OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 134 STRUCTURE AND FUNCTION 135
Each unit in this chapter opens with 5.3 What is a nervous response? an engaging image, supported by text <> Structure and function 1 Student responses will vary; however, the and questions. These can stimulate human body’s re exes and responses would human presence causes major changes to the earth, but how discussion, helping teachers to have helped them survive, regardless of the does our environment infl uence us? how does your body interact determine what students know and to Responding with the world around it? this chapter will open your eyes to the situation. give them an idea of the chapter theme. fi ne balance that must be maintained by your body to survive. 2 Student responses will vary. Examples of re exes 5 it is about how your body senses changes and threats and how it This encourages a self-directed inquiry include kicking out when a doctor taps your to the world responds to ensure you remain healthy. approach to learning. knee with a small hammer, pulling your hand away when you touch a hot kettle, and blinking What is a ➔ Fig 5.3 Our refl exes give us the ability to act when something suddenly comes very close to 5.3 and respond quickly. Curriculum guidance 5.2 hormonal What is a nervous response? your face. response? 3 If re exes didn’t occur, the body may be injured Previous Year 9 One ability of most superheroes is their amazingly 1 think of a story you have heard or face some other type of danger. Big idea curriculum curriculum Type 1 diabetes occurs when the fast responses and refl exes. Spiderman’s responses about human survival—perhaps in content content the snow, desert or following an body is unable to produce enough are so fast that he can dodge bullets, climb a wall 5.4 How do we respond to threats? insulin. Insulin is a very important and save someone in about as much time as it accident. how do you think that person’s body was able to assist Structure and Multi-cellular Multi-cellular substance in our bodies that is would take a normal person to turn the television them with their survival? 1 Student responses will vary. Any reasonable function: the form organisms organisms rely ➔ Fig 5.1 Sensing and responding to the responsible for taking sugar from on. Spiderman’s line of work puts him in constant and features contain on coordinated environment helps to ensure survival. our blood into our cells, where it danger and, luckily for him, his body has rapid 2 Brainstorm as many examples of answers should be accepted. of living things systems of and can be used. Substances that have protective responses, known as refl exes. Refl exes refl exes as you can. are related to organs that independent special jobs, like insulin, are called occur without you even having to think about them. 3 with a partner, describe what 2 In uenza changes or mutates each year, so the the functions carry out internal 5.1 How do we sense our world? hormones and are produced by the We may not be superheroes, but our responses and would happen if one of these body’s antibodies are not active against the new endocrine system. refl exes didn’t occur. that their body specialised systems to refl exes can be quick and useful too. The quick strain. erefore, people can get the ’ u more systems perform functions that respond to People with type 1 diabetes messages and responses in your body are managed enable them changes So far scientists have been unable homeostasis your body uses two usually know they have it from ➔ Fig 5.2 People with type 1 by the nervous system. than once. to discover another planet that very important body systems to a very early age because they diabetes must inject themselves to survive and to their with insulin because their bodies humans could inhabit. Why is that? sense and respond to change: the are not getting enough energy. 3 Student responses will vary; however, the reproduce environment don’t produce enough. Humans are pretty tough, right? nervous and endocrine systems. Once diagnosed, they can inject (Year 8) most likely answers are hepatitis B, diphtheria, We survive car accidents, wars and They have a big job due to the huge themselves with insulin every even school camps! The reality is number of changes and threats your day to make sure all their cells get tetanus and whooping cough, measles, mumps that humans can only survive in body encounters. the energy they require. In type 2 5.4 How do we respond to threats? and rubella, meningococcal C, hepatitis A, Big ideas very specifi c environments. Our diabetes the body produces enough 1 with a partner, brainstorm the bodies are quite fussy and need to insulin but doesn’t recognise or human papillomavirus (HPV) and in uenza. different ways your body might have access to the right amount of e ‘big ideas’ questions, used as a class sense changes in its external respond to its actions. Lifestyle food and water, oxygen and carbon factors such as obesity put people Chickenpox is highly contagious. these antibodies in your blood so ➔ Fig 5.4 Chickenpox discussion, will help to determine prior knowledge environment, including threats. is a highly contagious dioxide. If you’re lost in a desert or at greater risk of type 2 diabetes. This means that it is very easy to pick the virus is quickly controlled before Activity 2 what things do you think your body infection caused by the in freezing temperatures your body up from people who already have it. it can make you sick again. In the case varicella-zoster virus. and to identify any misconceptions. can sense and respond to that 1 what is the difference between will try to maintain a temperature of Chickenpox is caused by the varicella- of chickenpox, however, the virus may Making a glossary occur within your body, not from the type 1 and type 2 diabetes? 1 what contagious diseases have Common misconceptions include: about 37ºC at all times to keep cells zoster virus. Most people only get sick not be killed completely and can hide external environment? you had? working effi ciently. This ‘business 2 what is the role of insulin in the body? from chickenpox once. The fi rst time within the body and remain dormant. Ask the students to keep a glossary of key words as • e brain is separate from the nervous system. 3 homeostasis is the maintenance of 2 why can you catch the ‘fl u many as usual’ that is maintained by 3 why is it so important to get sugars you get chickenpox, or are vaccinated Later in life, the virus may become a stable environment in your body. times in a lifetime? they work through the chapter. It is a great literacy • e brain is a uniform mass of tissue. your body is called homeostasis. into our cells? against it, your immune system active again and cause shingles. Some what are some of the important Homeostasis is your body’s 4 have you ever eaten too much responds to the virus and produces other viruses, like infl uenza (the ‘fl u), 3 vaccines help your body build strategy to help students through the topic. • e brain is stable and does not change. conditions that your body would ability to regulate and maintain sugar? how did it make you feel? special cells, called antibodies, which may mutate, or change, so that the antibodies against a virus to keep the same (regulate)? protect you when you get infected • e brain is not responsible for hormones. a stable condition inside your why could high levels of sugar in destroy the virus. Next time the antibodies in your body are no longer with that virus. what vaccines have body, regardless of changes to the your blood be dangerous? chickenpox virus infects you, your effective. Next time you are infected by you had? what diseases are they • We sense our world in only one way at a time. external environment. To maintain immune system ‘remembers’ how to the virus your body has to make new designed to protect you from? • Hormones are produced by the target organs. respond and quickly produces more of antibodies to the mutated virus.
• Hormones act quickly. 134 Chapter 5 • responding to the world Chapter 5 • responding to the world 135 • Hormones ‘just travel around the body’ (students don’t necessarily understand that they travel via the bloodstream/blood). • Only one strain of pathogens exists (for 2 e body can sense and respond to many things 5.2 What is a hormonal response? 3 It’s important to get sugar into the cells so the • Organs such as the heart and lungs are part of example, the ‘ u is the same each year). including hormone levels, balance, pain, hunger, body can use it as energy. 1 Type 1 diabetes occurs when the body is unable the nervous system. • Antibiotics can be used to treat any disease. body temperature, stress, fatigue and illness. 4 If you consume too much sugar, you are likely to produce enough insulin, whereas type 2 • Humans only use their brains, nervous system, • e immune system is a simple system. 3 e body regulates many things such as to feel sick as your blood sugar levels increase diabetes occurs when the body doesn’t respond endocrine system etc. when they are doing temperature, heartbeat, breathing rate, blood rapidly. is increases insulin levels to remove to the insulin being produced. something, such as thinking or performing a pressure, haemoglobin levels, blood pH, the sugar from your blood. High levels of sugar Answers 2 Insulin is a hormone that is responsible for physical action. metabolism and iron levels. in the blood can be dangerous because this can • e electrical impulses of the nervous system 5.1 How do we sense our world? SAMPLEtaking sugar from the blood into the cells, where induce fatigue and lead to diseases such as liver it can be used. aren’t actually electricity. 1 e body senses changes in its external disease, kidney disease and type 2 diabetes. • All actions, including breathing, heart rate and environment via sight, sound, taste, smell and re exes, are voluntary actions. touch. OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 136 5.1 HOW DO WE SENSE OUR WORLD? 137
How do we sense our world? Sight
e body responds to the external and internal Within our bodies, we are regularly ➔ Fig 5.6 The papilloma virus (seen here under a microscope) Sight organs vary dramatically across the animal stimulates an immune response in the human body. environment to maintain homeostasis. For responding to changes without consciously kingdom, depending on the need of the animal. acknowledging a stimulus and response. their numbers and fi ghting off micro- example, if the body is hot it will sweat to cool ere are ten di erent types of eyes currently How do we sense our world? What makes you know that you’re hungry organisms that are harmful. or thirsty? Something in your body is itself down. 5.1 Your body is an amazing known. Some are better for dark-dwelling communicating with your brain to tell you combination of cells, tissues, organs Students should have a basic understanding when your body receives information, this is called a stimulus. have you ever accidentally to fi nd food or water. A similar process creatures, whilst others can achieve greater and systems, all working together touched something really hot and instantly moved your hand away? Your fi ngertips registered occurs when you feel tired or have a of how we sense the world; however, in most to maintain homeostasis. These sensitivity. Further, the position of the eyes can headache—what would the source of these the heat stimulus and the response was your hand quickly withdrawing from the heat source. parts have a variety of ways of instances, they haven’t actually considered stimuli be? determine how an animal views the world. For Your fi ve main senses, including touch, receive information from your environment. however, not communicating, a whole range how/why this happens and how the body all stimuli are received from outside your body. Your body can recognise stimuli from inside your Other examples of stimuli are less obvious. of systems and structures for example, rabbits and horses have monocular responds. is should be the focus for this chapter. body, for example when you feel hungry, sick or tired. We are surrounded by bacteria, viruses receiving stimuli (called receptors) vision—each eye is used separately to enhance and fungi, many of them too small to see, and an equally wide range of options A good way to start could be to brainstorm to yet our bodies are constantly monitoring to ensure appropriate responses. the eld of view and enable the animal to see two elicit current understanding, and continue to objects at once, sometimes on either side of their get students to think about ways in which the body. In this instance, depth perception is limited. <
external), pair up and add to their list, then share The lens focuses Identifying stimuli incoming light with the class. By the end of this activity, students Before considering how our body responds to changes and The sense organs should have a good list of di erent ways in which ➔ Fig 5.5 We often respond to hot threats, we need to identify what these changes and threats weather by drinking more. We have fi ve main senses: sight, hearing, taste, smell and we respond to our environment. is activity can might be. touch. These are external senses because they tell us about A stimulus is any information that your body receives that the world outside our body. The sense organs—the eyes, be extended to discuss why the body acts/responds Nerve impulses travel might cause it to respond. The easiest stimuli to identify are ears, tongue, nose and skin—are highly specialised to through the optic nerve to the brain in the ways it does—to maintain homeostasis and those that we respond to physically: receive stimuli from the environment. sight • Temperature changes cause us to shiver, put on or ensure survival. Sight tells us more about the world than any other remove clothing, sweat, or feel pain (if the changes are sense. The pupils change size to control how much extreme or for long periods). light enters the eye. Light entering the eye forms • Pressure on a part of our body might be light and an upside-down image on the back of the eye. The ticklish, strong and painful, it might reduce blood photoreceptor cells here transform the light into circulation or simply make us look at what is nerve signals for the brain. Think about this—it’s not causing it. your eyes that allow you to see, but your brain! • Light might make us squint, close our eyes or The information from your eyes is transferred to look towards its source. your brain, which then tells you what you are seeing. • Sound might makes us look towards its source, follow an instruction or cover our ears. ➔ Fig 5.8 A crocodile’s eye has an elliptical (oval-shaped) pupil, which helps to protect its sensitive retina from the bright light of day. At night the pupil is fully open and rounded, maximising the amount of light entering.
136 Chapter 5 • responding to the world Unit 5.1 • how do we sense oUr world? 137
Answers 3 Homeostasis is the body’s ability to regulate and obook maintain a stable internal condition, regardless What do you know about identifying ID05.01 Weblink: A homeostasis online of changes to the external environment. stimuli? multimedia resource that contains 4 If the body didn’t maintain homeostasis, it examples, explanations and de nitions 1 ‘Stimulus’ refers to any information that the wouldn’t have the ability to sense and respond ID05.02 Weblink: Interactive senses task body receives that might cause it to respond. to changes. An unstable internal environment Allows students to put their senses to the 2 Examples of stimuli (answers will vary): increasesSAMPLE the risk of illness, increases the ageing challenge • internal: hunger, thirst, fatigue process and leads to death. ID05.03 Weblink: Information, an animation • external: temperature, light, sound. and an interactive game on sight can be found at the BBC science website OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 138 5.1 HOW DO WE SENSE OUR WORLD? 139
Hearing, taste, smell and PRACTIVITY 5.1 touch Hearing smell Navigating without vision To extend students, ask them to compare their Imagine the strumming of a guitar. This action sets up a range of Our perception of smell depends on chemical receptors that are At the beginning of this activity, the path on senses to that of other animals and suggest vibrating particles in the air. These particles enter your ear as waves found in each of our nostrils. These receptors detect airborne and cause the eardrum to vibrate. The vibrations are transferred chemicals and then send messages to the brain, which interprets which students walk their partner should be fairly similarities and di erences. For some students, along the bones of the middle ear—the smallest bones in your body— the message and tells us what we are smelling. Smell is closely easy and straightforward. As they get used to suggest they choose animals that aren’t necessarily and converted into nerve impulses. The brain then interprets the linked to taste. If this seems strange, think about the last time you information, telling you what you are hearing. had a bad cold and a blocked nose. Did it affect your ability to having no vision, a basic obstacle course could be mammals, or have di erent structures for the taste? A lot of what people think is taste is actually smell. set up, where students need to identify an object/ senses for example dolphin, lizard, worm, beetle. ➔ Fig 5.9 The human ear transfers vibrations to the middle ear. These become nerve impulses. ➔ Fig 5.13 Smell receptors in human nostrils scent at various points. Additionally, instead of detect chemicals and send messages to the brain. Nerve impulses travel ➔ Fig 5.14 Elephants use their trunks for a wide range leading their partner, students could verbally through the auditory of smelling tasks, such as sensing danger. nerve to the brain The mucus direct their partner around the course/path. provided by nasal Smell receptors above the sinuses helps to nasal cavity stimulate the PRACTIVITY 5.1 Sounds enter the ear trap bacteria and olfactory bulb, which sends Some students may become frustrated with through the ear canal small particles messages to the brain Navigating without vision this activity if they are blindfolded for an extended
what you need: blindfold period of time as they are used to having sight as The cochlea contains uid that moves due to vibrations with a partner, explore how the senses of touch, hearing and smell their primary sense. Other students may panic or coming from the middle ear. This motion becomes an can be used to navigate around a room without the use of sight. refuse to take part in this activity. ese students electrical signal that is passed to nerve cells ➔ Fig 5.10 The large ears of some 1 ensure all small or potentially hazardous obstacles are removed could be responsible for leading other students, or bats help them use sound waves from around the room. decide with your partner the path that Vibrating particles passing to locate their prey. the blindfolded student is required to take around the room. helping the teacher set up, and ensuring no one is Eardrum through the middle ear are changed to nerve impulses 2 take turns being blindfolded and navigating the room, with your in danger when blindfolded. Air moves Taste through the partner walking with you to ensure your safe navigation and Air enters nasal cavity providing assistance if needed. As an extension, students could investigate ➔ Fig 5.12 A dog uses its tongue to the back If you look at your tongue in a ➔ Fig 5.11 The human tongue has separate areas the nose for many things, including taste through the of the throat how animals, such as bats, use echolocation to that recognise four kinds of tastes. A fi fth taste, mirror you will be able to see and temperature control. Panting nostrils • how was the sense of touch used in navigation? umami, is recognised all over the tongue. moves cool air over the tongue Air travels to the thousands of tiny taste buds. trachea and into determine and respond to their surroundings. and lungs, allowing heat loss. • how was the sense of hearing used to fi nd your way around? Taste buds contain special the lungs Touch • how was the sense of smell used? • e sense of touch will be used to determine receptor cells that react to chemicals in foods. Taste buds While the other four senses are located in specifi c • was one sense better than another to help you navigate around whether there are objects in the way and to the room? can recognise basic kinds of Facial nerve, locations, touch is felt all over the body through determine location within the classroom. taste: sweet, salty, sour and which activates the skin. The bottom layer of skin, called our facial bitter. The areas for these four muscles in the dermis, contains many nerve endings • Hearing is used to follow directions, avoid kinds of taste are located in response to that can detect heat, cold, pressure and ➔ Fig 5.15 A cross-section of human skin. taste other people and determine location within the different parts of the tongue. pain. Information is collected by these Hair Recently, a fi fth taste, umami, receptors and sent to our brain for classroom. Bitter Sweat pore was added to the group. This processing and reaction. Take a look • Smell isn’t necessarily used; however, it may be taste is otherwise known as Salty at one of your fi ngertips. It’s hard ‘savoury’ or ‘meaty’ and seems to imagine that there are about Epidermis used to identify objects. to coat the entire tongue. The 100 touch receptors in just one taste buds themselves are Sour fi ngertip! Dermis receptors that each have nerves of their own. When eating or drinking, the information from Sweat gland Subcutaneous fat layer the taste receptor cells is sent to the brain, which tells you Sweet Hair root ➔ Fig 5.16 The skin of a human’s fi ngertip has not Tip of tongue obook what fl avours you are tasting. only touch receptors but also a unique pattern. ID05.04 Video link: Science of fussy eaters ID05.05 Weblink: Information, an animation 138 Chapter 5 • responding to the world Unit 5.1 • how do we sense oUr world? 139 and an interactive game on hearing can be found at the BBC science website ID05.06 Weblink: Information, an animation • Answers will vary; however, touch and sound and an interactive game on taste can be are usually the two best senses to navigate an found at the BBC science website area. ID05.07 Weblink: Information, an animation As an extension, students may like to and an interactive game on smell can be investigate how people with vision impairment found at the BBC science website navigate a world that is predominantly based on ID05.08 Weblink: Information, an animation SAMPLEvisual cues. is may include inviting a relevant and an interactive game on touch can be speaker to the classroom or conducting research. found at the BBC science website ID05.09 Weblink: A senses challenge can be found at the BBC science website OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 140 5.1 HOW DO WE SENSE OUR WORLD? 141
DESIGN YOUR OWN … Answers The senses What do you know about what What causes disease? ➔ Fig 5.17 Different types of pathogens. (a) Tapeworms can grow to several metres in length. (b) Chlamydia (seen here under a microscope) is a disease caused by the Chlamydia genus of bacteria. (c) Athlete’s foot (tinea pedis) is caused by the ringworm fungus. causes disease? Discuss the process of designing an experiment, A disease is an unhealthy impairment of the body that stops including creating, testing and modifying. The senses it from functioning as it should. We have all had some sort 1 A disease is an unhealthy impairment of the ➔ a ➔ b of disease, such as the common cold, chickenpox or measles. Students should be given a signi cant amount Challenge These types of sickness are called infectious diseases because ➔ c body that stops it from functioning as it should. of time to complete this task; however, it can be select one sense organ and design an they are caused by pathogens that can be easily passed 2 Infectious diseases are caused by pathogens that experiment that allows you to test its function. from one person to another. A pathogen is an organism that broken up so students know what’s expected in is capable of causing disease or sickness. Other diseases, can be easily passed from one person to another. a certain period of time. For example, one class Questioning and predicting such as heart disease or diabetes, are called non-infectious 3 Virus: not a cell, contains genetic information • what is the main job of this organ? diseases because they may be inherited, caused by lifestyle could be designated to questioning and predicting • what type of stimulus does it receive? choices or non-living factors in the environment, such as surrounded by a protein coat; not considered and the next to planning and conducting. To air pollution. living. Bacterium: unicellular organism; cell wall Planning and conducting ensure students are on task, they could be required Design your own ... but no nucleus; usually considered to be living. • how will you ensure that it is a ‘fair test’ Pathogens to get permission from the teacher to continue to and that is as accurate as possible? 4 A pathologist studies diseases and diagnosis of the next stage. eir results could be presented • what stimuli can you use that would Pathogens can vary in type and size, from unicellular be safe? micro-organisms to multicellular worms and fungi. Prions diseases. in a number of ways including a traditional prac are a group that has only recently been added to the list of write-up, a presentation to the class or a movie Processing, analysing and evaluating pathogens. They are responsible for diseases such as ‘mad 1 what did you decide indicates a response? cow’ (Creutzfeldt–Jakob) disease. Prions are not organisms, Radiation and disease showing the entire process. is could be used as 2 was the response identical each time? they are proteins. Until scientists learn more about them, What do you know about what they are considered alongside the other pathogens because Radiation can be used to diagnose/treat certain an assessment item. 3 how would the number of repetitions affect of the way they behave. Table 5.1 shows the different types causes disease? your results? medical conditions. It is extremely helpful in of pathogen and the types of disease they cause. 4 suggest an alternative experiment that determining what course of treatment needs to Answers could have been designed to be unethical. 1 what is a disease? discuss what would have made it unethical. ➔ Table 5.1 Types of disease-causing pathogen 2 what causes an infectious disease? follow an injury or illness. Radiation can, however, What do you know about the sense example of 3 how is a virus different from a bacterium? cause radiation sickness, cancer and burns. Communicating Pathogen Features disease 4 what do you think a pathologist studies? explain. organs? Consider a sense organ (e.g. the tongue for A disease is any change that impairs the taste) and discuss how its form (its structure) Flatworm and Multicellular organism, Schistosomiasis 1 e ve sense organs are the tongue, skin, eyes, links to its function (use). roundworm usually parasitic; (an infection from function of an individual in some way, including no digestive system contaminated water) Radiation and disease causing harm. ears and nose. Fungus Unicellular or multicellular Tinea (a fungal 2 Answers will vary; however, suggestions organism; cell wall and infection, often Mobile phones, microwaves and X-rays all work because of One way of engaging students in this topic nucleus; no chlorophyll between the toes) electromagnetic radiation. Electromagnetic radiation is any is to discuss the Fukushima Nuclear Power include: What do you know about the Protozoan Unicellular organism; Malaria (transmitted type of energy transmitted by electric and magnetic field • tongue: eating or drinking, including sense organs? cell wall; nucleus by mosquitoes and waves. It travels at the speed of light and can cause charged Plant disaster in 2011 a er an earthquake and causes high fever and particles to move about really fast. It is this fast movement of tsunami in Japan. e tsunami broke the reactor’s di erent types of tastes ‘flu-like symptoms) particles that causes your food to heat up in the microwave. 1 what are the five sense organs? connection to the power grid, causing the reactors • skin: heat, cold, pressure, pain Bacterium Unicellular organism; Chlamydia (a sexually Radiation is regularly used to see inside the body. It may be cell wall but no nucleus transmitted infection) 2 describe five situations in which each sense organ used to make an image (X-rays and computed tomography to begin to overheat, whilst the earthquake and • eyes: changes in light intensity, determining/ would need to respond. Virus Not a cell: contains genetic Hepatitis (inflammation (CT) scans) or be swallowed or injected as radioisotopes ooding damaged the external structures. As a identifying objects or situations 3 is it possible to survive without one or more of your material surrounded by a of the liver) to enhance the view of certain parts inside the body for sense organs? explain. protein coat; not imaging. Radioisotopes are radioactive forms of substances result of these events, several hydrogen explosions • ears: identifying noises, determining considered living such as iodine and bromine. occurred and the accident was eventually listed location Prion Not an organism: protein ‘Mad cow’ Radiotherapy (radiation treatment) is used to treat many that is ‘bad’ and makes (Creutzfeldt–Jakob) cancers. X-rays, gamma rays and beta particles are delivered ➔ Fig 5.18 X-rays allow medical as a level 7 event, which is the highest level. It is • nose: identifying a smell, eating (smell is other proteins ‘bad’ disease (affecting the by specialised machines or as radioisotopes to target affected professionals to detect some problems estimated that radioactive material was found as closely linked to taste). through direct contact brain and caused by inside the body, such as broken bones. eating infected beef) cells. Here, specific damage is the desired effect. 3 It is possible to live without one or more of far as 50 km from the power plant.
the sense organs because the other senses are 140 Chapter 5 • responding to the world Unit 5.1 • how do we sense oUr world? 141 magni ed to compensate for the loss.
Activities • Australia has been considering using nuclear power. Based on information students have • Students could investigate the Fukushima gathered, they could debate whether nuclear Nuclear Power Plant disaster, as well as other power is a viable option for Australia. nuclear disasters that have occurred around the world. ( ree Mile Island and Chernobyl, for obook example.) SAMPLE ID05.10 Video link: Pathogens Video looking at the pathogen that causes hantavirus, how it is spread and how it affects humans OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 142 5.1 HOW DO WE SENSE OUR WORLD? 143
Radiation and disease three-dimensional space, and to perceive the distance from which the sound is coming. Students may like to share their experiences with <> Structure and function 6 Holding your nose can help you swallow X-rays or CT scans, including showing X-rays. ➔ Fig 5.19 Radiotherapy delivers radiation to cancerous cells. something that tastes awful because taste is PRACTIVITY 5.2 closely linked to being able to smell. PRACTIVITY 5.2 Background radiation 5.1 How do we sense our world? 7 Predators generally have their eyes at the front of their head, which gives them stereo vision Background radiation what you need: geiger counter, stopwatch and allows them to better gauge the distance 1 set up the geiger counter in the science e Safety Guide for Use of Radiation in Schools from their prey. Prey animals usually have their laboratory and measure the background radiation remember and understand Analyse and evaluate (ionising radiation) can be found at http://www. count each minute for 5 minutes. 1 write a defi nition of these words: 5 why do you think eyes and ears eyes on the sides of their head because they are 2 Calculate the average background radiation count. arpansa.gov.au/publications/codes/rps18.cfm a stimulus come in pairs, while the other more interested in spotting an animal creeping 3 go to different locations in the school and repeat sense organs are solitary? Exposure to higher energy types of radiation can result in damage steps 1 and 2. b homeostasis up on them and therefore need a wider angle in Answers will vary; however, the most likely place 6 why might holding your nose help to the human body. An example of this is sunburn caused by c pathogen ultraviolet light from the Sun. Exposure to high levels of gamma you to swallow something that which they can see. to have the highest radiation in a secondary school 2 describe three different ways the human body can receive radiation can result in damage to the human body including tastes awful? is the science prep room where chemicals are kept. a stimulus from the environment. burns, cancers and death. 7 predatory animals have their eyes Ethical behaviour 3 what would be the most likely response to the following stimuli? on the front of their face, while Radiation presents a dilemma in medicine because it can be a walking on hot sand their prey generally have eyes harmful. However, in controlled doses, and when targeting 8 A doctor may advise resting an injured joint Answers b seeing something fl ying towards you on the sides of their heads. why a specifi c part of the body, radiation can safely be used to might this be the case? for a couple of days before an X-ray to allow What do you know about radiation treat certain diseases. Most people don’t need these tests and c realising you’ve put salt on your cereal instead of sugar treatments often, and so their exposure is low. If a person needs d throbbing in your head ethical behaviour any initial swelling to go down and assess and disease? frequent exposure, doctors will compare the risks of exposure Apply 8 why might a doctor advise resting whether exposure to radiation is necessary. For with the risks of not having treatment. an injured joint for a couple of 1 Types of radiation include X-rays, radioisotopes, 4 outline six different responses to a change in temperature— example, some joint injuries may be as a result People who work with radiation for medical purposes take days before suggesting further three for an extreme change and three for a subtle change. microwaves, infrared radiation, visible light and signifi cant precautions in their job. They wear protective tests? of ligament damage, which doesn’t show up on radio waves. clothing, such as aprons reinforced with lead, to block radiation. X-rays. Whenever possible they will leave the room while a person is ➔ Fig 5.21 A Geiger counter. Critical and 2 Some types of radiation are more likely to cause being treated by exposure to radiation. The radiation equipment creative thinking • was there much variation in your initial results for operates in special reinforced rooms with a viewing window so 9 imagine that you wake up one Critical and creative thinking harm to living things because they travel at the the science laboratory? that people can safely observe from the outside. People working day and one of your sense organs speed of light and can cause charged particles with radiation wear a special badge that monitors their exposure. • how could you explain variations? has stopped working. write a 9 Student responses will vary. to move really fast. e higher the energy, the • where in the school was the background radiation creative story outlining this day in ➔ Fig 5.20 People count the highest? how could you explain this your life. 10 To assist the body in controlling pathogens, you working with radiation result? more damage that type of radiation can cause. need to limit their 10 Your body is constantly should eat a healthy diet and maintain a healthy 3 Radiation is used in medicine for X-rays, CT exposure. monitoring and controlling the lifestyle. A doctor can prescribe medication to numbers of pathogens in and on scans, radiotherapy, etc. your body. what can you do to assist the body in ghting o some pathogens, assist your body in controlling 4 Answers will vary. Information about mobile What do you know about radiation and disease? pathogens? what can a doctor or by providing a vaccination. phones and radiation can be found at the help you with? <
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around by the nervous system, but a duct into the small intestine, and contains cells organ Hormone Target tissue main effects between three and ve links per requirement their effects often last for a lot longer. that produce insulin. Hypothalamus Wide range of Pituitary gland Links nervous system to endocrine for life (oxygen, nutrients, water and removal neurohormones system via pituitary gland to Students should understand the main <
ZOOMING IN Answers Fight or ight? What do you know about the Hormones at work What do you know about the endocrine system? To extend students, a discussion about the Fight or fl ight? endocrine system? Hormonal effects are often controlled by feedback bystander e ect could be undertaken. e case mechanisms. This means that when a hormone— 1 endocrine system Have you ever been in a dangerous a messenger—is sent out into the body, information is
of Kitty Genovese and the investigation of this zooming in 2 ‘Fight or ight’ refers to the biological response or frightening situation? If you have, 1 what is the name of the system in your body received back about what i s going on. This then affects other murder prompted the research into what is you may understand very well responsible for hormones? responses by the body. The rate of hormone production of animals to stressful situations. Adrenaline what the ‘fi ght or fl ight’ response is and secretion is often regulated by a negative feedback 2 what is meant by the phrase ‘fi ght or fl ight’ and how now known as the bystander e ect. is is the all about—you break out in a cold is released to strengthen heartbeat, raise blood does it relate to hormones? mechanism. This means that if a stimulus is received sweat, your heart is beating wildly, indicating that something in the body is happening ‘too phenomenon where the more people are present 3 describe the two different types of hormone. pressure and speed up the conversion of everything around you seems to much’, the response would be to produce less of that in a situation, the less likely they are to help a slow down and your senses are 4 why is the endocrine system referred to as a hormone to reduce the effects. glycogen into glucose to provide extra energy to person in distress. Conversely, observers are more bombarding you with information. communications system? defend ( ght) or run away ( ight). 5 how is a hormonal response different to a nervous Most of the symptoms are triggered likely to take action if there are few or no other response? when things go wrong in the 3 Peptide hormones are made from proteins and by the release of the hormone endocrine system witnesses. adrenalin. Adrenalin is being produced by the anterior pituitary, parathyroid constantly produced by the adrenal ➔ Fig 5.24 Adrenalin is responsible for the ‘fi ght or fl ight’ response in mammals. Disorders and diseases of the endocrine system are fairly gland, placenta, thyroid gland and pancreas. Kitty Genovese was a New York woman who glands in small doses. The adrenal Pancreas receptors respond and release insulin common and are often due to imbalances in feedback was stabbed to death near her home in 1964. It is glands are located above the kidneys. new role. At times like these it fl oods energy to the muscles. In this way, mechanisms within hormonal systems. Diabetes, thyroid ey travel through the bloodstream to their Usually, this hormone is used for into your system, causing an increase adrenalin prepares your body for the reported that a number of people (12 estimated) goitre and obesity are all caused by imbalances in the target cells. Steroid hormones are secreted by everyday things like stimulating in the strength and rate of the heart extra effort required if you need to endocrine system. your heart rate and enlarging blood beat, raising your blood pressure defend yourself (fi ght) or run away the adrenal glands and ovaries or testes, and either saw or heard the attack, but didn’t respond. Diabetes is one of the more serious and common results vessels. However, when you are in and speeding up the conversion of (fl ight). Glucose increases of hormone imbalance. Left untreated it can result in produced from cholesterol. A few of the interviewed witnesses thought it was danger, adrenalin takes on a whole glycogen into glucose, which provides Liver changes glucose blindness, kidney failure, heart disease or death. Diabetes to glycogen 4 e endocrine system is referred to as a a lovers’ quarrel and didn’t want to intervene. One occurs when the pancreas either produces too little insulin witness phoned the police minutes a er the nal or doesn’t properly use the insulin it does produce. Insulin communications system because it is involved PRACTIVITY 5.3 Healthy is the hormone that assists the body to process sugar in the attack. It is thought that if any of the witnesses Types of hormone ➔ Fig 5.25 Crystal structures (as seen under a glucose level in sensing and responding to the environment. microscope) of (a) the peptide hormone calcitonin bloodstream. A message that blood sugar is low results in and (b) the steroid hormone testosterone. less insulin being produced. The opposite happens when had called police at the rst sign of trouble, the Glands and organs of Hormones are classifi ed into two It uses hormones to maintain homeostasis and blood sugar is high. types based on their chemical victim would have survived. is lack of response/ the endocrine system ➔ a regulate growth. e hormones travel through structure: peptide hormones Glucose decreases A goitre occurs when the thyroid gland, which is located reaction by observers prompted research into what what you need: large sheet of butcher’s paper, and steroid hormones. Peptide Liver releases its glycogen in the neck, becomes enlarged. The thyroid gland needs the bloodstream and arrive at a target cell, store as glucose is now known as the ‘bystander e ect’. marker pen, sticky tape hormones are made from proteins iodine to produce thyroid hormones. If a person’s diet is where they perform their task. and produced by the anterior 1 working in pairs, draw an outline of your Pancreas receptors low in iodine, the thyroid gland is not able to produce e bystander e ect suggests that as the pituitary, parathyroid gland, respond and the hormones. The gland enlarges as it tries to make more 5 A hormonal response is much slower but the partner’s body onto the paper. release glucagon placenta, thyroid gland and thyroid hormones. An underactive thyroid gland can also number of bystanders increases, the chance of 2 with your partner, draw in the different e ects last a much longer time. pancreas. Most hormones are produce a goitre. glands and organs of the endocrine ➔ Fig 5.26 The pancreas and the liver work together to maintain any one witness or bystander helping another peptides. Peptides travel through healthy glucose levels in the body. system. Using the information in table the bloodstream until they decreases proportionately, and more time will pass 5.2, annotate each gland with a brief Hormones at work fi nd and interact with specifi c before anyone seeks outside help for a person in description, in your own words, of what it What do you know about is responsible for. receptors on the surface of their Hormones are produced by endocrine glands target cells. hormones at work? distress. Furthermore, people o en have a desire 3 Use colour-coding and arrows to show the ➔ b and work by regulating cell activities, including not to get involved, and so if others are around, path of the hormone(s) produced by each Steroid hormones include those gland to its target organ. hormones secreted by the adrenal 1 what is a feedback mechanism? increasing or decreasing the activity of the target they feel less inclined to have to act. Psychologists glands and the ovaries (women) 4 Choose one gland or organ to research. 2 if a negative feedback loop reduces the effect of a or testes (men). Steroid hormones organ. Hormones nd their target organ through have suggested that bystanders monitor the include: hormone, what do you think a positive feedback are produced from cholesterol. a ‘lock and key’ mechanism, which is also known reactions of others in a situation to see if they • the hormone it secretes loop does? • what the hormone does ➔ Fig 5.27 A goitre is a swelling 3 what is the stimulus that triggers insulin production? as an ‘induced t’ model. is model explains think it’s necessary to intervene. Since everyone • disorders related to this organ or gland. of the thyroid gland. how each hormone only reacts with or binds to is doing the same (nothing), they conclude from a speci c substrate due to their complementary the inaction of others that help is not needed. e 146 Chapter 5 • responding to the world Unit 5.2 • what is a horMonal response? 147 shapes. bystander e ect is coupled with the ‘di usion of responsibility’, which occurs when onlookers assume that someone else will intervene and ey will need to conduct further research Answers 2 A positive feedback system would increase the obook so each individual feels less responsible to do to complete the last dot point. is could be e ect of a hormone. ID05.16 Video link: Fight or ight response something. What do you know about hormones presented in a number of di erent ways, such as a at work? 3 low blood sugar levels Video brie y describing the role of presentation, poster or pamphlet. PRACTIVITY 5.3 hormones in the ght/ ight response 1 A feedback mechanism is a process or signal A negative feedback mechanism is a control ID05.17 Weblink: Diabetes interactive Glands and organs of the endocrine that is looped back to control a system within system in which change in a variable is detected tutorial system SAMPLEitself. For example, when a hormone is released, and action occurs to produce a change in the Describes the hormonal imbalance that information is received back about what is opposite direction. It helps maintain stability in causes diabetes Students should use Table 5.2 on page 145 of happening in the body. is then a ects other spite of external changes. One example would be ID05.18 Website: Diabetes Australia the textbook to help them complete this task. responses in the body. touching a hot object and moving your hand away ID05.19 Website: Thyroid Australia to remove the stimulus. OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 148 5.2 WHAT IS A HORMONAL RESPONSE? 149
BIG IDEAS DISCOVERING IDEAS 5.2 What is a hormonal response? <> Structure and function How fast is the nervous system? Remember and understand What is a nervous response? • e fastest results will be when the students 1 A stimulus is an external factor that in uences 5.3 What is a hormonal response? are not blindfolded. is is because they an activity, or a detectable change in the internal 5.2 to survive immediate danger, you need quick responses. For example, when you trip or slip on something you may respond by throwing your arms out and trying to stay upright. are able to use multiple senses to determine or external environment that in uences a this is to prevent damage to your precious body. humans are constantly receiving when to catch the ruler. response. stimuli from their environment that they need to respond to. the nervous system makes remember and understand Analyse and evaluate • To ensure the results are as accurate as it possible to respond very quickly to certain stimuli. the nervous system uses electrical 2 Glands that produce hormones in humans possible, the ruler should be dropped from 1 write a defi nition of the word ‘stimulus’. 9 in 2006, a woman in northern Quebec messages that are passed through nerves. include the pituitary gland, ovary, testes, thyroid 2 name two glands in humans that produce hormones. fought off a polar bear with her bare the same height, by the same person, in the hands when it attacked her daughter!
3 name two diseases caused by hormonal problems gland, pineal gland, hypothalamus, parathyroid she literally wrestled with the bear—and in humans. same conditions and the same number of gland, adrenal gland and pancreas. won. give arguments for and against times for each person. 4 explain why the nervous system and the endocrine this reaction being attributed to the 3 Diseases caused by hormonal problems include system are both ‘communications systems’. hormone adrenalin. <
responses in the body. e rate of hormone 12 explain how the endocrine system assists your body to ‘respond to the world’? production and secretion is usually regulated why couldn’t the endocrine system handle this big job on its own? by a negative feedback system, meaning if the
stimulus indicates there is too much insulin 148 Chapter 5 • responding to the world Unit 5.3 • what is a nervoUs response? 149 then the response would be to produce less to reduce the e ects. Analyse and evaluate Creative and critical thinking <
Nerves and the nervous PRACTIVITY 5.4 system Nerves and the nervous system There are three specialised types of Pipecleaner neurons As students read through this information, they neuron, all with different jobs. To survive immediate danger, you need quick responses. • Sensory neurons are sensitive Cell body To extend students, ask them to nd out about the could be encouraged to add the bolded words to a For example, when you trip or slip on something you Dendrites to various stimuli, collecting three di erent types of neuron (sensory, motor glossary, and to use Figure 5.31 to help understand may respond by throwing your arms out and trying to information either from the body’s stay upright. This is to prevent damage to your precious Nucleus internal environment or the and interneuron) and create an example of each. the structure and function of a nerve cell. body. Humans are constantly receiving stimuli from their Myelin sheath outside world. Sensory neurons ey could then discuss the similarities and environment that they need to respond to. The nervous send the information they have e nervous system can be a di cult concept system makes it possible to respond very quickly to certain 1. Electrical collected to the central nervous impulse passes di erences between the three types. for students to understand, as it’s quite abstract. stimuli. The nervous system uses electrical messages that are system for processing. along neuron Axon passed through nerves. e nervous system can be split into two • Motor neurons carry messages 3. Neurotransmitters released and Your body requires so many responses at every from the central nervous system received by receptors on the next Answers components—the central nervous system (CNS), moment of the day and night that an equally to muscle cells throughout the neuron. Proteins monitor the process 2. Neurotransmitters to control how much is released and which consists of the spinal cord and the brain, complex nervous system exists. Your brain body, which then carry out the stimulated how long it lasts What do you know about nerves and spinal cord make up the central nervous response. Motor neurons are also and the peripheral nervous system (PNS), which system, which is responsible for processing the known as effector cells. and the nervous system? Central consists of all other nerves that lie outside the information from the peripheral nervous system, nervous • Interneurons link sensory and system which includes all the other nerves. motor neurons, as well as other 1 Student ideas will vary. e main di erences are central nervous system (sensory nervous system Direction interneurons. Interneurons only in the information they receive and distribute, ➔ Fig 5.29 The nervous system of the body is made of impulse ➔ Fig 5.31 Electrical messages are and motor nervous system). e sensory nervous make connections with other up of the central nervous system and the peripheral converted to chemical messages and how they connect. system has somatic and visceral neurons that nervous system. neurons. They are also known as (neurotransmitters) to cross a synapse. connector neurons. 2 e features of a neuron that enable it to carry bring information from the CNS to the sensory nerves PRACTIVITY 5.4 messages include: receptors. e motor nervous system contains The basic unit of the nervous system Synaptic Pipecleaner neurons • cell body: connects to the axon motor neurons that convey signals from the CNS is a nerve cell, or neuron. Scientists terminal what you need: 5 different coloured pipecleaners representing different parts of the neuron (cell body, axon, • axon: nerve bre that carries nerve impulses to e ector cells, and can be further separated into believe that we may have up to ➔ Fig 5.30 A typical neuron. 100 billion neurons in our bodies, dendrites, myelin sheath and synaptic terminal), a3 or a4 paper, sticky tape, red felt marker away from the cell body autonomic and somatic systems. connected in paths called nerves. This means that the nerve 1 take one pipecleaner and roll it into a 3 take another pipecleaner and push 5 wrap another pipecleaner on the end • myelin sheath: covers the axon to help speed A nerve that is not responding to stimuli is Neurons have many highly impulse is disrupted, blocked or ball to make the cell body. it through the cell body on the side of the axon to make the synaptic opposite the axon. this can be terminal. specialised features. Each neuron has able to escape along the length of 2 take another pipecleaner and attach up a nerve impulse by controlling its path considered to be at ‘rest’, whilst nerves that are a large cell body that connects to a shorter than the axon and you can Peripheral the axon. This causes movement it to the cell body by pushing it 6 tape your fi nished pipecleaner neuron • synaptic terminal: end of an axon where the activated are said to be ‘excited’. A nerve impulse long thin axon, which is also called a nervous through the ball so that there are twist more pipecleaners to make more onto a piece of a3 or a4 paper and system and sensory problems. nerve fi bre. An axon carries the nerve two halves sticking out. take the two dendrites. label the parts. messages are passed to the next neuron travels from dendrites on the pre-synaptic nerve Dendrites are nerve endings impulse away from the cell body. The halves and twist them together into 4 wrap a pipecleaner along the length 7 Mark the path of the nerve impulse, that branch out of the cell body. • dendrites: nerve endings that branch out ( rst nerve) through the cell body, down the axon axons connecting your spinal cord to a single long axon. of the axon to form the myelin sheath. from start to fi nish, along the neuron. your foot can be up to 1 metre long! These highly sensitive, thin of the cell body to receive information and out through the synaptic terminal to the post- branches receive information and At the end of the axon is a small bulb called and form contacts with the axons of synaptic neuron (next nerve). Nerve impulses the synaptic terminal. Here, messages are form contacts with the axons of passed to the next neuron. other neurons, allowing nerve What do you know about nerves and the nervous system? other neurons, allowing impulses to be involve changes in the electrical charge (positive/ impulses to be transmitted. Nerves work just like electrical wires and transmitted negative) across the axon membranes. e speed require insulation in the same way. The axons Dendrites bring information to the cell body 1 with a partner, come up with a way to remember the difference 4 what is the role of the myelin sheath? • synapse: small gap that separates neurons are covered by a fatty layer called the myelin and axons take information away from the cell of a nerve impulse along a myelin-covered axon between sensory neurons, motor neurons and interneurons. 5 Using a diagram, explain what problems may result sheath. The myelin sheath helps to speed up body. Information from one neuron fl ows to • neurotransmitters: chemicals that ow Be creative! share your memory trick with the class. from damage to the myelin sheath. is about 200 metres per second, compared with a nerve impulse along an axon by controlling another neuron across a synapse. The synapse 2 name and describe the features of a neuron that enable it to out into the synapse and stimulate the a speed of about 0.5 metres per second along an its path. People with multiple sclerosis have is a small gap separating neurons. When 6 write a story or draw a cartoon about the travels of carry messages. a message that is communicated from a sensory damaged myelin sheaths. the message reaches the end of the neuron, receptors on the next neuron to pass the axon without myelin. chemicals called neurotransmitters fl ow out 3 where are sensory neurons that detect: neuron in your eye to your central nervous system. ‘Zoom in’ to talk about how it travels through one information on. Students don’t necessarily need to know this into the synapse and stimulate the receptors on a smells? c sounds? e sights? the next neuron to pass the information along. b tastes? d touch? neuron to reach another. level of detail; however, they should be aware that it is a complex system that performs very complex 150 Chapter 5 • responding to the world Unit 5.3 • what is a nervoUs response? 151 functions. Activity
Construct a labelled diagram to assist students in 3 smells: nose; tastes: tongue; sounds: ears; touch: 6 Student responses will vary. Students should understanding the pathway of a nerve impulse. skin; sights: eyes be able to correctly describe how a message is 4 e myelin sheath covers the axon to help speed transferred through the body and also through up a nerve impulse by controlling its path. a neuron. 5 Diagrams will vary. If damage to the myelin sheath occurs, the nerve impulse is disrupted, obook SAMPLEblocked or able to escape along the length of ID05.20 Interactive activity: The neuron. the axon. is causes movement and sensory ID05.21 Weblink: An interactive nervous problems. system diagram can be found at the BBC science website OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 152 5.3 WHAT IS A NERVOUS RESPONSE? 153
The central nervous system ZOOMING IN Spinal damage Students should understand that re exes exist by activating motor neurons without having to wait for
The central nervous system zooming in signals to pass through the brain. Of course, the message is to help protect the body from potentially ➔ Fig 5.33 Paraplegia is spinal The central nervous system is the control centre of the eventually sent on to the brain so the brain can record what Students should understand that these types of dangerous situations, and they occur without us Spinal damage damage that affects the body. All incoming messages from your environment and has happened. So a fraction of a second after you pull your lower part of the body. injury are permanent and irreversible. even knowing about them until a er they have your responses to them are processed through the central hand away from a hot stove, you feel the pain in your hand. Spinal injury is a major cause of injury in nervous system. The two main features of the central Australia, especially to young men. These injuries happened. nervous system are the brain and the spinal cord. commonly result from motor vehicle accidents, everyday falls and sports. Answers PRACTIVITY 5.5 The brain When the spine is damaged, messages from below What do you know about the central PRACTIVITY 5.5 Testing reflexes the level of injury to the brain or above the level The brain is the processing centre of the body and is of injury from the brain are blocked. How much nervous system? Testing re exes mainly concerned with our survival. The brain is a soft, 1 look at the pupils (the black spots in the middle of the of the body is able to move after a spinal injury heavy organ that is surrounded by a tough skull. The brain eyes) in the eyes of a classmate. note the size of the depends on where the injury is in the spine. If it 1 e two parts that make up the central nervous pupils. is high up, most of the body is ‘cut off’ from the Pupils allow light to enter the retina and appear gathers information about what is going on inside and system are the brain and spinal cord. outside the body. It then makes decisions about things like 2 as a class, dim the lights in the room. after a few minutes, brain; if it is lower down, then the upper body black because other tissues in the eye absorb most internal changes and movements. It is also home to your look at your classmate’s eyes and note the size of the and arms will be able to work as they normally 2 e skull protects the brain, whilst the spine pupil. would. of the light entering the pupil. e iris regulates memories, personality and thought processes. protects the spinal cord. • how big are the pupils? has their size changed? People with damage to the upper part of the the amount of light by controlling the size of the The spinal cord • why do you think this happened? spinal cord have quadriplegia—they are unable 3 e individual bones that make up the spine are pupil. 3 turn the room lights back on. Check the size of your to use their arms or their legs. If the injury is very called vertebrae. Have you ever accidentally touched something very hot? If classmate’s pupils again. high, they may even have trouble breathing on When bright light is shone on the eye, light- you have, you will remember how quickly you snatched your • how big are the pupils this time? their own. People with damage below this level 4 Quadriplegia occurs when the upper part of hand away. In fact, it was so quick that you know you didn’t sensitive cells in the retina send messages to • why do you think this happened? have paraplegia—they are still able to use their the spinal cord is damaged, and people with even have time to think about it—it was automatic. arms but not their legs. A reflex, or reflex action, is an involuntary and nearly the parasympathetic division of the eye and the • what other reflexes do you think you could safely test? this damage cannot use their arms or legs. instantaneous movement in response to a stimulus. muscles contract, causing the pupils to contract. with a partner, design an experiment of your own. Make Paraplegia occurs when there is damage to the During a reflex action, an impulse is passed along a sensory sure you write out a full report, including your aim, ➔ Fig 5.34 Which pupil is in low light and which is in bright light? Conversely, when there is less light, messages are neuron to the spinal cord, where it crosses a synapse to a equipment, method and discussion. lower spinal cord. ese people are able to use sent to the sympathetic division of the eye and the motor neuron. This allows reflex actions to occur quickly their arms, but not their legs. muscles relax, causing the pupils to dilate. Pupils 5 e parts of the central nervous system involved will also dilate if a person sees an object of interest. ➔ Fig 5.32 Our reflexes protect us in a re ex reaction are the spinal cord, sensory from dangerous situations. • e pupil will get wider in the dark to allow neurons, motor neurons and eventually the more light to enter the retina. brain. During a re ex action, an impulse is • When the lights are turned back on in the passed along a sensory neuron to the spinal classroom, the pupils will constrict to control cord, where it crosses a synapse to a motor the amount of light entering the retina, ensuring neuron. is allows re ex actions to occur damage doesn’t occur to the eye. quickly by activating motor neurons without What do you know about the central nervous system? • Other re exes that could be tested include skin having to wait for signals to pass through to the sensitivity, knee jerk reaction, blinking when an brain. 1 which two parts make up the central nervous system? 4 explain the difference between quadriplegia and object comes close to the face and sneezing. 2 what protects your: paraplegia. a brain? 5 which part(s) of the central nervous system are involved b spinal cord? in a reflex reaction? explain. 3 what is the name of the individual bones that make up the spine?
152 Chapter 5 • responding to the world Unit 5.3 • what is a nervoUs response? 153
obook ID05.22 Weblink: The nervous system interactive task Looks at the nervous systems including their components and functions ID05.23 Weblink: An online activity on re exes can be found at the BBC science SAMPLE website ID05.24 Weblink: Further information about spinal cord damage is available from the Spinal Injuries Association OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 154 5.3 WHAT IS A NERVOUS RESPONSE? 155
DESIGN YOUR OWN … Answers Skin sensitivity What do you know about the The peripheral nervous system peripheral nervous system? Discuss the process of designing an experiment What do you know about the peripheral nervous system? The peripheral nervous system is a large system made up This includes heartbeat, digestion, respiration, including creating, testing and modifying. of all the nerves outside the central nervous system. The salivation and perspiration. It is the autonomic nervous 1 e peripheral nervous system consists of the peripheral nervous system carries information to and from system that maintains your body’s internal environment 1 what is the peripheral nervous 3 what is the difference between the 4 which part of the nervous system Students should be given a signi cant amount system made up of? somatic nervous system and the is responsible for maintaining somatic nervous system and the autonomic the central nervous system to the rest of the body, such as (homeostasis). autonomic nervous system? homeostasis? why is this such an of time to complete this task; however, it can be the limbs and organs. 2 how do the peripheral nervous nervous system. e autonomic nervous system The autonomic nervous system also has two parts: the system and central nervous system important job? The peripheral nervous system is divided into two parts: broken up so students know what’s expected in sympathetic division and the parasympathetic division. work together? Use an example to is divided into two parts: the sympathetic a certain period of time. For example, one class • The somatic nervous system controls voluntary skeletal These two divisions often have opposite effects. For illustrate your answer. division and the parasympathetic division. muscle movements, such as waving or reaching out to example, the parasympathetic division slows down the could be designated to questioning and predicting take something. heart rate, whereas the sympathetic division speeds up the 2 e peripheral nervous system carries and the next to planning and conducting. To • The autonomic nervous system controls involuntary heart rate. The systems work together to maintain a balance A closer look at the brain information to and from the central nervous actions, which happen without our conscious control. in the body. ensure students are on task, they could be required The human brain is easily the most complex system to the rest of the body. Examples will and fascinating organ of any living thing. to get permission from the teacher to continue to The thalamus processes and carries vary. Any suitable example should be accepted. Neuroscientists are learning a lot about how messages for sensory information, such The brain stem sits mostly the next stage. eir results could be presented it works. What they already know is that the as information sent from the ears, nose, inside the brain. At its base it eyes and skin, to the cortex 3 e somatic nervous system is responsible for brain is divided into different parts, each of becomes the spinal cord. The in a number of ways, including a traditional prac brain stem is made up of three voluntary movements, whereas the autonomic Skin sensitivity which has a specifi c function but works with major parts—the medulla, the write-up, a presentation to the class or a movie the other parts. They also know that the brain pons and the midbrain nervous system is responsible for involuntary Challenge showing the entire process. demonstrates ‘plasticity’, which means it can change and heal—previously movements/actions. design and conduct an experiment to test skin
154 Chapter 5 • responding to the world Unit 5.3 • what is a nervoUs response? 155
obook ID05.25 Weblink: An online activity on the peripheral nervous system can be found at the BBC science website ID05.26 Weblink: Brain interactive task SAMPLE Allows students to identify parts of the brain responsible for certain functions ID05.27 Weblink: A human brain map can be found at the BBC science website OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 156 5.3 WHAT IS A NERVOUS RESPONSE? 157
Lobes of the brain 6 Trauma to the frontal lobe can have an overarching e ect on a person’s ability to think, To help students remember and understand the Lobes of the brain communicate and connect with the world. location of the lobes, ask them to colour in a The cerebrum is divided into four lobes or sections. Sheep brain e person may experience impairment to picture of the brain and label the lobes. As part of These lobes have specifi c functions: movement, reasoning, emotional well-being/ labelling, they could write a description of what • The frontal lobe is located at the front of the brain. Its dissection functions include emotions, reasoning, movement and understanding and problem-solving. is may each lobe is responsible for. problem solving. Aim be exhibited in many ways such as loss of motor • The parietal lobe manages the perception of senses, to explore the structure of a sheep’s brain. skills and behavioural instability. Impairment including taste, pain, pressure, temperature and touch. EXPERIMENT 5.1 • The temporal lobe is located in the region near your ears. materials of frontal lobe functioning is also found in
It deals with the recognition of sounds and smells. eXPerimenT 5.1 lab coat, safety goggles and vinyl gloves a range of psychiatric conditions including sheep’s brain dissecting board Sheep brain dissection • The occipital lobe is at the very back of the brain. 1 3 schizophrenia. It is responsible for various aspects of vision. scalpel dissecting scissors Coloured pins Microscope, slide and 7 Individual answers will vary; however, students Safety cover slip (optional) ➔ Fig 5.37 The lobes of the brain. should understand that all vertebrate brains
Wear gloves, lab coats and safety goggles. ere Parietal lobe You will need to wear your lab coat, safety goggles share a common underlying form. e brain Frontal lobe and gloves. Be careful with the scalpel because it may be a risk of uid splashing in the eyes. is likely to be very sharp. consists of six main regions: the cerebral Occipital lobe hemispheres (telencephalon), thalamus and Practical hints method hypothalamus (diencephalon), midbrain 1 examine the outside of the brain. set the brain • Brains can be bought from the local butcher July 18 COLOUR down so that the fl atter side, with the white (mesencephalon), cerebellum, pons and or directly from abattoirs. Fresh is always best; 05046_CAS_BS9 spinal cord at one end, rests on the board. medulla oblongata. Each of these areas has Using the different coloured pins, identify the 2 4 however, frozen also work well. Partially thawed two hemispheres, the four lobes of the brain, the a complex internal structure, responsible for spinal cord, the cerebellum and the cerebrum. 3 place the brain with the curved top side of the cerebrum facing up. Use Discussion di erent functions. Size of the brain regions is brains are easier to work with because they hold Check this with your teacher before continuing. a scalpel to slice through the brain along the centre line, starting at the Temporal lobe Cerebellum 1 was the sheep’s brain similar to a human their shapes better. Totally thawed brains can be Brain stem 2 turn the brain over. identify the medulla and pons. directly proportional to the degree to which cerebrum and going down through the cerebellum, spinal cord, medulla and brain in structure? why do you think this so , mushy, messy and di cult to dissect. pons. separate the two hemispheres of the brain. record what you see. is so? the animal uses each region. Humans have Spinal cord 4 Cut one of the hemispheres in half lengthwise. record what you see. • It will be very di cult to get a thin enough slice Bird 2 what does the brain feel like? was it the largest cerebral hemispheres to control Cerebrum 5 if a microscope is available, slice a very thin section of the cerebrum and put easy to dissect? ➔ Fig 5.38 What might the structure of each of of brain from a preserved brain to look at under it on a slide, covering it with a drop of water and a cover slip. draw what you speci c and complex movement, language, these animal brains mean for its owner? Cerebellum a microscope. A slightly frozen fresh brain is see at two magnifi cations. Follow the same procedure with a section of the reasoning and senses, not necessarily needed Fish cerebellum, and then compare and contrast the two. easier. Cerebellum in the same capacity as the other animals. Cerebrum Fish have the largest optic lobe because sight Medulla Lab tech notes Medulla is their main sense and way of detecting the What do you know about a closer look at the brain? external environment, including the presence of • A short soaking of utensils is enough and Pituitary predators. Humans have the smallest olfactory then blades can be removed and cleaned. It is Frog 1 draw a scientifi c diagram of the brain that shows the 4 highlight the differences between the cerebrum and the Pituitary Frog Cerebellum four lobes. in each of the lobes: cerebellum. bulb because smell is not a critical sense, and advisable to keep soaking short and dry all the Cerebrum a write what functions are carried out in that lobe Cerebellum 5 explain why, if you slipped and hit the back of your head, frogs have the smallest cerebellum because utensils thoroughly, to avoid rusting. Coating in Cerebrum b draw something to remind you of the functions everything might go black. carried out in that lobe 6 explain some of the potential effects of trauma to the frontal lobe. only a small amount of movement needs to be a protective grease barrier is an option but is not 2 which parts of the brain make up the brain stem? 7 Compare the structure of the human brain to that of fi sh, birds coordinated. 3 the hypothalamus maintains homeostasis in your body. necessary if the utensils are washed and dried Bird and frogs (Fig. 5.38). identify the animal with the largest and Cerebrum why is this job so important? what does it involve? smallest of each part and suggest an explanation for the size. promptly. Medulla Cerebellum • Blades can be removed with a commercial Medulla scalpel blade remover; however, a pair of pliers 156 Chapter 5 • responding to the world Pituitary Unit 5.3 • what is a nervoUs response? 157 Pituitary works just as well. Scalpel blades need to be put
in a sharps container. Medulla • Dissecting trays or boards can be washed in hot Answers 2 e brain stem consists of the medulla, the pons 4 e cerebrum is the largest part of the brain and Clean-up soapyPituitary water and a little disinfectant, then dried. and the midbrain. is divided into two hemispheres. e cerebrum What do you know about a closer • Scalpels should be collected and placed, without 3 Maintaining homeostasis in the body is controls all conscious activities. e cerebellum Discussion look at the brain? washing, into a tub containing disinfectant or important because it keeps the internal is responsible for movement, balance and obook detergent. Other utensils need to be separated 1 e structure of a sheep brain is extremely 1 a frontal lobe: emotions, reasoning, environment stable so the body can function coordination. ID05.28 Weblink: An online dissection is from the scalpels to eliminate the risk of cuts. similar to that of a human brain because both movement, problem-solving properly. Homeostasis involves regulation and 5 If you slipped and hit the back of your head, available for students who may not wish to • Gloves and dissection wastes can be wrapped in organs are those of mammals, and therefore parietal lobe: perception of senses including maintenance of a stable internal condition, everything may go black because the brain has participate in the class dissection taste,SAMPLE pain, pressure, temperature and touch newspaper, placed in a sealed rubbish bag and require similar processes. regardless of any changes to the external been injured. e occipital lobe, responsible for ID05.29 Weblink: Explore the brains of temporal lobe: recognition of sounds discarded to rubbish. 2 Answers will vary; however, the brain is usually environment. Examples are maintaining an vision, is at the back of the brain, and would different animals and nd information and smells quite a so mass, and unless relatively frozen, is optimum temperature, blood glucose level, most likely bear the brunt of the impact. about each brain type occipital lobe: various aspects of vision quite hard to dissect. carbon dioxide concentration and pH level. b Students’ own responses. OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 158 5.3 WHAT IS A NERVOUS RESPONSE? 159
BIG IDEAS 11 Answers will vary; however, an example may be that the text is the nerve impulse and it 5.3 What is a nervous response? <> Structure and function travels from one phone (cell body) via the telecommunications network (axon and Remember and understand How do we respond to threats? synapse) to the second phone (next neuron). 1 e nervous system consists of the central What is a nervous 5.4 12 Student responses will vary. nervous system (brain and spinal cord) and 5.35.1 Many factors can make us sick or put us at risk. we have just looked at how our bodies response? sense and respond to changes in environment using the nervous and endocrine systems. Ethical behaviour peripheral nervous system (nerves outside the now we will see how our bodies respond to two other types of threat: disease and radiation. central nervous system). threats are not always obvious or even visible—pollutants in the air, bacteria on food, 13 Answers will vary. Students could use the TAC remember and understand 2 a autonomic nervous system: part of the a virus from the person next to you, and even physical injury. (Transport Accident Commission) website for 1 what makes up the body’s nervous systems?
peripheral nervous system, it controls 2 write a defi nition of these words: ideas for their commercials. involuntary actions a autonomic nervous system b re ex action: an involuntary and nearly b refl ex action Critical and creative thinking c peripheral nervous system instantaneous movement in response to a d myelin sheath Analyse and evaluate <
Running Somatic OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 160 5.4 HOW DO WE RESPOND TO THREATS? 161
The immune system Activity
Discuss what the immune system is, and its Students could investigate immune diseases/ second line of defence Third line of defence ➔ Fig 5.41 (a) Antibodies have regions that are specifi c The immune system to the antigens of different pathogens. (b) Antibodies role. Ask students why there are multiple ➔ b disorders. Some suggestions are rhesus Viruses, unlike bacteria, contain a protective cause pathogens to clump together. Antibody The role of your immune system is to protect you against foreign Any pathogens that remain after a incompatibility, systemic lupus erythematosus lines of defence, what would happen if the invaders by physically stopping them from entering your body, coating that allows them to more easily slip non-specifi c response are targeted ➔ a Antigen binds here immune system was compromised and how and identifying and attacking them if they manage to enter. Your through the fi rst line of defence. If a pathogen according to their type. This is called a Antigen (SLE), Grave’s disease, pernicious anaemia, insulin gets inside the body, the body tries to remove it immune system has three lines of defence against disease, each specifi c immune response. Region speci c dependent diabetes, rheumatoid arthritis, multiple could it be compromised. To extend students, with a different role. in one of two ways. to the antigen of The specifi c immune response creates a particular pathogen Virus sclerosis and AIDS. a research project on how the immune system First, a general ‘seek and destroy’ approach antibodies. Antibodies are protein is compromised could be undertaken. Students First line of defence is taken. This occurs regardless of the type molecules that bind specifi cally to a or structure of the pathogen. This is called a target called an antigen. Antigens may could look at how antibiotics may compromise our The fi rst line of defence against pathogens is to stop the pathogens general or non-specifi c immune response. be the pathogen itself or even marker from getting inside our bodies (Fig. 5.39). immune systems. The key parts of the non-specifi c immune molecules on the surface of response are: a pathogen. e immune system can determine if foreign ➔ Fig 5.39 The skin and Tears wash pathogens out Ear wax has a role in • blood clotting, to stop additional infection When a person is infected with a mucous membranes are of our eyes capturing pathogens the fi rst line of defence through skin damage material is present and becomes activated, trying to enter the body pathogen, specifi c antibodies are ➔ Fig 5.42 Natural passive immunity is obtained by against pathogens. through our ears attempting to remove the material before it • infl ammation, to increase the amount of produced to combat the pathogen. a baby from its mother. The mother’s antibodies blood reaching an infected area If the person is infected with are passed onto the child through the placenta and are in the mother’s breast milk. becomes harmful to the body. ere are two • fever—some pathogens cannot survive in the same pathogen again, the antibodies react immediately to A vaccine can be given that is: types of responses: non-speci c immunity and The eyes, ears, nose, extreme heat conditions, so heating up the mouth and genitals are body is one way to destroy them. attack and destroy it. This is called • the dead pathogen speci c immunity. Non-speci c immunity is the usually exposed to the natural active immunity. The body air and/or environment • an alive but non-virulent (weakened) form of the pathogen and so pathogens can Second, white blood cells are produced by the may take up to a week to make the rst line of defence and involves physical and easily enter. Mucous body to destroy pathogens. An increase in the • antigens of the pathogen that have been separated from it. membranes are the thin antibodies needed to combat a new amount of blood reaching an infected area of chemical barriers. Speci c immunity involves skin-like linings of these antigen. This is why recovering Through vaccination, a person receives entry points. Chemical the body as a result of infl ammation means that barriers are present here from an illness takes time. Once antibodies, which usually leads to immunity. the production of specialised cells and chemical to assist in defence. Slimy more white blood cells are available to attack the the body has learned how to make Vaccinations are often given as a preventive mucus can capture and pathogen. The white blood cells may also release substances (antibodies) to act against a particular kill some of the bacteria the particular antibody, it will be measure. For instance, the infl uenza vaccine is substances that increase the amount of fl uid in protected from re-infection in the recommended for people over 65 years of age infection. Speci c immunity has a ‘memory’, the infected area, causing swelling. future. The person is now said to because complications from infl uenza can be so if the body is infected by the same organism There are a few different types of white blood be immune. life-threatening in older people. Vaccination again, an increased response occurs. is is cell. Each type does its own job but they all Unborn babies obtain some can also be given when there is an urgent need work together. Only some white blood cell types natural immunity to provide immunity. Tetanus vaccine is often sometimes considered to be the third line of deal with the non-specifi c immune response. by receiving given for this reason after a tetanus-prone defence. Lymphocytes (white blood cells) are the These are called phagocytes, and the word antibodies across injury, for example for an open wound caused comes from Greek words meaning ‘cells that eat’. the placenta. by a rusty or dirty object, because tetanus can cells that recognise the invading particles/cells and Urine is slightly acidic, which A pathogen can be enveloped by a phagocyte, Antibodies are also passed to be fatal. makes the growth and when inside the phagocyte it is destroyed. babies who drink breast milk. This react to the invasion. is ‘memory’ explains the of bacteria more ➔ Fig 5.43 Immunity can be dif cult This process is called phagocytosis. immunity to childhood diseases once an infection is called natural passive immunity. acquired by vaccination. One other way to acquire immunity is or immunisation has taken place. ➔ Fig 5.40 The process of phagocytosis. by ingestion or injection with specifi c Active immunity occurs through immunisation The skin acts as the antibodies. This is called vaccination, rst line of protection. or inoculation. Vaccination is an Skin is a great barrier. and involves the production of antibodies within It is thick, waterproof example of acquired passive immunity. and dif cult to damage. a person in response to exposure to a particular Helping protect the skin are the oils and sweat antigen. Vaccines that contain dead or treated released from the skin. In dry conditions, Bacteria living microorganisms are used to activate the bacteria are damaged Phagocyte Phagocyte ingests Phagocyte ingests and destroyed by the ‘recognises’ bacteria by ‘ owing’ them using salt and antimicrobial the bacteria around them enzymes immune system to produce antibodies against chemicals in these secretions A virus is killed or weakened, Antibodies are made by the Exposure to the active virus results speci c disease-causing organisms without and given to a person. person but there is no illness. in a fast antibody response. actually causing the disease. Passive immunity 160 Chapter 5 • responding to the world Unit 5.4 • how do we respond to threats? 161 occurs when antibodies are produced in one person and introduced into another so they can obook react with antigens to provide immunity in the ID05.30 Video link: Antibodies second person. is occurs when a woman is Describes how antibodies destroy viruses pregnant and passes on her immunity to her ID05.31 Weblink: Pathogens and vaccines unborn child, or during breastfeeding a er birth. interactive task Allows students to make virtual vaccines for selected pathogens ID05.32 Video link: HIV vaccine SAMPLE Video that describes how an AIDS vaccine may work. Includes computer generated graphics of cells ID05.33 Weblink: Immune system game OXFORD BIG IDEAS SCIENCE 9: AUSTRALIAN CURRICULUM 5 RESPONDING TO THE WORLD 162 5.4 HOW DO WE RESPOND TO THREATS? 163
OVERARCHING IDEAS PRACTIVITY 5.6 Antibiotics Form and function The nucleus of each of your cells contains the instructions for Interpreting scans <
BIG IDEAS • Haemophilus in uenzae • inactivated poliomyelitis (IPV) 5.4 How does our body respond to • pneumococcal conjugate (7vPCV) threats? <> Structure and function >>ZOOMING OUT<< • rotavirus • measles, mumps and rubella (MMR) Remember and understand Research Review How does our body respond • meningococcal C (MenCCV) 5.4 Choose one of the following topics for a Key words 1 e major features of the body’s rst line of research project. a few guiding questions • varicella (VZV) to threats? antibody have been provided but you should add defence are the skin, mucus, tears, earwax and antigen • human papillomavirus (HPV) more questions that you wish to investigate. autonomic nervous system chemical barriers. present your report in a format of your own 11 antibodies generally clump pathogens together axon remember and understand choosing. Create 2 Infectious diseases are caused by pathogenic in an antibody–antigen complex. how do you brain stem 1 what are the major features of the body’s fi rst think this stops the pathogens from causing central nervous system (Cns) microorganisms, such as bacteria, viruses, line of defence? stem cells for spinal injury 16 An autoimmune disease is a condition in disease? cerebellum nerve cells do not regenerate, so, to date, 2 give an example of an infectious disease. cerebrum parasites or fungi; the diseases can be spread, 12 how can tumours interfere with the healthy damage to the spinal cord is permanent. which the immune system mistakenly attacks 3 what is an antibody? dendrite functioning of the human body? scientists have been researching the use directly or indirectly, from one person to dermis and destroys healthy body tissue. ere are 4 what is radiation? 13 louis pasteur, Joseph lister, robert Koch, of stem cells in the treatment of spinal cord disease another. Examples include malaria, HIV/AIDS, 5 why do you think it is important to have certain edward Jenner, alexander Fleming and howard injury. what are stem cells? what type of more than 80 di erent types of autoimmune endocrine system vaccinations before travelling overseas? Florey were all scientists who played a role in stem cells are used? what sorts of advances the common cold and hepatitis. feedback mechanism disorders. Some examples include allergies, give two examples of diseases you may need our current understanding and treatment of have been made in this fi eld of research? goitre 3 Antibodies are created by an immune system to be vaccinated against. infectious diseases. investigate the work of one what issues have affected such research? Addison’s disease, multiple sclerosis, homeostasis of these scientists. response. An antibody is a protein molecule that 6 how does the specifi c immune system Type 2 diabetes hormone rheumatoid arthritis and type 1 diabetes. remember pathogens for the next time you are immune ethical behaviour type 2 diabetes is increasing in our society. why is this? what is the cause of it? binds speci cally to a target, called an antigen. infected by them? insulin what complications can result from diabetes? what can you do to prevent diabetes? <
CONNECTING IDEAS A life with no pain <
e body is a complex system and our Congenital analgesia is a disorder in which sufferers are unable to understanding of its intricacies is still not feel pain. This might sound like a lovely way to live—you could take a few more risks, knowing that a little burn or grazed knee would not complete. Variations possible within the human hurt, and immunisations would be a breeze! Women would experience genome extend to 10600, so it is entirely possible no pain during childbirth and you could possibly stay awake during operations and see your own insides! But how would you know if you that many genetic diseases are not yet known or were sick or injured? How would the absence of any touch sensation understood. Other diseases are so rare that studies affect your life? and treatments are di cult to undertake. It may be bene cial to approach this topic with sensitivity and care, as some students may know people with undiagnosed conditions, or conditions 1 research congenital analgesia (sometimes known as that they will only nd out about through this congenital insensitivity to pain) to fi nd out more. what discussion. Sensitive information may be available causes it? what are the major symptoms? what are the minor symptoms? how common is it? about your students, and this may be worth 2 From your research, prepare a detailed creative checking prior, especially if genetic diseases are writing piece that outlines a typical day for a person being discussed. An alternative would be to look with congenital analgesia. You might choose to present your task as a video. at medical cases, which can be found online, and discussing these particular cases only. Activity/Assessment task
Students could research other unusual and rare medical conditions such as: • Porphyria—A rare blood disease where an enzyme de ciency occurs and a ects the nervous system 166 Chapter 5 • responding to the world Chapter 5 • responding to the world 167 • Fatal familial insomnia—A disease where the su erer can’t sleep • Alice in wonderland syndrome—A radical • Chiari malformation—Structural defects in the • Narcolepsy—A condition that makes a person shi in perceptions of the world caused by a cerebellum, and the brain can be squeezed into drop o to sleep without warning. disturbance in the brain’s electrical charge the spinal column is activity could be used as an assessment • Body integrity identity disorder • Aquagenic urticaria—A rare skin disorder task. Students could research what the disorder (apotemnophilia)—Compels a person to cut o where the su erer is allergic to water is, causes, signs and symptoms, treatments and perfectly ne limbs or body parts • Cataplexy—A condition where the su erer can prognosis/outcomes. It could be submitted in • Lipodystrophy—A condition where the body suddenly collapse on the spot a number of di erent ways such as a vodcast, rapidly burns fat, and the su erer can’t gain SAMPLE • Capgras—A person has a delusional belief that podcast, poster, oral presentation or interview obook weight someone close to them is an imposter with a medical professional. ID05.36 Flashcard glossary ID05.37 Student self-test