Body Science Series: Book 1 by Teacher Superstore

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Written by Sally Young. Illustrated by Melinda Brezmen. Published by Ready-Ed Publications (2008) © Ready-Ed Publications - 2008. P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE: Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 978 1 86397 739 5

REAU4041

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Contents

Curriculum Links ........................................ 4-5 Teacher Rationale .......................................... 6

Part 1

Part 2

The Growing Body r o e t s Bo r e p ok u S

The Working body

Looking back: Body Science in History

Teac he r The Body

Information Page ......................................... 12 Activity 3 ..................................................... 13 Activity 4 ..................................................... 14

The Circulatory System

Information Page ......................................... 15 Activity 5 ..................................................... 16 Activity 6 ..................................................... 17

Looking back: The Growing body in History

Information Page .......................................... 30 Activity 13 .................................................... 31 Activity 14 .................................................... 32

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Information Pages ...................................... 8-9 Activity 1 ..................................................... 10 Activity 2 ..................................................... 11

The Beginning of Life: Cells, DNA and chromosomes

Information Page .......................................... 33 Activity 15 .................................................... 34 Activity 16 .................................................... 35

Genetics: Your Body Map © ReadyEdP u b l i c a t i o ns Information Page .......................................... 36 Activity 17 .................................................... 37 The Digestive System • f o r r e v i e w p u r po esonl y• 38 Activity 18s .................................................... Information Page ......................................... 18 THE SENSE ORGANS:

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The Eye Information Page ......................................... 20 Activity 8 ..................................................... 21

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Before Birth: The Development of a Baby Information Page ..................................... 39-40 Activity 19 .................................................... 41

Puberty

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Activity 7 ..................................................... 19

Information Page .......................................... 42 Activity 20 .................................................... 43 Activity 21 .................................................... 44

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The Ear Information Page ......................................... 22 Activity 9 ..................................................... 23

Taste, Touch and Smell Information Page ......................................... 24 Activity 10 ................................................... 25 Activity 1 ..................................................... 26

Hot Science: Body Science of Tomorrow Information Page ......................................... 27 Activity 12 ................................................... 28

The Ageing Body

Information Page .......................................... 46 Activity 22 .................................................... 46

Hot Science: Genetics and Cloning

Information Page .......................................... 47 Activity 23 .................................................... 48 Information Page .......................................... 49 Activity 24 .................................................... 50

Body Science Quiz ......................... 51-52 Answers ................................................ 53 3

Curriculum Links

NEW SOUTH WALES

Area

SOUTH AUSTRALIA

Area

Science

r o e t s Bo r e p ok u S Level LT S3.3

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INV S3.7

Society and Environment

CCS 3.1

Change and Continuity: Explains the significance of particular people, places, groups, actions and events in the past.

ENS3.5

Environments: (Patterns of Place and Locations) Demonstrates an understanding o f the interconnectedness between Australia.

Science

Life Systems: Explores the interrelationships between systems within living thinkgs, and between living things in ecological systems. They relate these ideas to the heallth of individuals and to threats to the sustainability of ecological systems. Identifies, analyses and communicates confidently the similarities and differences in the ways that living things reproduce, and considers the ethics of related issues.

Society and the Envirnoment

Level 3.5

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Science and Technology: Identifies, describes and evaluates the interactions between living things and their effects onf the environment. Conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording adn analysing data, and drawing conclusions.

Level 3.6

Time, Continuity and Change: Researches and discusses the importance of understanding events and ways of lifeof some past periods, using primary and secondary sources.

Level 3.2

Explains why local and international communities have changed and are more likely to change in the future.

Level 3.3

Place, Space and Environment: Interprets and represents data about natural and buildt enviroments, resources, systems and interaactions, both global and local, using maps, graphs and texts.

Level 3.5

Growth and Development: Explains and demonstrates strategies for dealing with life changes.

Level GDS 3.9

NATIONAL CURRICULUM (NT/TAS/ACT)

Area

Science:

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Structure and Function: Identifies external and internal features of living things that work together to form systems with particular functions. Working Scientifically: Covering strands: Planning investigations, conducting investigations, processing data, evaluating findings, using science adn acting responsibly.

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Health and Physical Education Level 3.13, 3.14, 3.15, 3.16, 3.17, 3.18

Personal and Social Development: Identifies physical, social and emotional changes associated with their growth and develoment, and appreciates differences between people of the same age.

Level 3.4

Health of Individuals and Communities: Analyses a variety of community health issues that affect them and investigates community programs to address them.

Level 3.6

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Society and the Environment:

Understanding the Past: Interprets account and artefacts of people in other times Time and Change: Constructs a sequence from a set of events. Place and Space: (Features of Places) Describes places according to their location and natural and built features.

Level 3.8

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Health and Physical Education

Level 3.1b Level 3.2 Level 3.4

Curriculum Links

QUEENSLAND

Area

WESTERN AUSTRALIA

Area

Science

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Science and Society: Students relate some of the ways that people of various historical and cultural backgrounds construct and communicate their understandings of the same natural phenomena.

Level 3.1

Students make predictions about the immediate impact of some applications of science on their community and environment, and consider possible pollution and public health effects.

Level 3.2

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Level 3.1

Students prepare presentations to inform others about some ethical implications of certain applications of science.

D3.5

Science

Life and Living: Understands that living things have features that form systems which determine their interaction with the environment. Investigating Scientifically: Shows some awareness of the need for fair testing and makes simple predictions; collects and organises numerical data and descriptive information using simple tables, diagrams and graphs; and identifies main features, patterns and difficulties in the investigaton.

Level 3

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Life and Living: Students draw conclusions about the relationship between features of living things and the environments in which they live.

Society and the Environment:

Time, Continuity and Change The student understands that there have been significant events, people and ideas in communities and societies at particular times in the past.

TCC 3.1

The student understands that at particular times there are various factors which result in change.

TCC3.2

Investigation, Communication and Participation (Processing and Interpreting Information) The student recognises key ideas and patterns, discards irrelevant information, and transforms information into structured forms for display.

ICP 3.3

Working Scientifically

Society and Environment Students create sequences and timelines about specific changes and continuities. Place and Space Students use and make maps.

Level 3 TCC 3.2 PS 3.4

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Science

Living together: past, present and future (Structure and Function) Identifies the main structural features that work together to form systems in plants and animals. Science at Work:

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Health and Physical Education

VICTORIA

Concepts for a Healthy Lifestyle The student understands that personal health, safety and physical activity practises enhance the physical, mental , emotional and social aspects of their own and others’ health.

Level CHL3

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Society and the Environment

Time, Continuity and Change Students interpret accounts and artefacts of people in other times. Constructs a sequence from a set of events Place and Space Describes natural and human features within a region.

Level 3 Level 3 Level 3

Health and Physical Education

Health of Individuals and Populations Level 3.1 Explain ways in which people can improve physical and social environments or personal behaviours to enhance health and safety. Identify the major stages of development across Level 3.1

Rationale

Each section explores the history of diseases, health and past views on body science in the information pages titled Looking Back (see Example A).

r o e t s Bo r e p ok u S Example B

Example A

Body Science aims to entice students with the fascinating progress, studies and future projections that are being explored in the scientific world today.

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Body Science was written for teachers who want lessons that are inspiring as well as being practical. For teachers, science lessons are too often associated with long lists of difficult to find equipment and experiments that do not account for the busy time schedule within a teaching day. Body Science provides a science experience which delivers easy to teach lessons packed with relevant, motivational information and tasks. This book covers scientific concepts as well as relevant skills and processes.

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Body Science is used as the title of this book as a general term, to incorporate an exploration of anatomy and physiology, historical views on the body and future directions for science in this field.

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Students, like the rest of us, want to learn about the things that directly affect them. There is no better “real” learning experience than students gaining knowledge and insight into the structure and function of their own bodies. This book provides real answers to the kind of questions and topics that are interesting and relevant to students and teachers alike.

Example D

At the end of each part is a section called “Hot Science” dealing with topical issues facing science today (see Example D).

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Body Science consists of two sections: The Working Body and The Growing Body.

Example C

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Because of the range of information and tasks included, this book also spans the society and environment and health curriculums. As such, it is ideal for a basis of an integrated theme of work. The book deals occasionally with topics that may be sensitive in your classroom. The section on puberty provides information appropriate for an upper primary level. As such, Body Science is not intended for children below this age and parents may need to be notified prior to teaching. The “Hot Science” section that deals with the issue of stem cell research will also need possible consideration, dependent on the school environment. The issue itself is intended as an objective look at the facts on this issue to give students an insight into some current topical debates. As this is a potentially sensitive issue, however, teachers are advised to consult with the principal or parents before planning to teach.

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Part 1

Teac he r

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r o e t s BBody r ThepWorking e oo u k S LookingBack

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The Eye

THe Circulatory System

The Digestive System

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TheBody

Hot o cScience . che e r o t r s super The Ear

Taste, Touch & Smell

Hot Science

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Looking Back LookingBack

Body Science in History Ancient Egypt

In Ancient Greece the famous philosophers Aristotle and later, Hippocrates, were among the few who developed the notion of the four humours. The Greeks believed that the body was divided into four sections of different humours. The humours referred to the different types of liquid in the body: blood, phlegm, yellow bile and black bile. Each of these humours was associated with one of the seasons of the year. Yellow bile was associated with summer, black bile with autumn, phlegm with winter and blood with spring.

Writings on papyrus show that these people knew quite a lot about the body. Historians assume that this was partly to do with their practice of embalming bodies. Before bodies could be embalmed and mummified, embalmers would pull the brain out of the body using a metal hook and then cut along the side of the abdomen and remove all the other major organs. It was forbidden for embalmers to study these body parts, however it is assumed that a lot was learnt through this process as the Egyptians showed a relatively advanced understanding of the human body. They recorded a basic understanding of the working of the heart, pulse rates and the movement of blood and air in the body.

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Ancient China was completely separated from Western influences and yet their views on the body had similarities to the Ancient Greeks. They also believed that illnesses were caused by a lack of balance in the body’s energies. They believed in two major energies in the body called “Yin” and “Yang”. “Yin” represented the calm, cool, passive energy associated with night whilst “Yang” represented the hot, outward and energetic energy that is associated with day.

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As the Greeks often put illness down to having an excess of one of these humours the cure was simple — to get rid of some. Fevers were considered to be the result of having too much blood, so the practice of “blood letting” began. Blood letting was a very popular practice in healing which continued in Europe up until the 19th Century. In this process small punctures were made in the skin and blood was collected. Leeches were also commonly used. The leeches were placed, a few at a time, on the body and sucked the person’s blood until they were full and could be swapped for a new leech. 8

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According to the Ancient Greeks, staying healthy was a matter of balancing the humours. Each of the humours would be affected and maybe knocked out of balance by the change of each season. This might make sense when we think of the number of colds that people get in the winter months, producing the phlegm which the Greeks associated with this season. An imbalance in these humours was thought to have been responsible for behavioural as well as physical problems.

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Looking Back

Body Science in History

people in the community. The practise of blood letting was still popular as were herbal remedies and the use of astrological charts.

r o e t s Bo r e p ok u S

Operations were not done by doctors but were left to barber-surgeons. These surgeons performed operations but only on the visible outer body parts, such as the eyes or face. However there was no understanding that dirt caused infections and many patients died as a result. In general, the superstitious beliefs, strange cures and unsanitary practices meant that it was uncertain whether a patient was helped or made worse by the doctors and surgeons of the day.

ew i ev Pr

Teac he r

One of the ways the Ancient Chinese balanced these energies was by performing acupuncture. This involved inserting fine needles into the body at different pressure points. Acupuncture is still popular throughout the world today and is considered a form of alternative medicine.

The beginning of

modern medicine © ReadyEdP ubl i cat i ons Some of the most significant steps in the The Middle Ages development of modern medicine are: • f o r r e v i e w p u r posesonl y• The period in Europe between the 5th century

w ww

and the 15th century was known as the “middle ages”. This period of time began after the Roman Empire had collapsed. The money and structure of the Roman Empire had allowed discoveries and investigation of the human body to take place, but this almost stopped at the end of the Empire. Europe fell into chaos with the in-fighting and small scale battles that erupted as rivals sought to gain control over new territories. With the lack of any other direction, people focused entirely on the guidance of the church, which preached that illnesses and problems with the body were brought about through sin. It would not allow the dissection of bodies and so doctors and scientists weren’t able to study the body and make new discoveries. Whilst some knowledge of the past still existed there was little scientific research done at this time. A lot of beliefs about the body were based more on superstition than science. Illness was seen to be caused by such things as demons, sins, astrology, bad smells, and groups of minority

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c.1550

Andreaus Vesalius published new ideas on the anatomy of the human body that challenged previously held beliefs. His extensive research was based on his dissection of human bodies. He is among a group of scientists who had to resort to digging up and dissecting dead bodies from graves. William Harvey discovers that blood circulates through the body. Thomas Willis details the function of the brain and the nervous system. Edward Jenner invents the first vaccines against small pox. Louis Pasteur discovers that diseases are caused by germs. Scotsman, Joseph Lister discovers antiseptics and reduces post- surgical death in a Glasgow hospital by half. Alexander Fleming invents antibiotics.

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Woman applying leech to her forearm.

o c . che e r o t r s super 1620-1629

1660-1669 c.1798 c.1850

1860-1869

1920-1929

Activity 1

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Looking Back

Body Science in History

Answer the following questions from the information pages on Page 8 and 9.

1. What do you think is meant by the term “alternative medicine”?

r o e t s Bo r e p ok u S

___________________________________________________________________________ 2. What did the Ancient Greeks see as being central to the health of a person?

Teac he r

___________________________________________________________________________ ___________________________________________________________________________

ew i ev Pr

3. In Ancient China what did “Yin” and “Yang” represent?

___________________________________________________________________________

4. What were some of the reasons for the lack of scientific discovery and research into the human body during the Middle Ages?

___________________________________________________________________________

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. te

Discuss in a group

Do you have any experiences of people you know using alternative medicines?

o c . che Why do you think these forms of medicine are e r omore by doctors and used in suggested t r s supenothospitals? r

The term “alternative medicine” describes a range of varied healing practices that do not use conventional drugs or medicines to heal. Alternative medicine incorporates the use of herbs, vitamin and mineral supplements, massage, essential oils, acupuncture and cupping, to name a few. In some places in the world, these practises are carried out in doctors’ surgeries and hospitals. In the west they are considered alternative and are not the main form of practised medicine.

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Alternative vs conventional medicine

Do you think that alternative medicines work?

What, if any, problems can you see with alternative medicines?

Do you think more or less people will use alternative medicines in the future?

Activity 2

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Looking Back

Body Science in History

Choose an ancient society from the list and create a fact file about aspects of health related to the headings below. Illustrate a health fact from your ancient society in the centre. Use the internet or the library as sources.

•Aztecs •Ancient Egyptians •Incas •Ancient Romans •Ancient Greeks •Aborigines (prior to 1788) •Mediaeval Europeans.

lifestyle:

viewsonhealthand thebody:

ew i ev Pr

Teac he r

r o e t s Bo r e ok Fact File up S

w ww

. te

m . u

practices:

o c . medicines: hygiene: che e r o t r s super

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The Body

There are four different types of tissues in the body.

r o e t s Bo r e p ok u S

Organs are made up of tissue which comprises lots of microscopic cells bundled together.

Epithelial Tissue

Epithelial tissue is packed tightly together. It makes up the linings or casings of the organs, keeping the organs protected and separated from one another. Your skin and the inside of your stomach are made of epithelial tissue. Put a finger inside your mouth and run it along the inside of your cheek — that’s epithelial tissue as well.

ew i ev Pr

Teac he r

The human body is mapped out into organ systems of two or more organs that work together. These organ systems help us to perform basic functions. E.g. the stomach and intestines are organs from the digestive system that help us to digest our food.

Connective Tissue

Connective tissue is the tissue that supports the body and gives it shape. If we had no connective tissue we would be all floppy and unable to support our own bodies. Can you guess where you might find connective tissue? If you said “the bones” you would be right. Our bones, ligaments, tendons, fat tissue and cartilage, as well as the inside layer of our skin is made up of connective tissue.

w ww

The cells in your body are dying and regrowing every day – in fact three hundred million cells die in a human body every minute. How many is that in a day?

. te

Muscle tissue,you’ve probably guessed, makes up the muscles. It is a special type of tissue that can stretch, allowing us movement.

o c . che Nerve Tissuer e o r st super

It takes 17 of your face muscles to smile but a whopping 43 to frown! Something to consider the next time you feel grumpy!

Muscle Tissue

m . u

sy-EdPubl © R e ad i cat i ons t c a F !ew pur lsi l e •f o r r e v posesonl y• C t u o Ab

Nerve tissue is a complex tissue that sends messages from the brain, down the spinal cord to different parts of the body and back again.

Activity 3

The Body

Read the information on Page 12 and answer the following questions.

Name the tissues which each sentence describes: 1. It makes up the muscles and allows for flexibility and movement throughout the body.

r o e t s Bo r e p ok u S

__________________________________________________________________________ 2. It gives the body shape and structure and makes up the bones and cartilage.

Teac he r

__________________________________________________________________________

ew i ev Pr

3. It sends messages from the brain to different parts of the body and back again through nerves. __________________________________________________________________________

4. It makes up linings and coverings that keep the organs protected.

__________________________________________________________________________

These body tissues make up all the organs in our body.

The major organ systems in our body are:

. te

system each organ or body part belongs to. To give you clues, use a dictionary to look up the names of each of the systems.

Organ pancreas

m . u

w ww

•Lymphatic system •Muscular system •Circulatory system •Nervous system •Respiratory system •Digestive system •Excretory system •Reproductive system •Endocrine system

System

o c . che e r o t r Each system s super contains brain

bladder ovaries bones lungs

organs!

muscles stomach lymph nodes heart

Activity 4

TheBody

Label the diagram

•lungs

1. ____________________

r o e t s Bo r e p ok u S

•larynx

2. ____________________

•heart

3. ____________________

•liver

Teac he r

4. ____________________

•stomach •large intestine

6. ____________________

•small intestine

7. ____________________

•pancreas

8. ____________________

ew i ev Pr

5. ____________________

Body © Tissue ReadyEdPubl i cat i ons Read the information on Page 12 and answer the following questions.

•f orr evi ew pu r posesonl y• 1. List two functions of epithelial tissue.

Epithelial Tissue

w ww

• _____________________________ • _____________________________

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ConnectiveTissue

• _____________________________

2. What is the main function of muscle tissue? __________________________________ __________________________________ __________________________________

3. What would happen if our bodies had no connective tissue?

• _____________________________

__________________________________

• _____________________________

__________________________________

NerveTissue • _____________________________ • _____________________________ 14

• _________________________________

o c . che e r o t r s super

• _____________________________

MuscleTissue

• _________________________________

m . u

Name two areas in the body you can find each of the following body tissue

4. If you were to touch something very hot, what type of tissue would send a message to the brain? __________________________________

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The Circulatory System Make a fist with one of your hands. This is approximately the size of your heart.

ney r u od o J e Blo

r o e t s Bo r e p ok u S of th

Blood arrives at the heart through the veins. By the time it arrives back at the heart it has flowed around the body and is lacking in oxygen. It flows in through the upper right atrium and is squeezed downwards into the right lower chamber or right ventricle. From here it is pumped through a type of tube called a pulmonary artery to the lungs.

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Stage 1:

The heart is the main organ in the circulatory system. It works as a pump, moving nutrients, hormones and waste products through the body. It also plays a role in keeping the body’s temperature stable. The heart is a muscle that never stops moving, whether you are sleeping, watching TV, or running around.

Chambers of the Heart

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The heart is divided into four parts called chambers. The two upper chambers are called the left and right atria. The two lower chambers are called the left and right ventricles.

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breathed out. The blood picks up the fresh oxygen it needs and is ready to start its journey back to the heart.

Stage 3:

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Occasionally for some people the heart does stop momentarily – that’s what is known as a heart attack. Let’s look a little closer at the heart.

Pulmonary veins return the oxygenrich blood to the heart. This time it enters the other side of the heart in the left atrium before flowing downwards through the left ventricle. The blood is then pumped through the aorta to flow through the body again.

o c . che e r o t r s super

Activity 5

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The Circulatory System

Label the diagram

r o e t s Bo r e p ok u S

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Draw arrows to show the direction that the blood flows in.

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s t c Fa The Heart! ut Abo. t e o The pressure created by the pumping of c . ch the heart is enough to squirt blood over 9 e r er o metres. t s s r u e p When you sneeze your heart stops. Womens’ hearts beat faster than mens’. Three years after a person quits smoking, their chance of having a heart attack is the same as someone who has never smoked. Most heart attacks occur between the hours of 8am and 9am. 16

In your own words write about the journey of blood, beginning at when it first enters the heart.

Activity 6

The Circulatory System

Your heart has to work harder when you exercise, to be able to pump as much blood and oxygen as possible to your muscles and cells.

r o e t s Bo r e p ok u S

Work with a partner for this activity

Imagine you are a personal trainer designing a healthy heart fitness program for your school.

Choose three different physical activities to test in the playground with the equipment you have available.

Method 1 (Checking your own) Find your pulse by placing two fingers on your wrist.

Method 2 (Checking someone else’s) Use a cardboard tube to listen to the heart and count the heartbeats.

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Measuring Your HeartBeat

Count how many heartbeats there are in 30 seconds and then double it to get a rate per minute. After an activity be sure to allow time for a person’s heartbeat to return to normal.

Tip: Choose activities that are enjoyable and also deliver the best cardio work-out.

Heart rate before activity Heart rate after activity beats per minute

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____________________________

beats per minute

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2 . Predict what will be the most strenuous activity of the three. 3 . Measure and record the number of beats after each activity.

Physical Activity 2

4 . On a separate piece of paper graph your results.

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o c . che e r o t r s super

5 . Write a conclusion about what activities are most “heart healthy” and what you would recommend for a fitness program.

Heart rate before activity Heart rate after activity beats per minute

beats per minute

Conclusion Conclusion: ____________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

Physical Activity 3 Heart rate before activity Heart rate after activity beats per minute

beats per minute

_______________________________________

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Digestive System

Digestion can be broken down into four different stages:

r o e t s Bo r e p ok u S

The lower part of the digestive system consists of the small and large intestines (or bowel) and the anus. mouth

Stage 1

Food enters the mouth, where it is chewed up.

Stage 2

The chewed up food is mixed up with saliva, which contains enzymes that help to break down the food. The mashed up food, named “bolus”, is swallowed and moves down the oesophagus into the stomach. The food is then broken down further by the acids and enzymes in the stomach.

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The digestive system comprises two parts. The upper part of the digestive system consists of the mouth, pharynx, oesophagus and stomach. The pharynx is the area at the back of the throat and the oesophagus is the pipe inside the neck that food goes through to reach the stomach.

Stage 3

broken down food then moves from the © ReadyEdThe P ub i c at i ons stomach intol the small intestine. From here nutrients from the food are transferred into •f orr evi ew pu po es on l y• ther blood ands enter the blood stream. stomach

Stage 4

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The food then passes from the small intestine to the large intestine. The large intestine reabsorbs water from the food and stores up dietary fibre that helps the movement of waste products. The food that has already had its nutrients and water removed is now a waste product called “faeces”. It is stored in the rectum until it eventually leaves the body through the anus.

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large intestine

small intestine

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rectum

o c . che e r s t o c t a r s super F stion!~ anus

HeartBurn Heartburn is actually nothing to do with the heart. It is caused by stomach acids that leak out of the oesophagus and move upwards to circulate in the chest, producing a burning sensation.

ge About Di

Your small intestine is deceptive in its name. If you were to unravel it lengthways it would measure about 6 metres! The acids in the stomach are so strong they are capable of dissolving metal.

Activity 7

Digestive System

Read Page 18 and answer the following questions.

1. What is “bolus”?

r o e t s Bo r e p ok u S

____________________________________________________ 2. How does saliva aid digestion?

____________________________________________________

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3. What happens to food within the stomach?

____________________________________________________

5. List the three functions that the large intestine performs. • ___________________________________________________ • ___________________________________________________

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4. At what point in the digestive process are nutrients absorbed into the blood stream?

• ___________________________________________________

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Food is chewed up, swallowed and moves to the stomach where it is broken down further by acids and enzymes.

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Food stays in the stomach for about three to four hours

High fibre foods like fruit, vegetables and whole grains help the digestive T system work properly

It takes three hours for food to move through the intestine

The gastric juices in the stomach help to break down any bacteria that might have been eaten along with T the food

Exercise is one of the best ways to keep the digestive system moving

m . u

Number the boxes in order to show the process of food passing through the body.

o c . che e r o t r Cows have four stomachs s supe r

Nutrients pass from the small intestine back into the blood stream.

The large intestine re-absorbs water, stores fibre and expels the faeces into the rectum.

Food enters the mouth.

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The Sense Organs

The Eye

The Iris

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What colour irises do you have? This is perhaps what people should be asking when they want to know the colour of your eyes, as the iris is the coloured part of the eye. The iris sits around the pupil and is responsible for controlling the amount of light coming in and out of the eye.

How can we See?

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The five senses are sight, smell, taste, hearing and touch. Which of the five senses do you think is the most important? Write your answer on the back of this sheet, giving an explanation.

Light passes through the cornea, pupil and lens before hitting the retina. Between the lens and the retina, as you can see in the picture, there is a large round space filled with clear gel called vitreous. This gives the eye a round shape – otherwise it would be flat.

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At the back of the eye there is a band of six muscles that are controlled by cranial nerves. These nerves send the message to the muscles to move the eyeball left to right, or up and down.

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Light hits the retina, which contains receptors called rods and cones that respond to light. They then send messages out of the eye through the optic nerve to the brain.

o c . che Blind Spot r e o r st super

The word “pupil” comes from the Latin word, “pup” that means “doll”. It is thought that this word may have been used due to the small reflection of yourself you can sometimes see in another person’s eyes.

m . u

The retina contains receptors that react to light. They send out messages through the optic nerve to the brain.

So what if for some reason light doesn’t hit the retina? The answer is we don’t see anything. Have you ever heard someone talk about their “blind spot”? Everybody has a natural built-in blind spot. There is an area on our retina without receptors. No receptors means no message to the brain and therefore no vision.

Activity 8

TheSenseOrgans

The Eye

Teac he r

Test It!

r o e t s Bo r e p ok u S

2 . Paste the image onto a firm surface to keep it straight. 3 . Close your right eye and look at the diamond through your left eye.

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1 . Copy or cut out the image above. If you are copying make sure you place the icons about 20cm apart.

4 . Slowly bring the image closer to your face. You should find that the heart disappears out of view. Try the other way. Close your left eye and look at the heart through your right eye. As you bring the paper closer to your face, the diamond will disappear.

Our brain is a complex organ. The way we see is a combination of what is in front of us and the way the brain chooses to make sense of that information.

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Test It!

1 . Looking at the diagram above, close your right eye and look at the face with your left eye.

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o c . cheWhat do you see in thisr picture? e o r st super

2 . Slowly bring the diagram towards your face. You will find that the boxes appear to be joined up because your eye and brain together “make up” the missing information.

If you concentrate on the black you will see two faces. If you focus on the white section you will see a vase. This image was first produced by Edgar Rubin in 1915. It demonstrates the way our eyes choose to focus on an image, choosing either a background or a foreground.

Extra! Make your own custom designed perception tester based on one of the models on this page.

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The Sense Organs

The Ear

r o e t s Bo r e p ok u S

Cochlea

Eardrum Vestibular canal

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Teac he r

Semi-circular canals

“You ‘eard’ it right ear.” Not only does the ear create the ability to hear – it keeps you on your feet as well.

Inner Ear

Outer Ear

Sound is picked up by the outer ear and sent through the ear canal of the outer ear to the eardrum.

travels through the fluid, which moves the little hairs. The hairs send a signal that travels through the acoustic nerve to the brain where it is understood as a sound.

Middle Ear

Vestibular Canal

The ear drum vibrates. This starts the movement of three tiny bones that tap one another, sending the vibration into the cochlea in the inner ear.

The inside of the inner ear also contains a winding canal called the vestibular canal. Within this canal there are also three semicircular canals that are responsible for keeping you on your feet and balanced. These canals are lined with little hairs and are filled with fluid. When you move your head the fluid sloshes around and moves the little hairs that send a message through the nerves to your brain. Ever spun around and got really dizzy? That’s because after you stop, the fluid inside your ear keeps moving a bit and sends a message to your brain to tell it you are still moving, even though you’re not. This makes you lose your balance.

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Cochlea © R e a d y E d Publ i cat i ons The cochlea is a snail-shaped, fluid filled The ear has thr ee parts: the outer three outer,, structure which is full of tiny hair-like cells. middle and inner ear ear.. •f or r evi ew pu r p se so n l y • it When theo sound comes into the cochlea,

. te o c . c e ser h r t c o a t s s F r u e p s! ar About E

Before hearing aids were invented, people

who were hard of hearing had to rely on an ear trumpet. The ears of a cricket are located on the

front legs, just below the knee.

Activity 9

TheSenseOrgans

The Ear

Make a Model Ear Drum

Secret Sound

r o e t s Bo r e p ok u S

Your sound must be a natural and recognisable sound.

E.g. a balloon being blown up, the sound of a bouncing ball or the noise of a jacket being zipped up.

Equipment: (per class or group) • • •

You may not use objects to create a sound that doesn’t occur naturally. E.g. the sound of a basketball being hit with a wooden spoon!

Create an area of the class room that © ReadyEdPu b l i c a t i o n s will serve as a screen for the A• piece of cling film performers ofs the o sound. The rest of f orr evi ew pur p o s e n l y • the class will listen to each group’s An empty plastic container, e.g. old ice cream tub A few grains of uncooked rice

A metal tray or dish and a wooden mallet (or something that will make a loud noise when hit)

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1 . Cover the plastic tub firmly with cling film so that it is taut.

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2 . Place a few grains of rice on the top of the plastic film.

sound and try to guess what each sound is.

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•

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Teac he r

This activity will test the hearing of your class members. Get into a group and decide upon a variety of ways to perform a “secret sound” to the class.

o c . che e r o t r s super

3 . Hold the metal tray close to the container and hit it with the mallet.

You should notice that the grains of rice move a little when the tray is hit. They are being moved by the sound waves that are coming from the noise of the tray. Your eardrum works in a similar way to the plastic film. The ear drums vibrate when they come into contact with sound waves.

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The Sense Organs

Taste, Touch and Smell

Smell

r o e t s Bo r e p ok u S

The nose is used for bringing air into and out of the body. When the air is breathed in it is also warmed and made moist so that it is ready to go to the lungs. The inside of the nose is lined with moist tissue called mucous. It catches germs, dust and anything else that, if breathed in, would be harmful to your lungs. And you thought that snot wasn’t useful!

ew i ev Pr

Teac he r

The nose is made up of two small holes, called nostrils, and the thin bridge between them called cartilage. The nose also has receptors. When we smell something the scent comes in through our nose and hits an area called the olfactory epithelium. From here messages are sent to the brain through the olfactory nerve.

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Did you know that the skin is an organ? In fact it is the largest organ in the body. The skin is a sensory organ. The skin has three layers; the outside layer is the epidermis, underneath that is the dermis and then there is a layer of subcutaneous fat. The dermis layer of our skin contains nerve endings. When we touch something, those nerve endings send a message like an electrical current to the brain. It only takes a fraction of a second, therefore if we touch something boiling hot or prickly, we are quick to react.

Taste

. te

o c . che e r o t r s super

Ever had a tired tongue? Correctly speaking it could be possible, as the tongue is made up of many groups of muscles. Turn to the person sitting next to you and have a look at their tongue (or your own if it’s long enough). Do you notice that the top of your tongue is rough and covered in tiny bumps? These bumps are called papillae and they are used to grip hold of food. They also contain your taste buds. There are four basic tastes – sweet, sour, salty and bitter although some scientists are now saying that there is a fifth flavour called “umami”. This is a taste that occurs when foods with the substance MSG (which is commonly used in Asian cooking) are eaten.

m . u

Touch

Activity 10

TheSenseOrgans

Taste, Touch and Smell Body Area 1

Different parts of your body are more sensitive than others. T Trr y the following experiment using the top of your hand, the top of your foot and your knee.

Student 1:

Student 2:

r o e t s Bo r e Equipment for eachp couple: Body Areao 2 k u S • one blindfold

Distance between dots

• one ruler

Aim:

To investigate whether ther e ar e there are different degrees of sensitivity on differ ent parts of the body different body..

Student 2:

ew i ev Pr

Teac he r

Student 1:

• two coloured pens

Distance between dots

Body Area 3 Student 1: Distance between dots

Student 2:

Distance between dots

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• The blindfolded person then repeats this action by making a point on themselves with a different coloured pen where they thought the first mark was made.

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1 . What part of the body has the least distance between the two marked points? ___________________________________

m . u

• The other gently makes a small dot on one of the three areas of the body (tips of hand, foot or knee).

2 . Why do you think this is?

___________________________________

o c . We are born with about 10 000 taste buds but che e r as we growo older some of these taste buds die t r s supeoff.r By the time we are old we may only have

___________________________________

• This is then repeated for the three different parts on the body.

• Measure the distance between the two points to see how accurate the blindfolded person was in each case. Repeat for the other person. • Graph the results and share with the class.

5000 left? For this reason foods have a much stronger flavour when we are younger – a tip to tell mum and dad when you’re wiggling out of eating your sprouts!

A dog’s sense of smell is 100 000 times stronger than that of a human’s.

Activity 11

TheSenseOrgans

Smell, Touch and Taste

How much does colour influence our taste?

Equipment:

Name:

Drink 1

Year: Colour:

r o e t s Drink 2B r e oo p u k Drink 3 S Perceived Flavour:

• one large bottle of sparkling mineral water

Colour:

Perceived Flavour: Colour:

Perceived Flavour:

• small clear plastic cups.

Drink 4

Colour:

ew i ev Pr

Teac he r

• food colouring, red, orange, purple or one other fruity colour.

Perceived Flavour:

Aim:

To test thr ee differ ent people to see three different whether different colours affect their per ception of flavour perception flavour..

Name:

Drink 1

Year:

Colour:

Choose people who are not in your own class and don’t know about the contents of the cups. Check first that the subjects are not allergic to normal soft drinks or colouring.

Perceived Flavour:

Colour:

Perceived Flavour:

Drink 3

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• Put some mineral water and a small amount of different food colouring in each of the cups so that they look like different flavours of drink.

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Drink 4

Colour:

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Perceived Flavour:

Method:

Perceived Flavour:

o c . che e r o t r Drink 2s sup er

Decide as a class which numbered drink will be which colour so it is easy to compare your results afterwards.

Name:

Drink 1

Year:

Colour:

Perceived Flavour:

• Ask the subject to taste each of the liquids. Record the flavour they think each drink is.

Colour:

Perceived Flavour:

• Graph your results showing the different responses given to each drink.

Drink 3

Make conclusions about your findings. Repeat this experiment with students from a different year level – were the responses different?

Drink 4

Colour:

Colour: Perceived Flavour: Colour: Perceived Flavour:

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Body Science of Tomorrow

Hot Science

Body investigations and medical research are racing ahead at an incredible pace. As you are reading this, some of the following visions of the future are being considered and some are already being trialled. Other future developments may take some time to become commonplace.

r o e t s Bo r e p ok u S

The ability to have false memories implanted into the brain.

ew i ev Pr

Teac he r

e put for war d by leading world scientists ar e: Some of the possibilities for the futur future forwar ward are:

A new, large generation of people in their “100’s” as a result of medical interventions and research into health.

Drugs that will trigger organs to be able to heal themselves and regrow.

Transplanting organs from animals such as pigs and monkeys, as well as artificially made organs.

human body for surgeons, like flight simulators for pilots. This would enable doctors to train and try out difficult or risky procedures.

of disorders or diseases we are likely to suffer from, fixing the problem before it occurs.

performing complex surgeries.

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Woman freezing their eggs to allow them to have children much later in life.

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o c . The ability to see c e r Drugs that will h into our makeup and t e o r s sup Robots er allow us to eat recognise what kind

as much as we want without putting on weight.

This is only a glimpse into the future. Most great scientific advances seem like fantasies when they are first suggested. 27

Activity 12

HotScience BodyScienceOfTomorrow

What discoveries to do with the body ’s function or our health would you like to body’s see in the future? List three ideas and then explain three possible problems you can see arising with some of these advancements.

r o e t s Bo r Idea 2 e p ok u __________________________ __________________________ S Possible Problems!

ew i ev Pr

Teac he r

Idea 1

Possible Problems!

• _________________________

_________________________

• _________________________

_________________________ © ReadyEdPu bl i cat i ons _________________________ • _________________________ •f orr evi ew pu r posesonl y•

•

_________________________

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s t c a F .t !

_________________________

m . u

_________________________

Idea 3

__________________________

Possible Problems! ess e r o g o r P t c Abou . che • _________________________ e r As science progresses there are many moral o t r s s pe r _________________________ and social questions that arise in conjunction u with new discoveries. This leads to many debates as well as court decisions and new laws concerning what people should and shouldn’t do within the boundaries of science.

• _________________________ _________________________ • _________________________ _________________________

Part 2

Teac he r

ew i ev Pr

r o e t s BBody r e oo Thep Growing u k S

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Cells, dna & Chromosomes

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Genetics

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LookingBack

Before Birth

H o. to c S cr ience e

che o r st super Puberty

Ageing

Hot Science

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Looking Back

The Growing Body in History

r o e t s Bo r e p ok u S

The concept of “childhood” is a recent idea in the modern, Western world. In Europe and America, from the middle ages on, children were viewed as miniature adults. Aside from the very rich, children from the age of seven would be found working in factories, performing manual and domestic labour and childminding.

Some indigenous cultures in the past, and continuing until the present day, mark the transition from childhood to adulthood by an initiation ceremony. These ceremonies usually involved both boys and girls who were given tasks to perform and guidance in their rite of passage to adulthood.

Teac he r

InitiationCeremonies

LifeExpectancy

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ChildhoodinHistory

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In Ancient Greece and Rome, life expectancy was about 28. Your chances were slightly better in mediaeval Europe – then it was roughly 33. In comparison, in the Western world men are expected to live to about 75 and women to 80. The reason for this lies with a better diet and lifestyle and the availability of medical attention and treatments.

a whole population to shrink at one stage. In 1750-75 in Europe the average height of a fully grown male was about 167 cm. That’s a whole 10 cm shorter than today. This is evident in some of the armour from these times on display in museums. From this we might assume that people in mediaeval times were even shorter, however the evidence tells us otherwise. Studies show that mediaeval people actually had 5 cm on people living in the 1700’s. It seems that the effects of the Industrial Revolution and the subsequent move into the cities affected peoples’ access to fresh food and this nutritional deficiency was largely the cause of the “shrinking” of the population in the 1700’s.

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Life expectancies in Europe have increased dramatically in the last few hundred years, however this doesn’t mean that it was uncommon for people to live quite long. The life expectancy of a population is constructed as an average. Part of the reason for the low average was the frequent number of babies who died. Before 1750 across Europe approximately 20 – 25% of babies died before their first birthday. It is thought that perhaps another 20% of these survivors then died before their 20th birthday. Whilst old age may be commonly regarded at beginning after the age of 70 nowadays, it may have been considered to be so after the age of about 50 in earlier times.

Activity 13

Looking Back

The Growing Body in History

In a group or with a partner discuss: What lifestyle factors make a difference to how long a person lives? Does it matter where you live or what kind of job you do? Are emotional/social factors as important as physical factors for keeping us healthy?

r o e t s Bo r e p ok u S

Lifestyle factor

• Living with a family or living alone • Which country you live in, e.g. England, China or Ethiopia

Yes

Reason

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Teac he r

Look at the list of lifestyle factors below. Decide with a partner whether each factor is likely to make a difference to a person’s overall health and therefore whether they live longer or not. Explain your reasons for choosing ‘yes’ or ‘no’.

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• Living close to medical facilities such as a doctor or hospital

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• Eating a healthy diet

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• Wearing fashionable clothes

• Having good friends around you • Going for overseas holidays • Being a smoker

Activity 14

Looking Back

The Growing Body in History

List of countries by life expectancy Country

Teac he r

r o e t s Bo r e p ok u S Country

Life expectancy

83.52 82.27 82.02 80.63 80.62 80.59 80.43 78.96 78.7 78 76.62 72.55 72.27

Brazil El Salvador Egypt Peru Iraq Bolivia Russia Madagascar Cambodia Ethiopia South Africa Angola Swaziland

72.24 71.78 71.57 70.14 69.31 66.19 65.87 62.14 61.29 49.23 42.45 37.63 32.63

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Andorra Macau (PRC) Japan Sweden Australia France Iceland New Zealand United Kingdom U.S.A. Ecuador Thailand Colombia

Life expectancy

Selected countries taken from Wikipedia based on The World Factbook, 2007.

Answer the following questions from the table above

_________________________________________________________________________

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2 . What is the difference between the highest world life expectancy and the lowest? Give your answer as a decimal.

_________________________________________________________________________

3 . Use an atlas to find out which continent each of these countries is in.

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Beside the table use a colour code for each continent and mark a coloured dot next to each of the countries in that continent.

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4 . Write three things you notice about how life expectancy varies in different continents: • ________________________________________________________________________ • ________________________________________________________________________ • ________________________________________________________________________

Discuss

With a partner discuss all the factors you can think of that would affect life expectancy. Consider the fact that a lot of these age expectancies are low as they are averages and take into account the number of infant deaths.

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The beginning of Life

Cells, DNA and Chromosomes

Ever wondered why you look a little like your mum or dad, or have similar interests to your brother or sister sister,, or even like the same kind of foods?

r o e t s Bo r e p ok u S

Facts About Genes

The genes hold deoxyribonucleic acid or DNA! Cell

Nucleus

Chromosomes

DNA

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The answer is in your genes. Not the denim ones – a different type of gene altogether e we altogether.. Befor Before understand how we gr ow grow ow,, we need to understand how we got here and before we understand how we got here we need to know a little bit about genes.

Teac he r

trait that you have, like curly hair or blue eyes or having dimples.

DNA

This DNA has a HUGE amount of information about who you are: like what colour of eyes you have, what kind of skin you have, whether you will be tall or short, what things you might be naturally good at and what kind of diseases you might be likely to contract. You might have heard the term DNA come up in crime scenes on TV. The police sometimes use DNA evidence taken from strands of hair, or blood when investigating a crime scene, because no two people have the same DNA. With the exception of identical twins you are the only person in the world with your own exact DNA, but it is complicated.

Genes come in pairs. They are carried on chromosomes Some genes are dominant

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Genes contain DNA

Cells

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Your genes determine what you look like and some of the ways you act

o c . che e r o t r s super Chromosomes Like all other animals and plants your body is made up of millions and millions of cells. They are tiny and most of them can only be seen through a microscope. Inside each cell is a part called the nucleus. Inside the nucleus are the chromosomes. They look a little bit like a string of pearls. Chromosomes come in pairs. There are 46 chromosomes in each cell altogether, or 23 pairs. The chromosomes hold genes. There is a different gene for each characteristic or

Although your DNA is different to everybody else’s you in fact share 99.99% in common with the person sitting next to you. In fact 98.4% of your DNA is the same as a monkey’s. Have a look at the person sitting next to you – if we can imagine that we are only 0.01% different to that person imagine how much information is included in that 0.01%! The 0.01% difference is what makes us individuals. The rest of the 99.99% makes up information about the structure and functioning of the body that all humans have in common.

Activity 15

The beginning of Life

Cells,DNAandChromosomes

Read Page 33 and answer the following questions.

r o e t s Bo r e p ok u S

1 . Genes come in pairs. They are on___________________. 2 . Genes contain ___________________.

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3 . All animals and plants, as well your body, is made up of millions of ___________.

5 . Inside each cell is a part called the _______________. 6 . There are _______________ chromosomes in each cell altogether.

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4 . Cells are tiny and most of them can only be seen through a _______________.

7 . You are the only person in the world with your own exact_____________.

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If you stretched out the DNA in your cells it would reach all the way to the moon!

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You share 50 % of your DNA with a banana!

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Fac NA!

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Activity 16

The beginning of Life

Cells,DNAandChromosomes

Read Page 33 and answer the following questions.

True

False

r o e t s Bo r e p ok u S

2 . You have the same DNA as the person sitting next to you

3 . Nobody has the same DNA as you do

4 . DNA is stored within the genes

5 . Genes are carried on chromosomes

6 . Chromosomes are found in the nucleus of a cell

7 . There are 69 chromosomes in each cell

8 . The DNA holds a lot of information about who you are

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1 . You have the same DNA as a monkey

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The DNA in your cells contains information not only about your physical appearance but also to do with some of your natural abilities and your personality traits.

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Brainstorm physical and personality features. E.g. long snout, likes to chase sticks.

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Genetics

Your Body Map

r o e t s Bo r e p ok u S

Your body is made up of about 100 trillion cells, but you only started off as one! So how did you come to be who you are?

Teac he r

When the sperm cell and egg cell come together and the egg is fertilised that information is combined and forms one cell with 46 chromosomes called a zygote.

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All cells have 46 chromosomes except sperm and egg cells. They only have 23 each. This is so that you receive half of your genetic information from your mother and half from your father.

As each of the new cells is exactly the same as its “mother” cell, all the DNA information for the body has to be contained in that one cell. If you were, for instance, to pluck just one hair from your head and examine just one of the cells within that hair, everything thing about your body – your height, your eye colour, and any trait that you have inherited from your parents – would be found in that tiny cell. Amazing isn’t it!

Decisions, Decisions ...

So half of your genes come from your mother and half come from your father.

From One to Millions

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That cell then grows and splits into two “daughter” cells. These two cells are exactly the same as the original cell. Both these cells then grow and divide again and new daughter cells are formed. They then grow and divide again and again and the process continues until a baby is completely formed.

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o c . che e r o t r s super

Parent cell

your genes are called hereditary traits. At the point of the egg and sperm cell meeting, decisions have to be made. For instance, what if your mother has brown eyes and your father has blue eyes? That means your mother will be carrying the gene for brown eyes and your father for blue. When the two come together what do you get? With some traits we end up getting a mixture of the two traits from our mother and father but with others, like eye colour, there is a dominant gene. The dominant eye colour out of brown and blue is blue, so you are more likely to end up with blue eyes. But, this is not always the case – in fact it is complicated and can depend on what colour eyes your grandparents and great-grandparents and great, great-grandparents had, and so on.

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The fertilised egg is called a zygote.

Sperm fertilising egg

2 daughter cells

DNA replicates

Activity 17

Genetics

Your Body Map

So … what traits are hereditary?

r o e t s Bo r e p ok u S

There is still a lot of research being done into what traits are hereditary. As a general rule most of our physical traits will be a result of our genes. Some examples of hereditary traits are:

Teac he r

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•eye colour, •hair colour, •curly or straight hair, •round, rectangular or triangular shaped face, •cleft chin

Choose twenty people to ask which of the listed traits they have and record the results in the table. Before you begin questioning, predict the percentage for each trait. •Work out your percentages for each trait.

TALLY

Are you left handed?

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Do you have free earlobes? Do you have dimples?

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Can you roll your tongue?

o c . che e r o t r s super

• As a class discuss some more examples of heriditary traits. Choose two and make a prediction about what percentage of people would have them. • Conduct a larger survey of 50 people.

Remember, your results may be quite different as you are only looking at a small population. The bigger the size of the population surveyed the more accurate the results will be. Your teacher will give you approximates for the rest of the population for you to compare your results with.

Activity 18

Genetics

Your Body Map

List three traits that come from your genes.

s t c a r o e t F s B r ! s e o t i a r T t u p o ok b A u Scientists are still unsure Swith some traits

• ____________________________________

whether they are inherited through our genes or whether we learn them after birth. They call this argument nature vs nurture. In other words, imagine you had the same parents as you have now but you were brought up with a different family on the other side of the world, speaking a different language and living in a different culture. What things do you think would be different about you from the way you are now?

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Teac he r

• ____________________________________ • ____________________________________ List three traits that come from your environment.

• ____________________________________

w ww Angus

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Angus has green eyes:

Nature Nurture Angus is very tall for his age: Nature Nurture Angus is very good at maths like his Dad: Nature Nurture Angus likes wearing brand name T-shirts: Nature Nurture Angus is allergic to pumpkin: Nature Nurture Angus is good at doing stunts on his bike: Nature Nurture Angus gets embarrassed having to do dance at school: Nature Nurture Angus has very fair skin: Nature Nurture Angus likes watching sport on TV: Nature Nurture

o c . che e r o t r s super

Nature: Determined by genes/ genetic traits Nurture: The way he’s been brought up/environment 38

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Decide which of these traits Angus was probably born with or which were probably caused by the environment he is in.

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Before birth

the development of a baby

Fertilisation

r o e t s Bo r e p ok u S

The development of a baby begins with the fertilisation of a woman’s egg or ova. Every month she releases one of these eggs that slowly makes its way down the fallopian tubes.

Do you remember how many chromosomes a person has? 23 chromosomes come from the sperm and 23 chromosomes are from the egg. When they come together they make up the 46 chromosomes and from that stage on the egg is fertilised and is known as a zygote.

The Zygote The zygote moves down the fallopian tubes into the uterus. As it moves it divides into more and more cells. By the time it reaches the uterus it is a bundle of cells. At this stage, the bundle of cells is called a blastocyst. About ten days after fertilisation the blastocyst attaches itself to the wall of the uterus. A sac forms around the bundle of cells.

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Fertilisation takes place when a sperm, travelling up the fallopian tube, meets and pierces through the lining of the egg.

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During the first 8 weeks of development, the unborn child is known as an embryo.

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The Foetus

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The Embryo

o c . che e r o t r s super

By the eighth week after fertilisation the cells have become what is known as a foetus. From now on until childbirth the foetus grows in a sac called the amniotic sac. This sac is filled with clear amniotic fluid, which helps to protect the baby as it floats around within it. The placenta is a special organ that grows during pregnancy. It is formed from the outside cells of the blastocyst, the bundle of divided cells that settle in the uterus. The placenta is joined to the baby through the umbilical cord. Through this cord the baby is supplied with nutrients from the mother’s blood and also gets rid of its wastes. The umbilical cord stays in place until the baby is born and the doctor cuts and ties it creating – yes, you guessed it – your belly button!

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Before birth

the development of a baby

r o e t s Bo r e p ok u S

The arms and legs have started to form. Toes and fingers can be seen but may still be “webbed”. The foetus starts to move, although it cannot be felt by the mother.

Week12

ew i ev Pr

Teac he r

Week8

The foetus looks recognisable as a human being (but with a very big head!). The major internal organs have formed as have the ears, eyelids and teeth buds. Tiny nails are growing on its hands and toes.

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Week40

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doesn’t feel it. The genital organs develop, and a very fine hair called lanugo hair grows all over its body.

The foetus is fully developed and ready to be born. Its skin is covered with a white, greasy film called vernix to help it get through the birth canal more easily. Some babies may be born before this time. They are called premature. If a baby is born before 37 weeks it needs to be placed in an incubator.

o c . che e r o t r s super

The father’s sperm decides the sex of the baby. A boy has an X and a Y chromosome whilst a girl has two X chromosomes. A woman’s ovum only carries an X chromosome. When a sperm comes to join it, it will carry either an X, to make a girl baby, or a Y to make a boy baby. ( Someone should have told this fact to Henry V111 who had two of his wives beheaded for not giving him a son!) Researchers say that a child’s preference for using its left or right hand is apparent as early as three months after conception. 40

Activity 19

Before birth

The development of a baby Read Page 39-40 and answer the following questions.

The following events are stages in the development of an embr yo. Complete the table by writing the steps in the correct or der der..

r o e t s Bo r e p ok u S Stage 1

The divided cluster of cells known as a “blastocyst” lodges itself into the wall of the uterus.

Stage 3

As the zygote travels towards the uterus its cells begin to divide and multiply.

Stage 4

Teac he r

Stage 2

ew i ev Pr

The outside cells of the blastocyst start to form the placenta and the amniotic sac begins to form in the centre.

Stage 5

uterus.

8weeks

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12weeks

16weeks

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Look at the pictures below and write a few notes about what is happening to the foetus at each stage of devopment.

20weeks

o c . che e r o t r s super

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Puberty

In boys, hormones released by the brain affect the testes. This prompts the testes to start producing sperm. It also stimulates the testes to produce testosterone, the male sex hormone. This hormone creates changes in the body to form the male sexual characteristics. A boy’s voice will become deeper, his shoulders broader, more hair will grow on his body and he will be capable of having erections.

r o e t s Bo r e p ok u S

The hormone that is released in a girl comes from the brain and stimulates the ovaries. Then the ovaries produce two other hormones called oestrogen and progesterone. These hormones start the growth of female sexual characteristics. The breasts grow, hips begin to widen and the girl starts to grow more hair on her body. The hormones also make sure that, every month, an egg or ovum is released from the ovaries. This means that about once a month the female will have a period (unless the egg is fertilised and she becomes pregnant).

During adolescence as well as changes to the sex organs, the body is also experiencing rapid overall growth. The brain produces growth hormones which make the arms, legs, torso, genitals and internal organs increase in size. This growth spurt lasts for about two to three years. At the end of this period the person is at their adult height. Boys and girls may also find they have oilier skin and hair and grow sweat glands that affect their body odour.

ew i ev Pr

Teac he r

Puberty is a time when the body is getting closer to being an adult and being sexually mature. In girls, puberty can start between the ages of nine to fourteen. In boys it will be around the ages of ten to seventeen. The brain knows that the body is getting towards this stage and it releases chemicals called hormones. Different hormones produce different changes. The brain and the pituitary gland release hormones that control the sexual organs in males and females.

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9-10 years

feelings. During puberty people start to become more interested in the opposite sex and may start having boyfriends or girlfriends. These hormones are also responsible for sometimes making adolescents feel confused, easily annoyed or over-emotional. They can become sad or have moods that change very quickly.

m . u

Development of a Male

o c . che e r o t r s super s t c Fa 11-12 years

13-14 years

Development of a Female

15-16 years

17-18 years

erty! b u P t u o Ab

Puberty is such a rapid growth period that some people can grow up to 10 centimetres in one year!

9-10 years

11-12 years

13-14 years

15-16 years

17-18 years

Activity 20

Puberty

Read Page 42 and answer the following questions.

1 . About what age do boys and girls start to go through puberty?

r o e t s Bo r e p ok u S

___________________________________________________________________________ 2 . Name the female sexual organ that produces eggs, or ovum.

___________________________________________________________________________

ew i ev Pr

Teac he r

3 . Name the male sexual organs that produce sperm.

___________________________________________________________________________

4 . What hormone do the testes produce?

___________________________________________________________________________

5 . What hormones do the ovaries produce?

© ReadyEdPubl i cat i ons In the boxes below list the changes that boys and girls experience when they go thr ough puberty through puberty. •f or.r evi ew pur posesonl y• ___________________________________________________________________________

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s l r i G

• ________________________________

o c . che e r o t r s super

Which of these changes do boys and girls have in common?

Activity 21

Puberty

Read the statements below and answer true or false.

2. Girls tend to go through puberty earlier than boys.

3. The ovaries produce hormones called oestrogen and progesterone.

4. Not everybody goes through puberty.

r o e t s Bo r e p ok u S

5. Different hormones produce different changes in the body. 6. The testes produce a hormone called testosterone. 7. The brain and the pituitary gland release hormones.

8. Only your sexual organs change during puberty. 9. Hormones can affect your moods and feelings.

ew i ev Pr

Teac he r

1. Puberty usually begins about the age of 9 and lasts until around 17.

10. Boys’ and girls’ voices change during puberty.

What changes/ what stays the same during puberty?

m . u

Look at the list and answer the questions below.

•Your favourite sport

•Being good at maths or English

•Your personal hygiene

•Scoring goals in netball or basketball

•Your hobbies

w ww

•What friends you have

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o c . che e r o t r s super

•Your attitude towards the opposite sex

•Your appetite

Choose two things you think might change during puberty and explain why.

• _______________________________________________________________________________ • _______________________________________________________________________________ Choose two things you think would stay the same during puberty and explain why. • _______________________________________________________________________________ • _______________________________________________________________________________

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The Ageing Body

Bones, Muscles and Joints: The outer layer of bone in older people also becomes thinner. This makes the bones more brittle and therefore easier to break. A lot of muscle and cartilage is also lost as we age which results in less physical strength and more body stiffness.

r o e t s Bo r e p ok u S Brain:

ew i ev Pr

Teac he r

All living things have a lifespan. For humans, this is approximately 80 years, although lifestyle factors and environment can have a direct influence on this. Countries such as Andorra, Macau and Japan have the highest life expectancy rates at over 82 years. Many African countries such as Swaziland, Angola, Sierra Leone and Zambia have staggeringly low life expectancies of 30 – 40 years. This statistic is affected by the large number of people who do not make it into adulthood as a result of malnutrition, disease and warfare. Despite the environment in which they live, all humans experience a natural ageing process which is signalled by a variety of physical changes.

From the age of 20, our brain cells start to die off. This seems alarming but we do have a lot of them! Poor memory can be a problem for older people. Conditions such as Parkinson’s and Altzheimers tend to strike in older age and affect the way that the brain processes information. This is not necessarily the case, however, and many people retain full function of their brain well into their 80’s and 90’s. For many people hearing and vision also begin to deteriorate.

w ww

The body is held together and given its “structure” through the connective tissue found in tendons and ligaments. This tissue joins the bones and provides us with flexibility in moving around. As we age, this tissue loses its elasticity. This makes us less flexible and can contribute to people experiencing stiff joints.

. t Skin: e

Heart: The arteries of the heart can get blocked by a build up of cholesterol, resulting in heart attacks. As the heart is a muscle, it too becomes weaker and less able to function as efficiently as before.

m . u

These occur in:

o c . che e r o t r Reproductive System: s supThe er

As we get older, our outer layers of skin grow thinner and less elastic. The blood vessels below our skin also lose their elasticity. This means that we bruise more easily and the skin appears looser and wrinkled. Also common is the development of patches of mottled brown skin.

Liver and Kidneys:

The liver and kidneys also become weaker and less capable of dealing with diseases.

Menopause occurs at different times for all women but commonly occurs in the late 40’s or early 50’s. Menopause is the end of a woman’s reproductive time when the body stops producing eggs and a woman’s stops menstruating.

Activity 22

The Ageing Body

Read Page 45 and answer the following questions.

r o e t s Bo r e p ok u S

Just like adolescents, older people have worries and concerns. Discuss with a partner and see if you can think of three things that might worry people as they enter old age.

The New Old Age!

Despite some of the issues that people may face in old age, that doesn’t mean that people of this age group are unhappy! Now, more than ever, we have more cures, assistance in coping with physical problems and research that allows us more control over our health and well being. People are living better and longer.

1 . Name the two illness mentioned that affect the mind. • _______________________________________ • _______________________________________

2. What changes can affect older peoples’ hearts?

ew i ev Pr

Teac he r

Different changes take place in our bodies as we age. Physical things can become more difficult, we suffer more illness and are not as mobile as we used to be. Along with physical changes however, come social and emotional issues. Just as in adolescence when teenagers can find it stressful and emotional trying to gain new freedoms, and deal with the changes in their body, people entering old age also have worries.

________________________________________ ________________________________________ ________________________________________ 3 . Looking at countries, what are some of the factors that restrict the average lifespan of a population?

00! 1 o t g n i v About Li

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________________________ ________________________

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s t c Fa

________________________

Use the internet and the following wikipedia link to find out the following facts:

o c . c e hwhoer r A super-centenarian is someone o t s super is 110 years or older. Centenarian is the word given to a person who lives to 100 or over.

http://en.wikipedia.org/wiki/Oldest_people

4 . The oldest a person has ever lived to. ______________________________

If you live in a commonwealth country you will receive a telegram from the Queen on your 100th birthday. If you live until 105 you will get one every year from then on!

5 . The oldest person alive today. ______________________________ 6 . What proportion of supercentenarians are men and how many are women? _______________________________________

Hot Science

Genetics and Cloning 1

When we talk about cloning we might think about science fiction movies where scientists grow copies of people or create “super humans”. In reality, although this may be possible in the future, it is unlikely to happen as there is strong opposition to it from many people.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Cloning is the process of creating an identical copy of something. There are two very different types of cloning – reproductive cloning and therapeutic cloning.

Reproductive cloning

Therapeutic cloning

Reproductive cloning concerns a cell being copied to create an exact copy of a person or animal. So far these attempts haven’t been all that successful. A famous cloned face belongs to “Dolly” the sheep, who was cloned by Scottish scientists. Whilst she was born healthy she only lived until she was six and scientists think that she might have aged quickly as a result of the cloning.

Therapeutic cloning does not result in a new person or animal being born. Instead it involves technology such as stem cell research.

Stem cells are thought by many scientists to be the answer to curing many diseases in the future. It is thought that stem cells could cure conditions such as Parkinson’s disease and repair organs such as the heart and liver.

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Stem cells

m . u

o c . che e r o t r s super

Stem cells are special, new cells that have not taken on a specific function yet. Stem cells are found in human embryos as well as in the umbilical cord and teeth of babies. Scientists have taken some of these cells and studied them to work out what changes happen in the cell to make it into a special cell that does one certain job, for instance be a skin cell or part of the heart, or bone, or muscle. When scientists find out how to create these special cells from their original stem cells then they have the ability to make lots of them and put new “healthy” cells into a part of the body that is affected by disease. For example, Parkinson’s disease is caused by a lack of certain nerve cells in the brain and diabetes a lack of special pancreatic cells. If scientists are able to produce more of these cells then they can potentially cure these illnesses.

Activity 23

Hot Science

Genetics and Cloning Read Page 47 and answer the following questions.

1 . What does cloning mean?

r o e t s Bo r e p ok u S

__________________________________________________________________________ 2 . What is the difference between reproductive cloning and therapeutic cloning?

Teac he r

__________________________________________________________________________ 3 . What are stem cells?

ew i ev Pr

__________________________________________________________________________

Cloning of Animals

Dolly the sheep was the first ever successfully cloned animal. Scientist will no doubt perfect the art of cloning animals very soon but should they?

Choose one of the statements you agreed or disagreed with and explain your reasons.

__________________________________ © ReadyEdP ubl i cat i ons Read and discuss the statements below __________________________________ with a partner . Decide which ones you partner. •f orr evi ew pu r posesonl y• agree with. __________________________________

Agree

Disagree

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b . The Wilson family are so upset at the fact that their dog is dying that they decide to have him cloned. Agree

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Disagree

d . A horse breeder decides to clone the horse that won the last Melbourne Cup. Agree

Disagree

e . A zoo decides to clone each of its animals to avoid the cost of buying more of them. They have found that the clones only live for a few years and seem to get sick easily but it’s still a cheaper, more convenient option. Agree 48

Disagree

__________________________________ __________________________________ __________________________________

o c . che e r o t r s super

c . Scientists decide to clone and breed a native animal that is close to extinction. Agree

__________________________________

m . u

a . A mouse is cloned in a laboratory for the purpose of scientific research.

__________________________________

Hot Science

Genetics and Cloning 2

r o e t s Bo r e p ok u S

Organ Donations

Some people receive new organs through organ donors, however there are two problems with this: •

Not enough organs being donated for people who need them. Many people unfortunately die while on the waiting list.

•

No guarantee a person ’s body person’s will accept the new organ. Our body system may reject and attack foreign things that enter the body.

Stem Cells Generally come from Embryos.

Whilst there are many possible benefits from using stem cells, there is also a lot of opposition towards this type of research.

ew i ev Pr

Teac he r

Stem cells may be useful for growing new organs.

Some people don’t agree with stem cell research and use because the stem cells generally come from embryos. They say that these are potential human beings with a right to life and should not be used for science.

Forb this reason, scientists are now looking © ReadyEdPu l i c a t i o n s into using stem cells taken from baby teeth as an alternative. There is no easy •f orr evi ew pur p os s on l y answer toe this debate and it is• likely to be

Reproductive Cloning: the creation of a ‘copied’ person or animal from a single cell.

m . u

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a hot topic in science for many years to come.

o c . che e r o t r s super There are strict laws against the reproductive cloning of humans in most countries. Part of this is because scientists do not yet have the knowledge to be certain of creating a healthy human. To produce a person that was likely to be ill or die soon would not be fair.

Activity 24

Hot Science

Genetics and Cloning

What arguments can you imagine people make against the reproductive cloning of humans? With a partner, brainstorm all of the possibilities of cloning people. The reasons may be positive or negative. Be as imaginative as you can with your ideas. Consider all the uses cloned people may have from a family level to the overall society and what problems might be incurred.

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When you have thought of as many ideas as you can, get into groups of three or four and conduct a debate on reproductive cloning. Your teacher will tell you which side you are to argue for. Each person in the group must have a chance to speak and present at least one new point.

Reproductive Cloning For Against

E.g. clone Olympic athletes

_____________________________________ _____________________________________

E.g. cloned people would not be individuals _____________________________________ _____________________________________

© ReadyEdP ubl i cat i ons _____________________________________ •f orr evi ew pu r posesonl y• _____________________________________ _____________________________________ _____________________________________

_____________________________________

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_____________________________________

o c . che e r o t r s super

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Body Science Quiz

1 . Match these beliefs about the body to these different cultures:

4 . Blood flows into and out of the heart through the:

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•Ancient Greece •Ancient China •Europe in the middle ages

veins and arteries

•Ancient Egypt

muscles and ligaments

The body had two major energies known as “yin” and “yang”.

bones and tissue

Illnesses were caused by demons or sin. _______________________________

5 . Which one of these body parts is NOT part of the digestive system? mouth

Health was a result of balance between the four “humours” of the body.

stomach

_______________________________

small intestine

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_______________________________

The body was to be preserved for its passage into the afterlife.

_______________________________

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a) phliaielte

_______________ tissue

b) nnectoveic _______________ tissue

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c) scleum

_______________ tissue

d) evner

_______________ tissue

6. Complete the following words:

The ir__ __ is the coloured part of the eye. It sits around the pu__ __ __ and is responsible for controlling the amount of light that comes into the eye. The ret__ __ __ contains receptors that react to light. They send messages through the optic n__ __ __ __ to the brain.

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2 . Rearrange these letters to find the four different types of tissue in the body:

o c . che e r o t r s super

3 . Match an organ to these body systems: •lungs •brain •stomach •heart

7 . The ear has three parts, the

a) Respiratory system: _____________

O ______________ ear

b) Circulatory system: _____________

c) Digestive system:

_____________

M ______________ ear

d) Nervous system:

_____________

______________ ear

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Body Science Quiz

8 . Name two things that can affect longevity (how long people live) in a country?

15. Testosterone is produced by the: liver

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• ________________________________

ovaries

testes

9 . The special acid within our genes that holds the genetic information about who we are is called:

_________________________________

16. Name one of the changes that happens to either boys or girls during puberty:

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• ________________________________

________________________________ ________________________________ ________________________________

10. Your body is made up of millions of:

17. Name one change that occurs in the body as it moves into old age:

© ReadyEdPubl i cat i ons ________________________________ 11. What does “hereditary” mean? •f orr evi ew pur p osesonl y• ________________________________ ________________________________ ________________________________ ________________________________

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12. Give one example of a hereditary trait:

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________________________________

18. Match the terms with their definitions: •Reproductive •Therapeutic

o c . che e r o t r s super

13. Eight weeks after an ovum or egg has been fertilised it is called a: baby chicken foetus 14. A zygote is the name given for a fertilised: ________________________________

________________________________

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c ______________________________

____________________ cloning

Involved in stem cell research – does not involve a new life being born.

____________________ cloning Concerns a cell being copied to create an exact copy of a person or animal.

Teachers please note: Answers ar e only are supplied for specific comprehension. All other answers should be teacher checked.

Part 1 Looking Back: Body Science in Histor y Activity 1, page 10

The skeletal system consists of body parts such as ligaments and tendons, bones and cartilage. Its main role is that of supporting the body and protecting the inner organs. It also provides sites for organs to attach themselves to. vous system consists of the brain, the The ner nervous spinal cord and the peripheral nerves. The nervous system acts as a centre of transmission, sending electrical signals through the body in order to control movement and functioning. In partner with the endocrine system, the nervous system controls body processes such as circulation and digestion.

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1. Any form of medicine (students may list) that is not considered standard or conventional.

3. “Yin” represented the calm, cool, passive energy associated with night whilst “Yang” represented the hot, outward and energetic energy that is associated with day. 4. Scientific progress was hampered during the middle ages due to the breakdown of the Roman Empire. This resulted in a lack of structure and in-fighting. The Catholic Church emerged as a leader and it forbade the dissection of bodies and preached that illnesses were caused by the powers of evil.

The muscular system is made up of smooth and skeletal muscles. It assists the body in providing movement. The muscles within this system work together to provide mobility and control the movement of materials that passes through some organs, such as the heart, stomach and intestine.

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2. The Ancient Greeks believed in the theory of four humours within the body. They believed that the humours had to be balanced for a person to be healthy.

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Major Organ Systems, page 13 Background notes for teacher reference:

In the digestive system the mouth, oesophagus, stomach and large and small intestines act together to breakdown food and absorb essential nutrients.

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1. Muscle tissue. 2. Connective tissue.

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3. Nerve tissue.

4. Epithelial tissue.

Organ Systems pancreas brain bladder ovaries bones lungs muscles stomach lymph nodes heart

The lymphatic system consists of the lymph nodes, vessels, white blood cells and T and B cells. The lymphatic system removes fat and excess fluids from the blood and plays a role in defending the body by destroying invading viruses and organisms that threaten the body.

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The Body Activity 3, page 13

The endocrine system sends chemical messages to different parts of the body to help control body functions such as growth and the absorption of nutrients. The hypothalamus, pituitary, thyroid, pancreas and adrenal glands of the endocrine system work together with the nervous system in the control of these processes.

o c . che e r o t r s super

endocrine system nervous system excretory system reproductive system skeletal system respiratory system muscular system digestive system lymphatic system circulatory system

The circulator y system is centred around the heart. It serves to pump blood around the body, supplying nutrients, hormones, oxygen and wastes. The respirator y system transfers gases between the blood and the outside environment through the nose, trachea (wind pipe) and the lungs. It provides the body with oxygen and expels carbon dioxide. The reproductive system has the main aim of creating cells that result in reproduction. In males, sperm is produced to inseminate the ovum or egg cells that are produced in women.

The Body Activity 4, page 14

Number these boxes

Label the diagram 1. larynx 2. lungs 3. heart 4. stomach 5. liver 6. pancreas 7. large intestine 8. small intestine

2. Food is chewed up, swallowed and moves to the stomach where it is broken down further by acids and enzymes

1. Food enters the mouth.

3. Nutrients pass from the small intestine back into the blood stream.

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4. The large intestine re-absorbs water, stores fibre and expels the faeces into the rectum.

True or F alse False

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The Cir culator y System Circulator Activity 5, page 16

1. True, food stays in the stomah for about three to four hours 2. True, high fibre foods like fruit, vegetables and whole grains help the digestive system work properly.

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Body Tissues 1. Epithelial tissue tissue: (1) cases the organs keeping them separate (2) helps protect them. 2. Muscle tissue allows us flexibility to stretch and move. 3. With no connective tissue we would have no shape or structure - we would be floppy! ve tissue sends messages to the brain 4. Ner Nerve from our sense organs.

3. True it takes three to four hours for food to move through the intestine 4. True, cows have four stomachs

5. True, the gastric juices in the stomach help to break down any bacteria that might have been eaten along with the food

6. True, exercise is one of the best ways to keep the digestive system moving

Looking Back: The Gr owing Body in Histor y Growing

Activity 14, page 32

2. 50.89 years

3 . Andorra Andorra—Europe, Macau (PRC) (PRC)—Asia, Japan Japan—Asia, Sweden Sweden—Europe, Australia Australia—Oceania, France rance—Europe, Iceland Iceland—Europe, New Zealand Zealand— Oceania, United Kingdom Kingdom—Europe, U.S.A U.S.A—North America, Ecuador Ecuador—South America, Thailand Thailand—Asia, Colombia Colombia— South America, Brazil Brazil—South America, El Salvador Salvador—North America, Egypt Egypt—Africa, Per u —South America, Iraq eru Iraq—Asia, Bolivia Bolivia—South America, Russia Russia— Europe, Madagasca Madagascar—Africa, Cambodia Ethiopia—Africa, Cambodia—Asia, Ethiopia South Africa Africa—Africa, Angola Angola—Africa, Swaziland Swaziland—Africa

o c . che e r o t r s super

1. Bolus is the mixture of chewed up food and saliva. 2. Saliva contains enzymes that assist in the breakdown of food.

3. Food is broken down further in the stomach by acids and enzymes. 4. Nutrients are absorbed into the blood stream as the food enters the small intestine. 5. The large intestine extracts water from food and re-absorbs it, stores fibre and expels the waste products into the rectum.

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The Digestive System Activity 7, page 19

1. Highest Life Expectancy: Andorra at an average of 83.52, lowest life expectancy: Swaziland at an average of 32.63

4. Students’ own answers.

Stage 5:

Cells, DNA and Chromosomes Activity 15, page 34 1. Genes come in pairs. They are on chromosomes.

The outside cells of the blastocyst start to form the placenta and the amniotic sac begins to form in the centre.

8 weeks:

The arms and legs have started to form. Toes and fingers can be seen.

12 weeks:

The foetus looks recognisable as a human being (but with a very big head!)The major internal organs have formed as outside of the ears, eyelids and teeth buds. Tiny nails are growing on its hands and toes.

16 W eeks: Weeks:

The genital organs have formed.

40 W eeks: Weeks:

The foetus is fully developed.

2. Genes contain DNA. 3. All animals and plants as well your body is made up of millions of cells.

5. Inside each cell is a part called the nucleus.

Teac he r

6. There are 46 chromosomes in each cell altogether. 7. You are the only person in the world with your own exact DNA.

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4. Cells are tiny and most of them can only be seen through a microscope.

Cells, DNA and Chromosomes Activity 16, page 35

P uberty Activity 20, page 43

1. False 2. False 3. True 4. True 5. True 6. True 7. False 8. True

1 . In girls, puberty can start between the ages of nine to fourteen. In boys it will be around the ages of ten to seventeen.

4. The testes produce testosterone.

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Notes for teachers; Percentage of the population: Left-handed—approximately 10% Able to roll their tongue—65-81% Free earlobes— approx 63%

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Girls: growth of the breasts, widening of hips, growth of more hair on the body, beginning of periods, the arms, legs, torso, genitals and internal organs increase in size, may have oiler skin, more sweat glands.

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Genetics: Y our Body Map Your Activity 17,page 37

5. The ovaries produce oestrogen and progesterone.

Boys: brain and pituitary glands release hormones, testes to start producing sperm, voice becomes deeper, shoulders broaden, more hair grows on the body, capable of having erections, the arms, legs, torso, genitals and internal organs increase in size, may have oiler skin, more sweat glands.

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Before Birth: T he D evelopment of a B aby The Activity 19, page 41 Stage 1:

A sperm enters an egg and fertilises it.

Stage 2:

The fertilised egg or “zygote” moves down the fallopian tube towards the uterus.

Common changes: the arms, legs, torso, genitals and internal organs increase in size, may have oiler skin, more sweat glands, as well as emotional and hormonal changes.

Stage 3:

As the zygote travels towards the uterus its cells begin to divide and multiply.

P uberty Activity 21, page 44

Stage 4:

The divided cluster of cells known as a “blastocyst” lodges itself into the wall of the uterus.

2. True

1. True

Body Science Quiz page 51 - 52

3. True 4. False

5. True 6. True 7. True 8. False 9. True 10. True

The Ageing Body Body,, Activity 22, page 46

Teac he r

1. Parkinson’s and Altzheimers.

2. The arteries of the heart can get blocked by a build up of cholesterol, resulting in heart attacks. 3. Malnutrition, disease and warfare.

4. 5.

Common social concerns: •

pain as a result of physical problems

•

Losing their driving license

•

Sight or hearing problems that make it hard for them to do things for themselves

•

Having to give up activities they enjoyed due to injury or disability

•

People having to leave their homes and move into care homes

7. 8.

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Their husband/ wife or friends dying

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9. 10. 11.

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Hot Science: Genetics and Cloning Activity 23, page 48

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1 . Cloning is the process of creating an identical copy of something.

2 . Reproductive cloning concerns a cell being copied to create an exact copy of a person or animal. Therapeutic cloning does not result in a new person or animal being born. Instead it involves technology such as stem cell research.

3 . Stem cells are special, new cells that have not taken on a specific function yet.

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r o e t s Bo r e p ok u S 2.

•

Ancient China: The body had two major energies known as “yin” and “yang”. Europe in the Middle Ages Ages:: Illnesses were caused by demons or sin. Ancient Greece Greece:: Health was a result of balance between the four humours of the body. Ancient Egypt Egypt:: The body was to be preserved for its passage into the afterlife. a) epithelial tissue b) connective tissue c) muscle tissue d) nerve tissue The respiratory system: lungs, The circulatory system: heart heart, The digestive system: stomach stomach, The nervous system: brain brain. Blood flows into and out of the heart through the: veins and arteries The lungs are not part of the digestive system. The iris is the coloured part of the eye. It sits around the pupil and is responsible for controlling the amount of light that comes into the eye. The retina contains receptors that react to light. They send messages ve to the brain. through the optic ner nerve Outer ear, inner ear, middle ear. Factors affecting longevity (any two of the following): •Diet •Amount of physical activity •warfare •prevalence of diseases •malnutrition •access to medical attention, medicines etc •access to clean water (answers may vary) D.N.A. cells Hereditary means traits passed on through the genes. Answers will vary. Foetus ovum/ egg cell. Testes. Answers will vary Answers will vary Reproductive Cloning Cloning: concerns a cell being copied to create an exact copy of a person or animal Therapeutic Cloning Cloning: concerns stem cell research. It does not involve a new life being born.

12. 13. 14. 15. 16. 17. 18.