Yr+9.2+Responding+and+Controlling

media type="custom" key="28983143" Extra revision questions Coordination and control CLass Notes Things we have learnt by completing the EP Nervous System task 1. Parts of the Brain - 2. The nervous system is divided into 2 parts -
 * Cerebrum -thinking, imagination ( 2 hemisphere)
 * Cerebellum - balance and coordination of senses
 * Brain stem heart and digestion and breathing - autonomic
 * Central Nervous system - Brain and spinal chord
 * Peripheral Nervous system - includes all other nerves eg the ones that go to legs, arms etc

Autonomic -the body does this automatically/ unconsciously eg heart beat, digestion Somatic - sensory systems - eg eyes, ears nose

The nervous system
(from http://resources.mhs.vic.edu.au/science/resources/under_control_summary.htm)


 * The movement of the body and the function of the vital organs is controlled by the nervous system.
 * The nervous system is made up of specialized cells called //neurons// that can transmit electrical impulses. These impulses travel at around 100 metres per second, so they are able to send information throughout the body very
 * [[image:sensory neuron.jpeg]]quickly. [[image:motor neuron with axon.jpeg]][[image:sensory motor and interconnecting neurone.jpg width="800" height="331"]]
 * The //central nervous system// is made up of the brain and spinal chord.
 * The //peripheral nervous system// extends to all parts of the body.
 * //Sensory receptors// are the cells that can sense different forms of stimuli eg. sound, temperature, taste etc. //Sensory nerves// carry messages from the sensory receptors to the central nervous system.
 * //[|Motor neurones]// carry messages to //[|effectors],// glands or muscles that can carry out an action in response to the stimulus eg moving a hand away from a hot object.
 * A //reflex// is an involuntary response to a stimulus. This can occur without the need for the brain to make a decision.
 * A reflex arc is the path a reflex takes - ie sensory neuron, interneuron (in the spinal chord) motor neuron. The impulse does not go to the brain to be processed. this means you react faster without thinking about it. a simple example is when you touch something hot and pull your hand away.
 * The //stimulus-response// model below describes the action of the nervous system in the event of a stimulus such as pain of a hand touching a hot object.

Down load a cloze passage on nerves =Homeostasis= This is the process of maintaining a constant internal environment. It means to keep our bodies at a constant temperature and level of hydration.
 * Synapse - the gap between neurons. A neurotransmitter (chemical ) is released from the end of one neuron and detected by the adjoining neuron. This passes the impulse across the synapse. the nerve impulse travels along the axon like an electrical impulse.

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

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

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

Try this close passage

Try this word search

=More examples of Feed back loops=



@Designing an Experiment

Eye dissection

DISCUSS AND EXPLAIN

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

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

=Prac -How good are your reflexes?= KEY INQUIRY SKILL: • questioning and predicting Equipment: well-lit room chair stopwatch or clock with a second hand

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

Part A: Kept in the dark • If you are the experimenter, look closely at the eyes of your partner, noting the size of the pupils. • Ask your partner to close his or her eyes for 60 seconds. • At the end of this time, monitor your partner's eyes for any changes. DISCUSS AND EXPLAIN 1. What changes did you notice? - __iris size changed and so the pupil got smaller__ 2. Identify the (a) stimulus - __light__ 3. and (b) response. - __iris expands ( because the pupil got smaller.__ 4. Why do you think this reflex action is important to our survival? - __Protects the eye - detects light stimulus.__ 5. Can you control the size of your pupil? __No__ 6. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - - __different intensities of light, day or night, coloured lights,__

8.  **Part B: Knee jerk** ◦ Have your partner sit on a chair with one leg crossing over the other knee. ◦ Use the edge of your hand to gently strike the crossed leg of your partner just below the knee in the joint. ◦ You may need to repeat this a few times to get a response from your partner. 9.  DISCUSS AND EXPLAIN 10. Describe your observations. - __lower leg raises involuntarily__. 11. Identify the (a) stimulus -- __the hand hitting the leg__ (b) response - - __the leg moving__ (c) effector. -- __the muscle in the top of the leg ( it contracts moving the lower leg up)__ 15. Did you get the response the first time? Why or why not? 16. Can you control a knee-jerk response? - __Yes if you tense your leg__ 17. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. __- sitting up higher so leg hangs -__

__Brains__ The brain is the control centre of the body. However different parts of the brain are responsible for different functions. __Parts of the Brain__

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

=The Brain= The brain 3 parts Forebrain- Mid brain Hind brain

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

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

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

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

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

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

Some common examples are

 * the hormone insulin is released from glands in the pancreas. The hormone insulin decreases the blood glucose level.
 * the hormone progesterone is released from glands in the ovaries. The amount (level) of the hormone progesterone in the blood determines when ovulation occurs.
 * the hormone "growth Hormone is released from the Pituitary gland under the brain. The hormone growth hormone stimulates cells to grow and divide.

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



Compare the endocrine and nervous system

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

Complete the cloze word passages



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

go to answers

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


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

**__ Control and Co-ordination - __****__ key __****__ concepts updated for new text __**** – ** Guide Sheet Name___

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

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

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



Positive feedback loops and negative feedback loops

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

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

synapses and action potential - advanced

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

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

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


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


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

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


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

Ext 2.8 total recall

rain Parts Song by Aaron Wolf - YouTube

[]

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

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





|| ** Ext ** : ques 9 to 13 p62

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





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

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

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

practice test

|| ** eBookPlus Digital documents ** “Investigating and control” Worksheet q8 to 13

** Do this online test ** - you must get more than 75% o pass - Put your class name in front of your firstname when you log on. access code = H3SJ9X

repeat test ||  ||   ||

=Class notes= Table of the senses, receptors and stimulus

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

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



The END

__Do not do this stuff below this line__

__** Responding and Controlling -2013 key concepts **__** – ** student guide Name __

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

Teacher Signs || Done @ Home

Teacher signs || • How we smell, how we see, how we taste, how we hear. • Use relation diagrams to explain the function of the senses |||||| ** Activity: ** Construct a table of the senses and corresponding stimulus and receptors (see p 97) Make a labelled diagram of the brain and incorporate the ideas introduced on pages 58 to 59. Construct a table that lists the name s of parts of the brain and their function
 * ** Science Quest 9 –Main Concepts ** |||||| ** Suggested Activities ** |||||| ** Extension and Variation Homework ** ||
 * ** 3.4: Getting the message (page 97) ** – Receptor and stimulus for the organs.
 * Prac ** : Where is skin most sensitive (Investigation 3.3 p98)
 * Activity ** : Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99
 * Prac ** : Investigation 3.5 (p101)
 * Textbook questions ** : (p103) 2, 5, 7, 8, 9, 10, 17, 18
 * Use your laptop ** : – eBookPlus “A Bundle of Nerves” int-0015 || ** Investigate ** : Ques 21 p103 The virtual medical centre
 * Use your laptop ** : – eBookPlus “Robotic Heart surgery” eles-1081 ||  ||   ||
 * ** 2.7: The Teen Brain ** – understanding How the brain changes through the teens. Comparing brain scans of healthy and diseased brains. |||||| ** Activity: Do the brain work sheet 2.2 [[file:Brain diagram answers -doc-8814.doc|(Answers to Parts of brain sheet)]] **


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

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

Try these animations

1. advanced outline of a response

2. Model of a feed back loop

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

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

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

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

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


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

access code = H3SJ9X

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

Dr Parry"s Course ||  ||   ||

Course outline to download

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

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

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

Reflex arc - animation

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

Homework: 8.2 Concussion in football (p.97)

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

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

Brain research activity - google docs collaborative exercise.

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

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

Project on behaviour

<span style="background-color: #b8ff00; font-family: 'Lucida Console',Monaco,monospace;">Look up some youtube clips on behaviour || Surfing: Researching societies. Ethology (p.252) Profiling: Careers (p.252) Drag and Drop Interactive: Behaviour (p. 251) ||
 * 8.5 Revision || here is an overview of the content ||  ||