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
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Meissner’sendings(orMeissner’scorpsucles)respondtovibrationsandlightpressure,suchas
flutteringorstrokingmotions.Theyarelocatedimmediatelybelowtheepidermis.Wehavelotsoftheseonourfingersandpalm.
Ruffini’sendings(orRuffinicorpuscles)respondtopressure.Theyarealsosensitivetothestretchingofskinandtendons.
Merkel’sendings(orMerkelreceptors)detectmoderate,steadypressureandprovideinformationtothebrainabouttexture.
4. Todaywe’regoingtotestthedensityofreceptorsonthehandandarm.
LabTime
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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©2014SuperchargedScience 171 www.SuperchargedScience.com
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?
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NerveTesterDataTable
Location 1cm–correct? 3cm–correct? 5cm–correct? 10cm–correct?
ExercisesAnswerthequestionsbelow:1. Whereisthehighestconcentrationofnerveendingsinthebody?
2. Whatarenerveendsusedfor?
3. Wheredoyouthinktheleastamountofnerveendsshouldbeinthebody?
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©2014SuperchargedScience 173 www.SuperchargedScience.com
Lesson#37:AllAboutKidneysTeacherSection
Overview:Yourkidneysremovewastematerial,minerals,andfluidsfromyourbloodandputitinyoururine.Althoughurineissterile,ithashundredsofdifferentkindsofwastesfromthebody.Allsortsofthingsaffectwhatisinyoururine,includinglastnight’sdinner,howmuchwateryoudrink,whatyoudoforexercise,andhowwellyourkidneysworkinthefirstplace.Thisexperimentwillshowyouhowthekidneysworktokeepyourbodyintopshape.
SuggestedTime:3‐4hours
Materials(perlabgroup)
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.
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BackgroundLessonReading
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.
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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
1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir
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.
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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.)
Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.
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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.
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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!
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KidneysProcessFluidsDataTable
RecordthepHandvolume(didyouurinatealot,medium,orlittle?)
DrinkType 20min 40min 60min 80min
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KidneysFiltrationDataTable
AmountofChalkorSand
AmountofWater
ColorofWaterafterMixed
AmountofSolidsFilteredOutbyCheesecloth
ExercisesAnswerthequestionsbelow:
1. Whichfluidproducedmoreurineforthefirstexperiment?
2. Didthecaffeinesolutionscausethecalcitestonestoshrinkorhavenoeffect?
3. Whatdoespouringthechalkywaterthroughacoffeefiltershow?
4. Whatarekidneystonesandhowaretheyformed?
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LifeScience2EvaluationTeacherSection
Overview:Kidswilldemonstratehowwelltheyunderstandimportantkeyconceptsfromthissection.
SuggestedTime:45‐60minutes
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.
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LabPractical
Studentswilldemonstrateindividuallythattheyknowhowtomodelcertainpartsofthebodyusingscientificprinciples.Whileotherkidsarewaitingfortheirturn,theywillgetstartedontheirhomeworkassignment.Yougettodecidewhethertheydotheirassignmentindividuallyorasagroup.
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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.
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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.)
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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?
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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.)
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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?”
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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.
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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
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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
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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.
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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.
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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.
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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
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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.
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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