Body Science Series: Book 2

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Written by Sally Young.

Design & Typesetting by Shay Howard.

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 740 1

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2

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Contents

Curriculum Links ........................................... 4 Teacher Rationale .......................................... 6

r o e t s r Part 2B e o p Bodies Attacked The Brain o u k S Part 1

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

Looking Back: Smallpox

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

Looking Back: Cave Man

Information Pages ....................................... 29 Activity 12 ................................................... 30

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Looking Back: The Great Plague

The Brain: Structure and Function

Information Page 1-2 ............................. 31-32 Activity 13 ................................................... 33

The Brain: Perception

Activity 14 ................................................... 34 Activity 15 ................................................... 35

© ReadyEdPubl i cat i ons Brain: Intelligence •f orr evi ew puThe r p os es nl y•36-37 Information Page 1-2 o .............................

Information Page 1-2 ............................. 15-16 Activity 5 ..................................................... 17 Activity 6 ..................................................... 18

Top Ten Killers Of Our Time

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Information Page 1-2 ............................. 19-20 Activity 7 ..................................................... 21 Activity 8 ..................................................... 22

What is Cancer?

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Information Page ......................................... 23 Activity 9 ..................................................... 24 Activity 10 ................................................... 25

Activity 16 ................................................... 38

The Brain: Memory

Information Page ......................................... 39 Activity 17 ................................................... 40 Shopping Card Template ............................. 41 Activity 18 ................................................... 42 Memory Cards Template ............................ 43

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The Immune System

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Hot Science: Dog Doctors

Information Page ......................................... 26 Activity 11 ................................................... 27

Hot Science: Artificial Intelligence

Information Page ......................................... 44 Activity 19 ................................................... 45

Body Science Quiz ................................. 46 Answers ............................................47-48

3

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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: Students explain the significance of particular people, places, groups, actions and events in the past.

Health and Physical Education

Growth and Development: Students explain and demonstrate strategies for dealing with life changes.

Science

Life Systems: Students explore the interrelationships between systems within living things, and between living things in ecological systems. They relate these ideas to the health of individuals and to threats to the sustainability of ecological systems.

Level 3.5

Students identify, analyse and communicate confidently, the similarities and differences in the ways that living things reproduce, and consider the ethics of related issues.

Level 3.6

Society and the Environment Level GDS 3.9

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Science and Technology: Students identify, describe and evaluate the interactions between living things and their effects on the environment.

Students conduct their own investigations and make judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data and drawing conclusions.

Time, Continuity and Change: Students research and discuss the importance of understanding events and ways of life of 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

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Health and Physical Education

Area

Science:

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Structure and Function: Students identify external and internal features of living things that work together to form systems with particular functions.

Working Scientifically: Covering strands: Students plan investigations, conduct investigations, process data, evaluate findings, use science and act responsibly.

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Level 3.8

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

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Society and the Environment:

Level 3.13, 3.14, 3.15, 3.16, 3.17, 3.18

Understanding the Past: Level 3.1b Students interpret accounts and artefacts of people in other times.

Time and Change: Level 3.2 Students construct a sequence from a set of events.

3.11 Health and Physical Education: Students explain how the places where people live, work and play can influence health.

4

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

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NATIONAL CURRICULUM (NT/TAS/ACT)

Level 3.4

Level 3.6

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Curriculum Links

QUEENSLAND

Area

WESTERN AUSTRALIA

Area

Science

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

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

Teac he r

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.

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

Health and Physical Education: (Promoting the Health of Individuals and Communities) Students describe the impact of their own and others’ behaviours on health, and propose personal and group actions which promote the dimensions of health.

Level 3.1

Level 3.2

D3.5

Science

Life and Living: Students understand that living things have features that form systems which determine their interaction with the environment.

Investigating Scientifically: Students show some awareness of the need for fair testing and make simple predictions; collect and organise numerical data and descriptive information using simple tables, diagrams and graphs; and identify main features, patterns and difficulties in the investigation.

Level 3

Level 3

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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

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

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Society and Environment Students create sequences and timelines about specific changes and continuities.

Level 3 TCC 3.2

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Area

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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:

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.

TCC3.2 ICP 3.3

Health and Physical Education

VICTORIA

Science

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

Level 3.2

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Working Scientifically

3.1

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 Students explain ways in which people can improve physical and social environments or personal behaviours to enhance health and safety.

Students identify the major stages of development across the Level 3.1 human lifespan.

5

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Rationale

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

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

Example A

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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Teac he r

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.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Example B

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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.

o c . che e r o t r s super

Body Science 2 consists of two sections: Bodies Attacked and The Brain.

Example C

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

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

Because of the range of information and tasks included, this book also spans the Society and Environment and Health curricula. As such, it is ideal as the basis of an integrated theme of work on the topic.

6

Example D

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Part 1

Teac he r

Looking Back: The Great Plague

Looking Back: Smallpox

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

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Immune system

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Top Ten Killers

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

What is cancer?

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Hot che Science e r o t r s super Hot Science

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Looking Back

The Great Plague 1

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

Teac he r

The Great Plague The plague or “Black Death” was arguably the most deadly disease ever to hit humankind. Large-scale outbreaks of the plague have occurred time and again throughout the world from as early as 540 AD until the late 1800’s. Possibly the worst of these outbreaks ravaged a path through Europe in the 14th century. In 1348 London had an estimated population of about four million. Within two and a half years a third of these people had died. When the plague hit Italy in the same decade up to 75% of the population died within the first year. Venice’s waterways and warm conditions were perfect for the spread of the plague and 60% of its residents died within a year and a half.

The number of deaths proved such a problem that the pope declared that the Rhone river be a site for the dumping of corpses. Throughout Europe the plague is thought to have claimed a total death toll of about 25 million out of a population of 40 million. But why wasn’t it stopped sooner?

The answer to that question is that nobody had the faintest clue as to what caused it.

This period of history in Europe was not one of great advancement in medical research. The church forbade a lot of investigation into the causes of diseases and people’s own explanations of the Black Death were dominated by superstitions and belief in the workings of some sort of evil force. The plague was in fact caused by bites from fleas infected with the plague bacteria. The fleas were carried by black rats. These rats were found all over Europe and were particularly happy in the thatched roofs of houses and in amongst the filthy conditions of life in the cities at this time.

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According to history, the biggest threat to humans is not war, or environmental disasters – it’s disease. The major killers of humankind in recorded history have been ‘flu, smallpox, tuberculosis, malaria, plague, syphilis, measles and cholera – and some of these are still claiming the lives of thousands today.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Image licensed under GNU Free documentation license: www.gnu.org/copyleft/fdl.html

8

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Looking Back

The Great Plague 2

Therefore, although 15 million people across Europe survived the plague during the 14th century that doesn’t mean that they too weren’t also infected with it at some stage.

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

The unsanitary conditions within London and the lack of personal hygiene were definitely a contributing factor to the spread of the plague. The roofs and walls of houses were made of straw, the floors of dirt and animals were kept inside. People had no toilet system and so would throw their excrement out into the street. As there was no easily attainable hot water, people rarely washed.

In 1170 St Thomas A. Becket was being prepared for burial. Onlookers recorded that he was wearing layers and layers of shirts, vests and waistcoats that were so infested with lice and fleas that the clothing was literally squirming around – erghh! The number of dead people only made matters worse. People were dying so fast that there was not time to bury them and often no one to do the burying, so the corpses were left in piles where stray dogs would feed on them and continue the cycle and spread of disease.

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Teac he r

Although people weren’t aware of what exactly was causing the rampant spread of the disease, they were aware that it was infectious and so in the 14th century, desperate to control the death toll, Milan, Florence and Venice attacked the problem by applying quarantine measures. In other words, houses that contained sufferers of the plague were boarded up and the sick, along with the well relatives, were more or less left to die of hunger and thirst. Ships were also kept for a period of 40 days in the harbour to make sure that no one aboard showed signs of the plague before being allowed to come onto dry land. All these measures, however, were basically useless, as the diseased rats skipped merrily in and out of homes of both the sick and well and slid down ropes to escape moored ships, continuing the spread of the plague.

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If you contracted the plague you could expect the following: • Between one and six days after being bitten by a flea, large swellings like big eggs would grow on the neck underneath the skin, underneath the armpits and the groin.

These growths, called buboes would often split and let out a putrid smelling pus – gross!

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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• You would be restless, confused, delirious, suffer nausea and have a high fever. If the fever broke you would have about a 25% to 50% chance of surviving.

Image courtesy of the United States National Library of Medicine.

9

Activity 1

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Looking Back

The Great Plague

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

1. What was another name that the Great Plague was known by?

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

_________________________________________________________________ 2. What were some of the symptoms that a victim of the plague would suffer?

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_________________________________________________________________

3. What factors of life in the middle ages contributed to the spread of the plague?

_________________________________________________________________ _________________________________________________________________

4. Who might have had a slightly greater chance of escaping the plague? E.g. what may have made a difference in terms of career, where someone lived, living conditions, etc.?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _________________________________________________________________

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_________________________________________________________________

What is the meaning behind the picture opposite? ______________________________________

o c . che e r o t r s super

______________________________________ ______________________________________

Do you think the picture would have appeared in newspapers during the time of the plague or is it more modern than that? Explain your answer. ______________________________________ ______________________________________ ______________________________________

10

Activity 2

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Looking Back

The Great Plague

Imagine

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

You could go back in time to 1659 and be the mayor of a town in middle England that is suffering a violent onslaught of the plague. Design a plan to tackle the Black Death and keep the disease from spreading.

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Consider the circumstances and reality of life at the time and be creative. Your plan might include things to ban, things to promote or guidelines for living that will help the people of the town. Work in a group or with a partner. Write the steps of your plan on the scroll below.

“Hear ye! Hear ye! To rescue our souls from the evil plague that desecrates this town, I, the mayor and guardian declare the following measures to be carried forth ...

© ReadyEdPubl i cat i ons • __________________________________________ •f or r evi ew pur posesonl y• • __________________________________________

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• __________________________________________ • __________________________________________

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• __________________________________________

o c . che e r o t r s super

• __________________________________________ • __________________________________________ • __________________________________________ • __________________________________________ • __________________________________________ • __________________________________________

Present your plan to the townsfolk (the rest of the class).

11

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Looking Back

SmallPox

Europe until the late 1700’s. By taking in a small dose of the virus, antibodies were built up in the person, protecting them from catching a full-blown dose of smallpox.

Unfortunately it was not full-proof and a small percentage of people who inhaled the powder actually contracted the disease and died as a result.

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

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Smallpox is caused by a poxvirus and is spread from person to person through skin contact. It is called smallpox due to the little marks it leaves on the skin. People who contract the illness experience shivering, nausea, convulsions and delirium. After the fever eases a person develops red spots that turn into large blisters and eventually scabs.

The earliest evidence of smallpox has been identified on the skin of the mummified body of Rameses the fifth, an Egyptian pharaoh who died in 1157 BC. Since that time it consistently spread throughout Asia and Europe, wiping out large sections of the population and leaving survivors disfigured with pox mark scars. Perhaps its most devastating effect, however, was on the indigenous people of South America. In the early 1500’s the Spanish invasion of South America devastated the native South Americans. Smallpox, along with measles, influenza and typhus wiped out an estimated 90% of the population, making them powerless against their invaders. In Australia, many Aborigines also died as a result of the smallpox carried by European settlers. These indigenous people had no history of exposure to these illnesses and so were even more likely to catch smallpox and die as a result.

English physician, Edward Jenner, took the first step towards ending the rapid spread of this disease. In the 18th century many women worked as milkmaids. Jenner noticed that milkmaids that caught the less serious disease cowpox, from cows , never went on to catch smallpox as well. He then assumed that if people were given a small dose of cowpox in an injection, that this would prevent them from developing smallpox. He was right and by 1800 about 100,000 people around the world had been vaccinated and many lives were preserved as a result.

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Prevention for smallpox was recorded as early as the 11th century by a Buddhist nun in China. It involved taking some of the pox scabs of people inflicted with the disease and grinding them up into a fine powder. This powder was then blown up the noses of well people. This practice continued throughout Asia and was also practiced in

12

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Image courtesy of the US National Library of Medicine.

Activity 3

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Looking Back

The Great Plague Smallpox

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

1. What gives smallpox its name?

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

__________________________________________________________________ 2 How did smallpox, in conjunction with other diseases,affect the indigenous people of South America?

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__________________________________________________________________ __________________________________________________________________

3. How did a Buddhist nun prevent people from contracting smallpox?

__________________________________________________________________ __________________________________________________________________

© ReadyEdPubl i cat i ons __________________________________________________________________ •f orr evi ew pur posesonl y•

4. Who invented the first vaccination against smallpox?

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Use the Internet and the library to research the symptoms and history of cowpox.

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Draw and label a timeline that shows significant events in the history of smallpox.

___________________________

o c . che e ___________________________ r o t r s supe___________________________ r ___________________________

___________________________ ___________________________ ___________________________

___________________________ 13

Activity 4

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Looking Back

The Great Plague Smallpox

investigate your own.

Research: Choose a disease (historical or current). Use the Internet and the library or any other sources you have available, to research your disease.

•AIDS •chicken pox •whooping cough •rheumatic fever •rubella

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Symptoms:

How the disease is spread:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Likelihood of Recovery:

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Places/Times in which the disease was prevalent

o c . c e r Curesh Treatment er o t s super Draw a picture to illustrate your disease.

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The Immune System 1 Step 2:

Sending out the soldiers.

Unfortunately, despite all our outside defences sometimes bacteria and viruses still get into our body – so what then?

First of all we have a type of fluid in our body and blood called complement which is filled with all sorts of helpful compounds that help to kill bacteria. We also have a ready supply of white blood cells which are like little soldier cells that march through our blood, finding and destroying the baddies. This part of our immune system is called our innate immune system.

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

Step 1:

Preventing and removing the baddies.

Our first way of staying healthy is not letting the nasty things into our body in the first place. Our skin helps us here. If we were walking around without it, all sorts of bacteria would find its way into our system, but luckily our skin works as an excellent barrier.

But what about the parts that aren’t covered in skin? Our eyes, mouth, ears and nose are all “openings” into the body, but they too each have their own lines of defence. Ever had something in your eye? Chances are that your eye waters.

That’s because our tears serve to remove things like dust or sand that enter the eye. Our saliva does the same thing, removing bacteria from anything we swallow. We have tiny hairs on the inside of our ears and nose that, along with our nose and ear mucous (snot and ear wax), catch anything that shouldn’t be there. These nasties then come out when we clean out our ears, blow our nose or sneeze. In addition, every time we go to the toilet our urinary tract (the passage our urine comes through) is flushed out. Did you know that our stomach acids are so strong that they are capable of dissolving metal? These acids are also a great help in keeping our body healthy as they have the capacity to destroy harmful bacteria that finds its way into our stomach.

Step 3:

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If it wasn’t for your immune system you probably wouldn’t be here. In fact your body is constantly under attack, from the ‘flu germs that someone sneezes onto your ruler, to the bronchial cough of someone you pass in a supermarket. The reason you don’t get sick all the time is due to the brilliant work of your immune system.

So, how does it do it? Well, the immune system is pretty complicated but we can look at what is happening in three stages.

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Hey, haven’t I seen you somewhere before?

Some types of bacteria and virus are pretty diehard and manage to break through our first and second lines of defence and make us sick. At these times we often get a temperature, which is in fact, the clever reaction of the body. As your temperature rises, it makes it uncomfortably hot for bacteria and slows them down, stopping them from spreading out of control. When our illness gets to this stage it’s time to send for back-up. In about two weeks the body produces new antibodies that exactly match the kind of bacteria that has made us sick. They join up with the white blood cells and launch another attack on the infection. These little antibodies don’t go away. They stay, resting in our body and just waiting for the time the same illness enters the body again. Then, they move fast. Straight away they recognise the illness, “hey haven’t I seen you somewhere before?” and bump it on the head not allowing it time to make us sick. This is called immunity. When we have built up the little antibodies for an illness we are immune to it, meaning it won’t make us sick again.

Ever had a vaccination? When we have vaccinations against a disease a tiny bit of that illness is put into our system. It’s not enough to make us sick but is enough to produce new antibodies that will wait in our body to make sure we are never made ill by that disease again.

o c . che e r o t r s super

Its a Fact!

Every square inch of your body is populated by about 32 million bacteria!

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The Immune System 2

Pus, Scabs and Vomit Pus

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Pus, scabs, vomit and diarrhoea themselves are products of our bodies defence system.

This is known as our immune system and we’ll find out more about it later.

The whitish-yellow fluid that oozes out of a wound or a point of infection. It is a combination of dead skin cells, white blood cells and some bacteria. These white blood cells are your immune system in action. Therefore, this fluid is both an indication that you have an infection as well as a sign that your body’s immune system is hard at work fighting it.

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Yes, all pretty disgusting but why? Those sorts of things don’t seem to worry our pet dog or cat. The thing is, we find those things gross for a reason. Over time our bodies have adapted to being as resistant as possible to disease. Pus, scabs, vomit, and those sorts of unappealing body products are potential sites for spreading bacteria and infection.

Our disgust of them is actually programmed into us to keep us as germ-free as possible.

Makes sense doesn’t it?

© ReadyEdPubl i cat i ons Scabs •f orr evi ew pu r p o s esonl y• After getting a cut or a scratch you sometimes

o c . che e r o t r s super

Known by a few other names, mainly puke, spew, throw up, barf, chuck up or gut soup. It is a mixture of half digested food and stomach acids. Your digestive system is a long muscular tube. Its normal function is squeezing food down into your stomach but if you eat something that is somehow contaminated with germs or has gone off, or perhaps if you’ve just been piggish and eaten far too much for your body to cope with, this tube works the opposite way. Instead of moving the food down to be processed further, your body rejects it and sends it back up.

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Vomit

bleed. Tiny parts of your blood that we call platelets come together at the point of the injury. They stick together and create a kind of cover so that the blood stops flowing. This is called clotting. The blood dries and goes hard over the wound forming a crust. It does this to keep any germs from entering the wound so that the cells underneath have time to regrow.

Underneath, the new skin is growing. If you pick at the scab, the new skin underneath may come off with it and it could leave a scar – at any rate it will definitely take longer to heal.

Plus it’s not a nice sight for anyone watching!

Activity 5

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The Immune System

Read the information on Page 16 and complete the activity below.

Draw a line to match each situation numbered from 1-7 to the correct immune responses.

Immune response.

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1. Some dust particles get into your eye.

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3. You eat some food that contains a lot of harmful bacteria.

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2. You breathe a lot of dust and germs in through your nose.

F Your body creates antibodies to make sure you don’t get that same strain of illness again.

F You vomit, or suffer from diarrhoea until the germs are out of your system.

F You start to run a high temperature which slows down the progress of the virus and your white blood cells come out to fight off the infection.

© ReadyEdPubl i cat i ons F You sneeze, or find your nose blocked and have to s blowo it. n • f orr evi ew pur p o se l y• 5. You get a nasty ‘flu.

6. You start to recover from having the measles.

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7. You drink some water that is very unclean and your stomach is not able to break down the bacteria.

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F Your stomach acids go to work trying to break down the bacteria.

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4. You cut yourself and begin to bleed.

F The platelets in your blood clot together and create a scab that covers the wound and prevents bacteria from entering your blood stream.

o c . che e r o t r s s r u e p Give a definition of the following body products:

F Your eyes water to get rid of it.

Pus:

__________________________________________________________________

Scabs:

__________________________________________________________________

Vomit:

__________________________________________________________________

17

Activity 6

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The Immune System

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

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Read through the information on the immune system on page 16 and present it as a cartoon. For each step the body takes in defending itself against disease, draw a picture. Under each box write a few notes describing what you have drawn. Use any pictures you like that you think will help a viewer understand the processes and functions of the immune sytem.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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The Top Ten Killers of Our Time: 1

Table 1

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

In 2001 the World Health Organisation collected figures from across the world to look at the top ten causes of death.

Top Ten Causes of Death For Low-Middle Income (Developing) Countries

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Heart disease Lower respiratory infections Stroke HIV/AIDS Feotus/newborn (perinatal) conditions Chronic obstructive pulmonary disease (COPD) Diarrhoea Tuberculosis Malaria Road traffic accidents

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Talking about what people die of doesn’t seem like a very nice topic but it is important. For a start if we look at what we are dying of it helps us to think about the way we are living and to consider the diet and lifestyle changes we may need to make to stay healthy. It also helps us to have an understanding about some of the problems faced by people in the rest of the world.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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• Examples of high income countries are places like Australia, North America, England, France, Germany, Japan and Singapore.

. te

• Examples of low-middle income countries are China, Indonesia, Morocco, India and Pakistan.

Table 2

m . u

Table 1 and Table 2 are taken from data collected by researcher Alan Lopez, Ph D. The information collected examined 136 injuries and diseases in 2001.

Top Ten Causes of Death For High Income

(first world) Countries

o c . che e r o t r s super 1.

2.

3.

4.

5.

6.

7.

8.

9.

Heart disease Stroke Lung cancer Lower respiratory infections Chronic obstructive pulmonary disease (COPD) Colon and rectum cancers Alzheimer’s disease Type 2 diabetes Breast cancer

10. Stomach cancer For reference see answer page.

19

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The Top Ten Killers of Our Time: 2 Let’s look at a few causes of death in more detail.

Type 2 Diabetes:

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

Heart Disease: The no. 1 killer Heart disease is up there as the number 1 killer world wide. Heart disease refers to a number of different heart conditions that make people very ill. Sometimes babies are born with a type of heart disease called congenital heart disease but most heart disease is acquired later in life. The three most common types of heart disease are: coronary artery disease, congestive heart failure and faulty heart rhythms. As there are so many different types of heart disease, the causes of the disease are varied. Heart disease can be caused by defects in a person’s heart or can be a result of lifestyle factors.

Some types of heart disease are also thought to be hereditary.

There are two types of diabetes. Type 2 diabetes has traditionally affected people as they age, however it is now being diagnosed in many younger people. It is the most common form of diabetes and is associated with lifestyle factors. Although some groups of people are more likely to develop diabetes everyone can prolong its onset or even prevent themselves from getting it at all by changing their lifestyle. The following lifestyle factors greatly effect the onset of diabetes: weight, level of physical activity, blood pressure, diet, cholesterol and smoking.

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A first world problem

© ReadyEdPubl i cat i ons Malaria: •f orr evi ew pu r posesonl y•

20

Malaria is a disease caused by a parasite and carried by mosquitoes. It causes the victim to experience fevers, chills and flu-like illness.

Although malaria can be cured with the right medical attention, many people die as a result of it going untreated. There are 350 to 500 million cases of malaria each year throughout the world and more than a million people die of it, mostly children in Africa. There are drugs that people can take to stop them developing malaria, however most of the people in areas rife with malaria do not have the money or means to access them.

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Curse of the third world

o c . che e r o t r s super

Activity 7

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Top Ten Killers of our Time

Look at Tables 1 and 2 on Page 19 and complete the activity below.

1. Name three similarities you see in Table 1 and Table 2.

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

• _________________________________________________________________ • _________________________________________________________________

2. Name three differences you see in Table 1 and Table 2.

ew i ev Pr

Teac he r

• _________________________________________________________________

• _________________________________________________________________ • _________________________________________________________________ • _________________________________________________________________

© ReadyEdPubl i cat i ons __________________________________________________________________ •f orr evi ew pur posesonl y•

3. Explain one thing that you find strange or suprising in this information.

__________________________________________________________________

w ww

4. List three reasons you can think of for these differences.

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The causes of death in people in high and low-middle income countries are mostly different.

• _________________________________________________________________

o c . che e r o t r s super

• _________________________________________________________________ • _________________________________________________________________

5. Why do you think road traffic accidents only feature as a high cause of death in lowmiddle income countries? __________________________________________________________________ __________________________________________________________________

21

Activity 8

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Top Ten Killers of our Time

Have your say

Read the information on Page 20 and answer the questions below.

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

1. Give reasons as to why diabetes is mainly a problem for wealthy countries and malaria is mainly a concern for poorer countries. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Do you think rich countries should provide more money to poorer countries?

Or do you think that richer countries need to keep their own money to maintain a good standard of living and health care for themselves? Discuss in a group and report back to the class on your group’s ideas.

ew i ev Pr

Teac he r

Many people in third world countries die from illnesses that are easily avoidable and treatable in the Western world. The illnesses can be caused by things such as sub-standard living conditions, lack of clean water, medicine and access to medical facilities.

© ReadyEdP ubl i cat i ons _______________________________ _______________________________ •f orr evi ew pur posesonl y• _______________________________

2. What do these diseases show us about the living standards, lifestyles and problems of these different types of countries?

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_______________________________

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_______________________________

_______________________________ _______________________________

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_______________________________

_______________________________

_______________________________ _______________________________

o c . che e r o t r s super

_______________________________ _______________________________ _______________________________ _______________________________

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________

_______________________________

_______________________________

_______________________________

_______________________________ _______________________________

22

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What is Cancer?

Cancer is not something that can be “caught” or passed on from one person to another.

Although there are some preventative things that people can do to reduce their chances of getting some cancers, other types of cancer and their causes are more mysterious.

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

There are many different types of cancer.

People can get cancer at any age but they are more likely to get it as they get older because the DNA in our cells is more likely to become imperfect as we age.

There are all sorts of reasons that people develop cancer. Some of the reasons may be partly preventable and others not. Things like smoking, the sun, radiation, chemicals, high-fat and low-fibre diets, air and water pollution, a lack of fruit and vegetables, being overweight, not having enough exercise and drinking too much alcohol can all make people more likely to develop certain cancers. There are so many complex reasons, however, for the onset of cancer that the answer as to why people develop it is not simple. Researchers are continually looking into more and more lifestyle and diet changes we can make to avoid this disease.

There are some measures people can take, however, to lessen the risk of developing some types of cancer.

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We start out in life as one cell and begin to grow as that first cell divides and divides again. Cancer is a disease that grows in a similar way. “Bad” cells divide repeatedly and form clumps called tumours. These cells sometimes spread around the body and push their way into different organs and body systems.

Experts suggest the following measures as being cancer preventative: • Planning check-ups or screening for high risk cancers.

• Keeping alcohol intake to one drink per © ReadyEdP u i ca t i oforn sor less. dayb forl women and two men Protecting yourself in the sun with •f orr evi ew pu•r p ose nl y• sunscreen, hats ando clothing.

• Having a healthy diet with two serves of fruit and five serves of vegetables each day.

• Not smoking.

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• Getting regular exercise.

o c . che e r o t r s super

Although there is no definite cure for cancer yet there are therapies including radiotherapy, chemotherapy and immunotherapy which, in many cases, are capable of stopping the spread of the disease.

23

Activity 9

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What is Cancer?

Read about Matthew and Sophie.

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

Teac he r

My name is Sophie. I’m 24.

I’m concerned about staying healthy so I go to the gym twice a week and am careful about what I eat. I’m pretty proud of my diet. I eat a lot of fruit and vegetables and not a lot of fat – basically I just try to eat as much fresh food as possible and do my best to avoid packaged foods. I don’t drink very much, so my only vice is smoking. I smoke about 5 packets a week. Sometimes I get embarrassed about having smelly clothes or bad breath, but I’ve tried to stop and it’s so hard! Besides, apart from that I’m really healthy. On the weekend I usually go out with friends. I sometimes go out for dinner and will maybe have a glass or two of wine. Apart from that every week or so I visit my mum, do a bit of shopping and spend a couple of hours in the solarium.

ew i ev Pr

My name’s Matt. I’m 45. I used to be a professional surfer but now I’m more involved with my son Luke’s sport. I’m probably not as fit as I used to be. My son teases me and says I’m getting a bit podgy but I’m not really fat or anything. I go down and watch him play footie every Saturday. After that we usually go to get a hamburger or a hot dog or something. On Saturday night I usually have a few beers and a takeaway or something like that.

I hate cooking so I mostly buy stuff I can just chuck in the oven. When I was a kid no one used to talk about skin cancer and I got burnt heaps of times.

I think about it a lot now. I always use zinc and wear a hat when I’m down the beach and make Luke do the same. It’s the same with smoking.

My father died of lung cancer and so I hate cigarettes. I work pretty long hours during the week so by the time I get home I’m exhausted and you can’t budge me from the couch! I’ve got a dog called Hammer. When Luke stays with me on the weekends he takes Hammer for a walk.

The rest of the time a neighbour helps me out!

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Matthew

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Sophie

o c . che e r o t r s super

List Matthew’s good habits that are cancer preventative.

List Sophie’s good habits that are cancer preventative.

• __________________________________

• __________________________________

• __________________________________

• __________________________________

• __________________________________

• __________________________________

List Matthew’s unhealthy habits.

List Sophie’s unhealthy habits.

• __________________________________

• __________________________________

• __________________________________

• __________________________________

• __________________________________

• __________________________________

24

Activity 10

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What is Cancer?

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

ew i ev Pr

Teac he r

Choose one cancer preventative measure from page 23.

Plan a poster below, aiming to catch the attention of, and educate the public.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

25

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Hot Science

Dog Doctors?

“That’s Dr Rufus to you!”

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

ew i ev Pr

Teac he r

As cancer is such a global killer there is continual research and clinical trials being done to find preventions and cures. Many cancers, if detected early enough, can be treated successfully and people can go on to live a long life. Some cancers may not present a sufferer with many problems in the early stages and so they may not seek help until the cancer has progressed. There are different types of screening procedures set up now so that people can be informed early. This, however, relies upon people knowing they might be at risk, finding clinics and making appointments. Recently some researchers, have come up with a new solution — dogs.

© ReadyEdPubl i cat i ons The dogs have theno been tested, using • f o r r e v i e w p u r p o s e s n l y • Dogs? Can they perform intricate surgery

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26

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or lead research teams? Well no, but they can sniff out something fishy with one paw tied behind their back. Dogs in fact have a sense of smell that is estimated to be over 1000 times more powerful than humans’.

Some scientists were intrigued to hear stories about people’s pet dogs continually licking at or sniffing particular moles on their owners’ bodies that were later found out to be cancerous melanomas. Trials have been conducted to train dogs over a few weeks to react to the “scent” of particular cancers in the breath or urine of sufferers.

samples from people with and without cancer and have been found to identify those with cancer with a 88%-97% success rate.

Tests have been carried out on a range of different dog breeds to detect lung, breast, prostate and skin cancer.

o c . che e r o t r s super

Many scientists are very excited about this news and see it as a possible way of screening a huge number of people for cancer. On the other hand there are many scientists who also think the research is not clear enough and see many problems with the whole concept. They don’t think that dogs should be used for something as important as detecting cancer. This research may or may not become part of widespread practice in detecting cancers.

Activity 11

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Hot Science

Dog Doctors?

Part of the role of a scientific researcher is being able to think logically and see the problems and advantages of different types of research.

r o e t s B r e Using p Dogs to Detecto Cancer. ok u S

Brainstorm the negative and positive consequences of using dogs to detect cancer below.

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

Teac he r

Positive

ew i ev Pr

Negative

__________________________ © ReadyEdPu bl i cat i ons __________________________ __________________________ •f orr evi ew pur p osesonl y• __________________________

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o c . __________________________ __________________________ che e r o t r s supe r __________________________ __________________________ __________________________

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Share your answers with a group or the whole class.

27

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Part 2

r o e t s Bo r The Brain e p ok u S Looking Back: Cave Man

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Looking Back

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Perception

Hot Science

o c . che e r o t r s super Hot Science

28

Memory & Intelligence

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The Brain

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Looking Back

Cave Man

Did cave men perform brain surgery?

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

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the skull was damaged, the brain was left unpierced. The size of holes made by this procedure varied from tiny incisions to large holes over 5 cm wide!

As tools became more advanced, a threeleafed tool was used to do the same job. The process with this tool was known as trephining. Trephining continued in practice, being common in Ancient Greece and Rome and being used right up until the 17th century.

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It is a strange thing to imagine Stone Age humans performing something as complex as brain surgery but, in fact, archaeological evidence suggests they did. Skulls found in ancient burial sites as old as 6 500 BC have been found to show evidence of trepanning.

Trepanning is the process of making a hole in the skull with the purpose of releasing pressure from the brain. Incredibly, this was a wide spread ancient practice with skulls from civilisations from Mexico through to Europe showing evidence of the procedure.

There is a bit of debate about why people did it. It is suggested that people may have done it to cure severe headaches or brain tumours or to release “evil spirits” which may have been thought to have been the cause of physical or psychological problems.

Although the practice appears to have been common, it was obviously only performed when it was needed, as not all skulls of this age have trepanning holes in them. On the other hand, skulls have been found with multiple holes suggesting some people had repeated sessions of this ancient form of brain surgery.

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Originally, the operation would have been performed with tools made out of flint.

Although it seems like a recipe for disaster punching a hole in a person’s skull with a sharp rock, ancient skulls show evidence of bone growth surrounding the hole, suggesting that many people in fact went on to live a long time after the procedure.

The severity of damage was limited as whilst

29

Activity 12

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Looking Back

Cave Man

Answer the following questions from the information pages on Page 29.

1. What is trepanning?

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___________________________________________________________________ 2. What is trephining?

3. What are some of the reasons it may have been performed?

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___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

4. Do you think these procedures would have cured people? Why/ Why not?

___________________________________________________________________ ___________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ___________________________________________________________________

5. Thinking about how surgery is performed these days, what medical problems can you imagine a person might have suffered after undergoing this procedure?

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6. Why do you think people stopped performing this procedure after hundreds of years of its practice? ___________________________________________________________________

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An Ancient Act

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In a group of 2 – 4 people present the information on Page 29 in the form of a skit. Act your skit in front of the class.

Remember: Your play must clearly explain to the audience what happened during this procedure and one of the possible reasons people chose to do it.

30

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the brain Structure and Function 1

r o e t s Botried to tickle yourself you r e If you have ever p would have beeno wasting your time. It is u k impossible. The cerebellum tells the rest of the S brain and the body that you are about to tickle

So what does brain size mean? Larger animals have bigger brains than smaller animals. An elephant’s brain is about 6 kg in weight, whilst a bird’s brain is about size of a walnut. The size of the brain, however, does not have to do entirely with intelligence. Our brain controls every thought process, our every movement and even such things as our hunger, our ability to sweat and feel pain. A large body like an elephant’s needs a big brain to control large body parts, while a bird needs less of the grey matter to control its tiny limbs. All the same, if someone calls you a bird brain, don’t assume it’s a compliment!

Its a Fact!

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Your brain sits inside the upper part of your skull. It is a greyish-pink colour and is soft and squishy. The hard bones in the skull are essential for helping to protect it. On the outside the brain has a swirly appearance like a walnut shell, although it is much bigger. Your brain is about the size of a grapefruit.

yourself. Because your brain is conscious of this, the sensation is ignored.

Your brain is about 80% water.

Your brain is divided into two sides. The left side of your brain controls the right side of your body and the right side controls the left side of your body. If you cross your arms, interlock your fingers and turn them in towards your body it is very hard to pick a finger by looking at it and make it move. This is because you have “confused” the left and right side of your brain.

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The difference between the size of a human’s brain and any other animal is that the size of our brain is much bigger than other animals in relation to our body size. That means, in comparison to say, a water buffalo, that after we’ve thought about eating, sweated a bit, and realised its hot and sat under a tree we’ve still got a whole lot more brain capacity. While the buffalo would have pretty well used up all his brain power at this stage, we can go on and on to worry about things, think of new ideas or remember things that have happened to us years ago.

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the brain Structure and Function 2

The major areas of the brain are the cerebrum, the cerebellum and the brain stem.

Cerebrum

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

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The cerebellum is positioned underneath and behind the cerebrum. The cerebellum controls muscle movement, balance and coordination.

The brain and the spinal cord work as a team. Together they are called the central nervous system. The spinal cord is connected to the brain and runs down the inside of the vertebral column in your back. Little messengers called “neurons” are the link to getting messages to the brain. The central nervous system contains millions and millions of neurons that trigger body functions and responses. If you pick up a piece of ice the neurons send a message from your hand, up your spinal cord to your brain. You then think, “oooh,” realise it’s cold and put it down quickly.

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The cerebrum is the largest part of the brain.

It is divided into two parts – the left and right hemispheres. The cerebrum controls such functions as the senses, hormones, sleep, appetite, thirst, body temperature, emotions, memories, language, thinking and more.

Central Nervous System

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cord. This is where the information going to the brain enters. It sits above the neck at the bottom of the brain. The brain stem controls reflexes that your body does without our having to think about, such as coughing, swallowing and sneezing. It is also responsible for functions like breathing, digesting food and the beating of your heart.

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Diagram shows the brain, spinal cord and neurons that make up the body’s nervous system.

brain stem cerebellum

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spinal cord

Activity 13

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The Brain

Structure And Function Read the information on Page 32 and complete the activities below.

J

Label the cerebellum, cerebrum, spinal cord and brain stem.

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

1. Name the major areas of the brain:

• ____________________________

• ____________________________

2. What is the function of the brain? _____________________________ _____________________________

____________

____________

© ReadyEdPubl i cat i o ns ____________ What• aref the two parts of the cerebrum o r r e v i e w pur p osesonl y• Which part of the brain – the called? _____________________________

3.

ew i ev Pr

Teac he r

• ____________________________

J

w ww

• ____________________________

4. What two parts of the body are joined by the brain stem?

. te

a. Blinking ___________________________ b. Feeling sad when you watch a movie ___________________________ c. Trying to work out a maths problem ___________________________ d. Coughing ___________________________ e. Standing on a surfboard ___________________________ f. Keeping your blood circulating ___________________________ g. Remembering your first day at school ___________________________ h. Hitting a ball with a racquet ___________________________

m . u

• ____________________________

cerebellum, the cerebrum or the brain stem is responsible for these actions?

o c . che e r o t r s super

• ____________________________ • ____________________________

5. How does the spinal cord send messages to the brain?

_____________________________ _____________________________ _____________________________

33

Activity 14

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The Brain

Perception

Teachers: Please refer to the answer pages for more information and explanations.

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

Perception is the process of receiving, interpreting, selecting and organising information that comes to the brain through the sensory organs.

Perception is a complex process involving a number of factors. Testing our perception can give us an insight into the way our brain processes information. Try these perception tests below:

Perception Test 2

ew i ev Pr

Teac he r

Perception Test 1

Write the names of a series of colours on a plain sheet of paper. Write each colour name in a colour of pencil or crayon that does not match the name of the colour you are writing.

For example, write the word “purple” with a yellow coloured pen and the word “red” with a blue coloured pen.

Swap your sheets with other class members © ReadyEdP ubl i cat i ons to read.

What makes these words difficult to read?

•f orr evi ew pu r posesonl y• Write your own explanation below.

Herman - grid illusion (1870)

What do you see when you look at the grid?

w ww

________________________________

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________________________________ ________________________________

Perception Test 3

(a)

________________________________

m . u

________________________________

________________________________

o c . che e r o t r s super

________________________________

(b)

________________________________

Which circle in the centre is larger?

________________________________

Perception Test 4 For a list of websites on perception tests and optical illusions: (a)

(b)

Which line is longer?

34

www.readyed.com.au/urls/Various/

Activity 15

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The Brain

Perception

Teachers: Please refer to the answer pages for more information and explanations.

r o e t s Bo r e p o u The fragrance k of spring flowers S found its way through the french Perception Test 2

Perception Test 1

The

Read the sentence below:

ew i ev Pr

Teac he r

Read the words in the triangle quickly once through.

doors of the fabulous mansion.

cat is in the

How many F’s did you count?

the wet green grass

© Ready EdPu bl i cat i ons Perception Test 3 The temporal lobe ofr the brain helps us to recognise faces.

When weo read faces, we read • f o r e v i e w p u r p o s e s n l y • them in a pattern as we have been doing since birth. When the appearance of a face is changed,

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(d)

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however, the neurons in our brain work more slowly, making it harder to digest information.

Without turning your page: • Try and recognise the expression of faces a, b and c below.

• Do you notice anything about face d?

o c . che e r o t r s super (a)

(b)

(c)

Now turn your page upside down. Was it more difficult to recognise a face when it was upside down?

Adapt any of the perception tests in Activity 14 and 15 to create a personalised perception test, or try making up your own.

35

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the brain

Intelligence 1

Think of a person that you consider as being really smart. What is it about that person that makes you think of them as being particularly intelligent? Think of three reasons.

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

There are continually emerging theories on intelligence and scientists hold different beliefs about what it is and how it can be measured. The first tests to measure intelligence were designed by a French psychologist called Alfred Binet in 1904.

The original purpose was to determine whether a child had reached the stage of mental development that was appropriate for their age group. Following this, a range of different tests, which came to be known as IQ tests, were developed aimed at measuring intelligence in adults. IQ tests are still widely used these days, however there has been a lot of criticism about some of the types of questions used. This is because the education people have had in the past, the culture and environment they have grown up in and a number of other factors are thought to have an effect on how well somebody does in the test.

In 1983 an American psychologist called Howard Gardner proposed a new theory of intelligence known as “multiple intelligences”. He noticed that people seemed to learn in different ways and suggested that there were in fact seven (and an eighth that was added later) different types of intelligence.

ew i ev Pr

Share your answers with a partner or the rest of the class. Do your ideas of intelligence differ from other people’s?

Teac he r

Multiple Intelligences

Emotional Intelligences

In the last decade the theory of “emotional intelligence” has become popular.

Although the term was used a long time ago to explain different concepts it came into popular use after 1995. Emotional intelligence is a bit like person-to-person intelligence. It describes how good someone is at seeing and understanding the way other people think and feel; and being able to manage other people’s thoughts and feelings. Someone could possibly be deemed as demonstrating emotional intelligence if they can work out a dispute, make friends easily, keep a group of people working as a team or provide comfort and support to someone who needs it.

w ww

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36

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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the brain

Intelligence 2

Its a Fact! r o e t s B r e oois thought to be Intelligence p u k largely genetic, however many S other outside factors have been

Howard Gardner proposed that eight different types of intelligence exist:

Teac he r

2. Logical/ mathematical: people who are good at logical thinking and reasoning, finding patterns and working with numbers. These kind of people work things out step by step.

3. Visual/ spatial: people who tend to “think in pictures”.

ew i ev Pr

1. Linguistic intelligence: people who are good with using words and language. For instance a skill and enjoyment of reading and writing; and word games like Scrabble, puzzles and rhymes.

shown to have an influence on how well people perform on IQ tests.

The brain reaches 80% of its adult size by the age of three.

Renowned super brain, Albert Einstein, didn’t appear so smart at first. As a child, he took so long to speak that his mother thought that there was something wrong with him.

© ReadyEdPubl i cat i ons 4. Musical intelligence: people who are able to understand and create •f o r r emusic. vi ew pur posesonl y•

w ww

6. Interpersonal intelligence: people who are good at understanding other peoples’ feelings and actions.

. te

The most intelligent breed of dog is thought to be a border collie.

m . u

5. Bodily/kinesthetic intelligence: people who are skilled at sports and movement based activities.

o c . che e r o t r s super

7. Intrapersonal intelligence: people who are good at understanding their own emotions.

After he developed these seven concepts Gardner later came up with an eighth type of intelligence: 8. Naturalistic intelligence: people who are good at understanding and working with nature.

This last type of intelligence is only occasionally included when people talk about multiple intelligences.

37

Activity 16

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The Brain

Intelligence

Think about your own skills and strengths. Which area or combination of areas do feel describes your type of intelligence?

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

Go to www.readyed.com.su/urls/Various/

Teac he r

Present your results in the form of a table or a graph.

1. Did anything surprise you about the area of skill that you saw in your results?

Can you “get smarter” or are you born with a certain amount of intelligence that doesn’t change?

ew i ev Pr

Complete the questions at the website to help you find out your type of intelligence.

“You’re born with it baby”

With a partner, or in a group, discuss the following questions: • What ways do you know about for measuring intelligence?

© ReadyEdPubl i cat i ons • Is it important to be able to measure ____________________________ •f orr evi ew pu r posesonl y• intelligence? If so why/ for who? ____________________________ ____________________________

____________________________

w ww

____________________________ ____________________________

. te

3. Are there any questions that you found odd or misleading?

• Are we born to be really smart, average, etc. or are we made so by the environment we are in?

o c . che e r o t r s super

____________________________ ____________________________ ____________________________

4. Do you think there are other sorts of intelligence that are maybe not being recognised? If so, describe them. ____________________________ ____________________________ ____________________________

38

• Are there different types of intelligence?

m . u

2. Do you think this is an accurate reflection of your abilities?

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the brain

Memory

Memory is our ability to be able to recall information some time after it has been presented to us. We can develop our memory by learning more about the way we organise information in our brains.

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

Short-term memory is also known as your “working memory”. It is basically the memory that you use to keep you functioning through the day. It means that you remember the beginning of this sentence before you get to the end of it, or what has just been said in a conversation. Your shortterm memory gets loaded up with a lot of information over the day and as this memory bank only lasts about 30 seconds, a lot of this information decays. If these events are amazing or somehow significant, however, they may become a part of your long-term memory.

ew i ev Pr

The way you think about an event or fact can greatly affect how good your memory of it will be. For instance, if a man came running down the street wielding a large knife and shouting at the top of his lungs that you better remember your gym clothes tomorrow, chances are you’ll not only remember them the next day but for years to come, maybe even for your whole life.

Information that we take in at times of great fear, or within the context of something really enjoyable like a movie, or arranged in a way that reminds us of something else, is much easier to remember than on its own.

You will experiment with some of these ideas. But first, read about the different types of memory.

Teac he r

Short-term memory

© ReadyEdPubl i cat i ons memory •f orr evi ew puLong-term r poses onl y•

m . u

w ww

Memory can be split into three categories: sensory memory, short-term memory and long-term memory.

Your long-term memory is intended to store information for a long period of time.

Information moves from your working memory into your long-term memory within a few seconds. Although there is less decay than in short-term memory, long-term memories do fade as well. Information is usually remembered based on the level of processing, in other words how significant (interesting, sad, funny or frightening ) the moment is. Other than that, information usually has to be retrieved a number of times if it is to become a long-term memory that lasts a lifetime, although you already know that. Just think about how many times you had to see and hear your worst times table fact before you remembered it!

. te o Sensory memory c . che e r o t r s super Sensory memory refers to the sensations we have when our senses come into contact with something. It’s different to what we would normally think of when we use the term memory as it doesn’t involve thinking. If you look at a bright light and then close your eyes you can often see the light again like an image burned into your closed eyes – that is an example of sensory memory. Sensory memory only lasts a few seconds.

39

Activity 17

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The Brain

Memory

Take this memory test. You will need a partner (Partner 2 ) to do this test.

r o e t s Bo r e p o u k Part A S

You will need:

Instructions for Partner 1

1. Read the following sentence to yourself.

Jane forgot her maths homework because she had stayed the weekend at her grandparent’s house in the country.

2. Now choose ten items from the shopping products card. Put a tick next to the ones you have chosen.

Part C

Instructions for Partner 2 After Partner 1 has answered the questions in part B tell them you are going to read them three sentences.

They need to tell you which sentence they read on this sheet – sentence A, B or C. A John forgot his maths homework because he had stayed the weekend at his grandparent’s house in the country.

B Jane forgot her maths homework because she had stayed the weekend at her grandparent’s house in the country.

C Jane forgot her spelling homework because she had stayed the weekend at her aunty’s house in the country.

ew i ev Pr

Teac he r

• pencil • set of shopping cards (see page 41)

© ReadyEdPubl i cat i ons 3. Hand over the shopping product card •f orr evi ew pur posesonl y• and this sheet to Partner 2.

w ww

Instructions for Partner 2

. te

Ask Partner 1 to answer the following questions:

Instructions for Partner 2

Give Partner 1 another blank shopping product card and ask them to tick the items they chose previously.

Fact: Most people only remember an average of 7 random items. If your partner has remembered more they have done well.

o c . che e r o t r s super

• What did you have for breakfast this morning?

• What did you have for dinner last night?

• When is the last time you went into a supermarket?

• Who was the first person you met at this school?

• Describe your earliest memory.

40

m . u

Part D Part B

This activity can be repeated for the other partner. Use a new shopping product card and make up your own sentence to read and alternative sentences to choose from, e.g. Mary went to the gym with her brother to watch a netball game on Friday. (Words in italics can be replaced.)

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Shopping Card Template

carrots

baked beans

cereal

soap

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

shampoo

milk

apples

butter

icecream

soup

coffee

pasta

broccoli

jam

eggs

steak

carrots

baked beans

cereal

washing powder

chicken

shampoo

apples

butter

icecream

carrots

baked beans

cereal

washing powder

chicken

shampoo

apples

butter

icecream

Teac he r

cheese onion

ew i ev Pr

washing powder

soap milk

soup

© Read yEdPub l i cat i ons coffee pasta broccoli onion i jamw p eggs steak •f orr ev e ur p o sesonl y •

w ww

. te onion

cheese

soap

m . u

cheese

milk

soup

o steak c . che e r o t r s s r u e p baked beans cereal soap coffee

pasta

jam

eggs

washing powder

chicken

shampoo

milk

apples

butter

icecream

soup

cheese

coffee

pasta

broccoli

onion

jam

eggs

steak

carrots

broccoli

41

Activity 18

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The Brain

Memory

Test it!

What do you think is the best way of remembering something? Can you use simple devices to help you? Your task is to test some students using some memory aids.

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

Note: For this experiment you will need the participation of 3-4 students in a different class. This test would be suitable for children of middle primary age. Each session will last approximately 30 minutes.

Equipment:

Equipment:

Teac he r

Session 1:

1. Use List 1 from the memory cards.

• List 2 from the Memory Cards Template, p43.

• Optional equipment for session 2 may be required.

ew i ev Pr

• List 1 from the Memory Cards Template, p43.

• One short story.

Session 2:

Repeat the memory test with the same children but use words from List 2.

This time use one of the following methods for helping to “coach” the group into remembering 3. Put the cards away out of view and read the the ten words. students a short story.

• Colour the words and divide them into three or four colour groups. Discuss what colour each of 4. Ask the students 5 or 6 simple questions the words are as you show them the list. about the story, e.g. what was the main • Devise a rhyme, poem or story that will character’s name, how did he escape from connect the different words in a way that the the castle? etc. that involve the students participant will remember. having to ”think back”.

• Use rhythm or a song to help the group 5. Take students aside one by one and ask how remember. many of the list items they remembered.

• Devise a way in which you can act out the list Students tell you how many items they of words in a sequence, like a mime or a series remember from the list without referring of movements. back to it.

• Draw or cut out pictures to place next to the 6. Record the number of items they words. remember.

• Arrange the words into categories, e.g. fruit, cereals, etc.

2. Show the list to the children. Make sure that the children can read all of the words, hear them and know what they mean.

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Record your results and make some observations on your findings.

From your results answer the following questions on the back of this sheet: 1.

2.

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4.

5.

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Did your test group remember more, less or the same number of words?

Was your method of “improving” the memory of the list words successful?

What type of multiple intelligence was your coaching method most suitable to?

What other method can you think of for improving the ability to recall information?

Has this experiment affected the way you will try to remember information in the future?

Why/why not?

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Memory Cards Template List 2 lemon lamb lettuce chocolate fish milk rice toothpaste apple chips cauliflower pizza soap

List 1 icecream potato biscuits pear chicken cream shampoo washing powder peas sausages beef pasta banana

List 2 lemon lamb lettuce chocolate fish milk rice toothpaste apple chips cauliflower pizza soap

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List 1 icecream potato biscuits pear chicken cream shampoo washing powder peas sausages beef pasta banana

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Artificial Intelligence

Hot Science

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As this area has developed, scientists have split the term “artificial intelligence” into two subsections, weak artificial intelligence and strong artificial intelligence.

Strong artificial intelligence deals with the creation of computers that actually have a human-like ability to reason, make decisions and solve problems, based on a range of concepts that are not necessarily mathematical or scientific. For example, being able to imagine what someone else is thinking or feeling; and understanding social norms such as when it is an appropriate time to be loud, or quiet and when is a good time to laugh, or a good time to keep your opinions to yourself! Strong artificial intelligence involves the kind of complex thinking skills that humans possess, including self awareness, meaning that the computer itself understands that it is a computer and is only capable of doing certain things.

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Artificial intelligence is about making a machine behave in such a way that it has human-like reasoning. Up until quite recently, computers have been able to give us answers and provide all sorts of information that is based on facts and mathematical equations. What computers have not been good at doing is applying this knowledge to new situations and using abstract, creative approaches to problem solving. This kind of thinking has become known as fuzzy logic – in other words thinking that involves a range of factors and considerations.

© ReadyEdPubl i cat i ons Until now, whilst artificial intelligence exists in • f orr evcomputer i ew pu r p o s e s o n l y • Weak artificial intelligence involves limited forms, no strong artificial intelligence

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has been created that will really mirror human intelligence and be capable of human-like thinking in every way. There is no doubt, however, that it will not be long ...

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programs that have some degree of intelligence and seem to act as though they are “thinking” but cannot really reason or solve problems.

Chess playing computer programs are an example of this type of artificial intellligence. In 1996, Deep Blue, an IBM designed program, competed against the reigning world chess champion, Garry Kasparov. It lost, but was updated and met Kasparov in a chess competition again in 1997, this time beating him. Whilst this is interesting, it is still just an example of “weak artificial intelligence”.

Although the computer appears to be considering and making independent decisions about chess moves it is actually just running through a programmed range of possibilties and then working out statistically which move will be the best one.

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Activity 19

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Hot Science

Artificial Intelligence

Imagine a robot with strong artificial intelligence. It may look like a traditional metal contraption or it may be formed to look like a human.

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Consider and discuss some of the following possibilities in a group:

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* The robot having more intelligence than a person. * Its use for specific jobs, such as a caretaker, cleaner, or babysitter. * Its rights – would it have the same rights as a human? * Its role in situations such as warfare. * What jobs would it be suitable and unsuitable for. * In what way it would/wouldn’t be able to replace humans.

The Creation of Artificially Intelligent Being

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Positive consequences

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__________________________

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Body Science Quiz

1. What was the cause of the spread of the black plague through Europe in the 14th century? (1 mark)

________________________________ ________________________________

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________________________________ ________________________________ ________________________________

________________________________

9. Which of these is part of the brain: •cerebrum •cerebellum •brain stem a) none of the above

b) the cerebrum only c) all of the above

10. Describe one of the types of multiple intelligence (don’t worry if you don’t remember the right name for it). (1 mark) ________________________________

3. Pus, scabs and vomit are all functions of our body’s:

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a) digestive system

________________________________

b) immune system

(1 d mark) © Rea yEd11.P ubl i cat i ons Short-term memory, long-term memory, sensory memory.

Describe what our bodies do to fight bacteria orf viruses that have found their p • o r r e v i e w ur se so nl y Putp theo above stages of memory in • order way into our system. (1 mark) c) respiratory system

________________________________

from the one that lasts the least amount of time to the one that lasts the longest.

(1 mark)

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________________________________

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(1 mark)

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2. What invention by Edward Jenner brought an end to smallpox and has controlled the spread of many diseases into the present day? (1 mark)

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8. Trepanning was the ancient procedure of drilling a hole through a live person’s skull – what is possibly one reason why this was done? (1 mark)

________________________________ 5. What is one of the top ten killers of people anywhere in the world today? (1 mark) 12. What is one thing you could do to help yourself remember a series of unrelated ________________________________ items? (1 mark) 6. Name two healthy habits that are cancer ________________________________ preventative : (2 marks) ________________________________ ________________________________

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7. Give an example of one factor that makes people from poorer, developing countries less likely to live to an old age. (1 mark)

13. Is a chess playing computer program an example of weak or strong artificial intelligence? (2 marks) ________________________________

________________________________ ________________________________

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

Part 1

a scab that covers the wound and prevents bacteria from entering your blood stream.

5 =You start to run a high temperature which slows

Looking Back: Bodies Attacked Activity 1, page 10 1. The Black Death.

2. Large swellings like big eggs would grow underneath the skin on the neck, underneath the armpits and the groin. These growths, called buboes, would often split and let out a putrid smelling pus. Sufferers would be restless, confused, delirious, suffer nausea and have a high fever.

3. Unsanitary conditions and lack of personal hygiene; no place to put increasing number of dead; lack of sanitation; people rarely washing, etc.

4. People outside of large cities, those in isolated places, perhaps convents or monastaries, upper class homes with fewer rats. Answers may vary.

This picture shows that rats were the carriers of the plague.

The picture was drawn some time after the plague outbreaks. During this time people were not aware that rats were spreading the disease.

Looking Back: Smallpox Activity 3, page 13 1. Smallpox is called so due to the little, round marks it leaves on the skin.

2. The introduction of European diseases killed about 90% of the population.

3. She ground up scabs taken from sufferers of small pox and blew the powdered remains up a well person’s nostrils, creating a kind of vaccine.

4. Edward Jenner created the first vaccine against smallpox.

down the progress of the virus and your white blood cells come out to fight off the infection.

6 =Your body creates antibodies to make sure you don’t get that same strain of illness again.

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7 =You vomit, or suffer from diarrhoea until the germs are out of your system.

Pus: Whitish-yellow fluid that is made up of dead skin cells, white blood cells and bacteria.

Scabs: Blood platelets that come together at the point of an open wound, creating a crust.

Vomit: A mixture of half digested food and stomach acids.

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4 =The platelets in your blood clot together and create

The Top Ten Killers of Our Time Activity 8, page 22 Diabetes is primarily a problem for wealthier countries as it is linked to a diet and lifestyle factors such as obesity, lack of exercise and high sugar sugar/fat diets that are common in the west.

Malaria is not a problem in the west due to better housing conditions and access to medical attention.

The differences show a great divide between the diets, housing conditions, medical facilities and everyday lives of people in low and high economic countries.

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What is Cancer?

Activity 9, page 24 Matthew: Positive habits: doesn’t smoke, stays out of the sun.

Negative habits: Doesn’t exercise, diet lacking in fresh foods, vegetables.

Sophie: Positive habits: Good diet; high in fresh foods; fruit and vegetables; doesn’t drink too much; regular exercise.

Negative habits: smoking; use of the solarium (increases risk of skin cancer).

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The Immune Sytem Activity 5, page 17 1 =Your eyes water to get rid of it.

2 =You sneeze, or find your nose blocked and have to blow it.

3 =Your stomach acids go to work trying to break down the bacteria.

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Part 2

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The Brain: Structure and Function Activity 13, page 33 1. Cerebrum; cerebellum; brain stem.

2. Our brain controls our movement, thoughts, body processes and reactions.

3. The right and left hemispheres.

4. The brain and the spinal cord.

5. Messages are sent through the spinal cord to the brain by neurons. a. Blinking: brain stem b. Feeling sad when you watch a movie: cerebrum c. Trying to work out a maths problem: cerebrum d. Coughing: brain stem e. Standing on a surfboard: cerebellum f. Keeping your blood circulating: brain stem g. Remembering your first day at school: cerebrum h. Hitting a ball with a racquet: cerebellum

Answers to Body Science Quiz, page 46 1. Fleas carried on the backs of black rats caused the spread of the plague. (1) 2. Edward Jenner invented the first official vaccination.(1) 3. Pus, scabs and vomit are functions of your body’s: immune system(1) 4. Our bodies react to the invasion of bacteria or viruses by attacking them with white blood cells, the body increases in temperature during a fever and antibodies are created to prevent the disease from harming the body again. (1) 5. Any of the following answers: heart disease, stroke, lung cancer, lower respiratory infections, chronic obstructive pulmonary disease, colon or rectum cancer, Alzheimer’s disease, Type 2 diabetes, breast cancer, stomach cancer, HIV/AIDS, fetus/newborn (perinatal) conditions, diahorrea, tuberculosis, malaria, road traffic accidents (1) 6. Cancer preventative habits: Limiting alcohol consumption, healthy diet, regular exercise, staying out of the sun, not smoking, regular health check-ups. (2) 7. The following factors inhibit longevity in developing countries: (1) War, famine, disease, lack of medical facilities, lack of sanitation, unsafe roads/cars.

8. Ancient people were thought to perform trepanning to release pressure on the brain, to cure headaches or to release “evil spirits” or cure psychiatric conditions. (1) 9. Which of these is part of the brain; c) all of the above (1) 10. Types of multiple intelligence: Linguistic intelligence, Logical/ mathematical, Visual/ spatial, Musical intelligence, Bodily/ Kinesthetic, Interpersonal intelligence, Intrapersonal intelligence, Naturalist intelligence (1) 11. Sensory memory, short-term memory, longterm memory. (1) 12. Teacher check.(1) 13. Example of weak artificial intelligence. (2)

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Looking Back: Cave Man Activity 12, page 30 1. Trepanning is the process of making a hole in the skull with the purpose of releasing some of the pressure on the brain.

2. Trephining is basically the same process as trepanning, but uses a more sophisticated, three-leafed tool.

3. It is suggested that people may have done it to cure severe headaches or brain tumours or to release “evil spirits” which may have been thought to have been the cause of physical or psychological problems.

4. Students’ own opinion.

5. There would likely have been problems with infections caused by the open wound and nonsterile equipment used in the procedure.

6. Students’ own opinion.

sentence actually reads, “The cat is in the the wet green grass.”

Our brains are highly developed and so usually scan for the information that is most useful to us, ignoring smaller details.

Test 2: Most people will count 5 but there are actually 7. Again the brain is scanning for information and so doesn’t tend to pick up letters, for example in the word “of”.

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The Brain: Perception Activity 14, page 34 Perception Test 1: Most people will see grey spots where the corners of the black squares meet, because the dominant colour is overlapped and confused where there is an absence of colour in the corners.

Perception Tests 3 and 4: The circles and lines are both equal lengths/sizes.

Activity 15, page 35 Test 1: If you look carefully you will notice that the

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