Part III / XIII of the 8,500+ Slide Human Body Systems and Health Topics Unit from www.sciencepowerpoint.com Part I: Levels of Biological Organization.

Part III / XIII of the 8,500+ Slide Human Body Systems and Health Topics Unit from www.sciencepowerpoint.com Part I: Levels of Biological Organization Part II: The Skeletal System Part III: The Muscular System Part IV: Nutrients and Molecules of Life Part V: Healthy Living and Eating Part VI: The Digestive System Part VII: The Circulatory System Part VIII: The Respiratory System / Dangers of Smoking Part IX: The Excretory System Part X: The Nervous System (B) Part XI: The Endocrine System Part XII: The Reproductive System Part XIII: The Immune System

The Human Body Systems and Health Topic Units includes. –A 13 Part 8,500 Slide PowerPoint roadmap. –40 page bundled homework package, modified version, answer keys, homework rubric. All chronologically follows slideshow. –56 Pages of unit notes that follow slideshow. –7 PowerPoint Review Games (1,400 Slides) with answers and game sheet. –30 Worksheets that follow slideshow for classwork –Crossword puzzles, games, rubrics, curriculum guide, and much more. –http://www.sciencepowerpoint.com/Human_Body_Syst ems_and_Health_Topics_Unit.htmlhttp://www.sciencepowerpoint.com/Human_Body_Syst ems_and_Health_Topics_Unit.html

More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The Rivers and Water Quality Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and Science Skills Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit, and The Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy

Human Body Unit Part X/XIII

-Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Kidneys Ureters Urinary Bladder Copyright © 2010 Ryan P. Murphy

RED SLIDE: These are notes that are very important and should be recorded in your science journal. BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

Hearing… –The hearing system is based solely on physical movement. (Not chemical such as smell and taste). –Sound occurs when it vibrates in matter. (Solid, Liquid, Gas). Copyright © 2010 Ryan P. Murphy

To hear, you must… –Direct the sound waves into the hearing part of the ear.

To hear, you must… –Direct the sound waves into the hearing part of the ear. –Sense the fluctuations in air pressure.

To hear, you must… –Direct the sound waves into the hearing part of the ear. –Sense the fluctuations in air pressure. –Translate these fluctuations into an electrical signal that your brain can understand.

Nervous System (B) Available Sheet.

Step by step drawing: The Ear

Outer Ear / Pinna

Ear Canal

Outer Ear / Pinna Ear Canal

Outer Ear / Pinna Ear Canal Ear Drum

Outer Ear / Pinna Ear Canal Ear Drum Hammer

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Muscles must pull apart the bones of the inner ear when large noises could damage them. (reflex)

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals Cochlea

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals Nerves that connect to brain Cochlea

Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals Nerves that connect to brain Cochlea Eustachian Canal to the nose

Hammer

Hammer Anvil

Hammer Anvil Stirrup

Activity Puzzle! The Ear –On next slide, teacher to minimize out of slideshow and assist students in moving the pieces to create a human ear. –Let’s work together.

Use Deductive Reasoning. (Frontal Cortex) Use your deductive reasoning skills: Word Bank: Ear Drum, Eustachian Canal, Anvil, Cochlea, Hammer Anvil - A tiny bone that passes vibrations from the hammer to the stirrup. Cochlea - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. Eardrum -(Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. –When your ears pop as you change altitude (going up a mountain or in an airplane), you are equalizing the air pressure in your middle ear. Hammer - A tiny bone that passes vibrations from the eardrum to the anvil. Copyright © 2010 Ryan P. Murphy

Use Deductive Reasoning. (Frontal Cortex) Word Bank: Pinna, Nerves, Stirrup, Ear Canal, Semicircular Canals. Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. Ear canal - The tube through which sound travels to the eardrum. Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. Stirrup - A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). Copyright © 2010 Ryan P. Murphy

Which two terms are switched? Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. Stirrup - The tube through which sound travels to the eardrum. Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. Ear Canal -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. Cochlea A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

Which two terms are switched? Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. Ear Canal- The tube through which sound travels to the eardrum. Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. Cochlea A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

Which two terms are switched? Cochlea These carry electro-chemical signals from the inner ear (the cochlea) to the brain. Ear Canal- The tube through which sound travels to the eardrum. Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. Nerves - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

Which two terms are switched? Nerves These carry electro-chemical signals from the inner ear (the cochlea) to the brain. Ear Canal- The tube through which sound travels to the eardrum. Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. Cochlea - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

Loudness is measured in decibels (dB) – –This is the force of sound waves against the ear. The louder the sound, the more decibels. –Ticking Watch 20 –Whisper 30 –Normal Speech 50 –Car 60 –Alarm Clock 80 –Lawn Mower 95 –Chain Saw 110 –Jackhammer 120 –Jet Engine 130 Copyright © 2010 Ryan P. Murphy

Loudness is measured in decibels (dB) – –This is the force of sound waves against the ear. The louder the sound, the more decibels. –Ticking Watch 20 –Whisper 30 –Normal Speech 50 –Car 60 –Alarm Clock 80 –Lawn Mower 95 –Chain Saw 110 –Jackhammer 120 –Jet Engine 130 Which of the following require ear protection? Copyright © 2010 Ryan P. Murphy

Sounds that are too loud or that last a long time can cause Noise-induced hearing loss (NIHL). Our sensitive hair cells that convert sound energy into electrical signals that travel to the brain can become damaged. Once damaged, our hair cells cannot grow back. Copyright © 2010 Ryan P. Murphy

Sounds that are too loud or that last a long time can cause Noise-induced hearing loss (NIHL). Our sensitive hair cells convert sound energy into electrical signals that travel to the brain and can become damaged. Once damaged, our hair cells cannot grow back. Copyright © 2010 Ryan P. Murphy

Activity! Finding your match by listening. –Teacher has prepared a class set of paired film canisters. –The canisters all contain different objects that create varying sounds when shaken. –Students must shake their film canister and walk around the room listening to other students shaking their canisters. –When you think you found someone with a similar sound, take a guess about the object and open the canister together. –If correct sit down, if incorrect keep trying to find your match. We will play again. Copyright © 2010 Ryan P. Murphy

Activity Sheet Available, Times have changed, Trials, Average. (Optional) –Variance and Standard Deviation Extension

Note- The learning today will only partly be about variations in sound.

–Learning how to conduct trials is an important skill that will occur in this activity.

We must use the scientific method to gather empirical and measurable evidence.

–The sample size should be large.

We must use the scientific method to gather empirical and measurable evidence. –The sample size should be large. –Random sampling techniques should be used.

We must use the scientific method to gather empirical and measurable evidence. –The sample size should be large. –Random sampling techniques should be used. –All biases should be avoided and poorly collected data should be thrown out.

Please create the following spreadsheet. 12345678910Trials Old New 12345678910 Trials Old New

Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

–Old = Made before 1982 –New = Made after 1982

Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Old = Made before 1982 –New = Made after 1982

Activity! (Optional) Times Have Changed. –Pennies have changed in composition over the years. (Background Information) 1793–1857 100% copper 1857–1864 88% copper, 12% nickel 1864–1962 bronze (95% copper, 5% tin and zinc) 1943 zinc-coated steel 1944–1946 brass (95% copper, 5% zinc) 1962–1982 brass (95% copper, 5% zinc) 1982–present 97.5% zinc, 2.5% copper

Make an educated guess called a hypothesis for the problem. –Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

Please drop an old penny and a new penny 15 times each from a height of 30 cm onto a hard surface and listen to the sound it makes.

Example of tester organizing trials. 12345678910 Old New Trials Old New

Activity! Times Have Changed –Choose a partner for this project that was not next to you during random order collection. –Keep your random test order hidden from your new partner / listener. –Listener should keep eyes closed during each drop and until pennies have been collected. Old and new pennies look differently. –Tester and listener must communicate for each drop. Tester says “dropping” and listener says “drop away.” Listener can open eyes when tester says pennies have been collected and mark should mark their guess on the listener spreadsheet. Copyright © 2010 Ryan P. Murphy

Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Score your own sheet out of 100% (10 pts for each correct response) –Gather the entire classes scores to obtain average / mean. Add all of the scores and divide by the number of students. –What was the average grade (%) Do our results answer the problem?

Continuation (Optional) Finding standard deviation and variance. –Standard variation is the square root on the variance. –Variance: The average of the squared differences from the mean.

Statistical Methods –The mean / average was… –Everyone calculate how far away their data was from the mean / average. Ex.) The mean was 80% and I got 60% so I was 20% from the mean. –To calculate the variance, take each difference, square it, and then average the result: Ex) 2 2 + 4.5 2 + 1.5 2 + 3.5 2 + (rest of class) Divide by total # of students = variance =

Statistical Methods –The mean / average was… –Everyone calculate how far away their data was from the mean / average. Ex.) The mean was 80% and I got 60% so I was 20% from the mean. –To calculate the variance, take each difference, square it, and then average the result: Ex) 20 2 + 45 2 + 35 2 + 5 2 + (rest of class) Divide by total # of students = variance =

The Standard Deviation is just the square root of the Variance. –So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.

Stand Deviation Calculator: –Did we calculate correctly? –http://www.mathsisfun.com/data/standard- deviation-calculator.htmlhttp://www.mathsisfun.com/data/standard- deviation-calculator.html

Activity Puzzle! The Ear –On next slide, teacher to minimize out of slideshow and assist students in moving the pieces to create a human ear.

“A bird in the hand is worth two in the bush.” What does this mean? It's better to have a small real advantage than the possibility of a greater one. This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). Copyright © 2010 Ryan P. Murphy

“A bird in the hand is worth two in the bush.” What does this mean? It's better to have a small real advantage than the possibility of a greater one. This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, Copyright © 2010 Ryan P. Murphy

“A bird in the hand is worth two in the bush.” What does this mean? It's better to have a small real advantage than the possibility of a greater one. This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, This proverb has something to do with birds? Copyright © 2010 Ryan P. Murphy

“A bird in the hand is worth two in the bush.” What does this mean? It's better to have a small real advantage than the possibility of a greater one. This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, the right brain is more adept at making broad and sweeping understandings. Copyright © 2010 Ryan P. Murphy

“A bird in the hand is worth two in the bush.” What does this mean? It's better to have a small real advantage than the possibility of a greater one. This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, the right brain is more adept at making broad and sweeping understandings. Copyright © 2010 Ryan P. Murphy I get it, this proverb has to do with…

“A bird in the hand is worth two in the bush.” What does this mean? It's better to have a small real advantage than the possibility of a greater one. Bird in hand Two in the bush Copyright © 2010 Ryan P. Murphy

This proverb also refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey).

Touch: Found in all areas of the skin.

Activity! Footloose –The foot has thousands and thousands of nerve endings. –We often cover these nerve endings with socks and footwear. –Activity on next slide will let us experience the sense of touch with our feet. Copyright © 2010 Ryan P. Murphy

Please record eight boxes and label them as so. Angled pebbles from a walkway Pressure and Pain Tissue Paper Texture Ice Cubes with water (Cold) Line box with trash bag Warm water (Warm) Line box with trash bag Crayons Pressure Grass from outside Texture Styrofoam Packaging Peanuts Texture Copyright © 2010 Ryan P. Murphy

Activity! Footloose –Teacher sets up multiple stations that contain shoe boxes filled with objects with the lids on. –Students take off shoes (Smell sense  ) and approach each station. –They sit in the seat behind the box on the floor, closer their eyes, open the lid and then step into the box. –They may feel, texture, pressure, pain, hot, cold. Make a guess as to the contents of the box. –Describe each station as it feels. Copyright © 2010 Ryan P. Murphy

Activity! Footloose –Teacher sets up multiple stations that contain shoe boxes filled with objects with the lids on. –They sit in the seat behind the box on the floor, closer their eyes, open the lid and then step into the box. –They may feel, texture, pressure, pain, hot, cold. Make a guess as to the contents of the box. –Describe each station as it feels.

Activity! Footloose –Teacher sets up multiple stations that contain shoe boxes filled with objects with the lids on. –Students take off shoes (Smell sense  ) and approach each station. –They sit in the seat behind the box on the floor, closer their eyes, open the lid and then step into the box. –They may feel, texture, pressure, pain, hot, cold. Make a guess as to the contents of the box. –Describe each station as it feels.

Activity! Footloose –Teacher sets up multiple stations that contain shoe boxes filled with objects with the lids on. –Students take off shoes (Smell sense  ) and approach each station. –They sit in the seat behind the box on the floor, close their eyes, open the lid and then step into the box. –They may feel, texture, pressure, pain, hot, cold. Make a guess as to the contents of the box. –Describe each station as it feels.

Activity! Footloose –Teacher sets up multiple stations that contain shoe boxes filled with objects with the lids on. –Students take off shoes (Smell sense  ) and approach each station. –They sit in the seat behind the box on the floor, close their eyes, open the lid and then step into the box. –They may feel, texture, pressure, pain, hot, cold. Make a guess as to the contents of the box. –Describe each station as it feels. Copyright © 2010 Ryan P. Murphy

Other method… –Teacher creates corridor of boxes or tables about waist height. –Students line up and close eyes, as they walk through the corridor. –Teacher has tray with item on ground at end of corridor. –Important for absolute silence as you step in tray and go back to your seat to not give away the item. –Students record guess in the correct box.

Angled pebbles from a walkway Pressure and Pain Tissue Paper Texture Ice Cubes with water (Cold) Line box with trash bag Warm water (Warm) Line box with trash bag Crayons Pressure Grass from outside Texture Styrofoam Packaging Peanuts Texture Copyright © 2010 Ryan P. Murphy

Angled pebbles from a walkway Pressure and Pain Tissue Paper Texture Ice Cubes with water (Cold) Line box with trash bag Warm water (Warm) Line box with trash bag Crayons Pressure Grass from outside Texture Styrofoam Packaging Peanuts Texture

Angled pebbles from a walkway Pressure and Pain Tissue Paper Texture Ice Cubes with water (Cold) Line box with trash bag Warm water (Warm) Line box with trash bag Crayons Pressure Grass from outside Texture Styrofoam Packaging Peanuts Texture Copyright © 2010 Ryan P. Murphy

The Human Body Systems and Health Topic Units includes. –A 13 Part 8,500 Slide PowerPoint roadmap. –40 page bundled homework package, modified version, answer keys, homework rubric. All chronologically follows slideshow. –56 Pages of unit notes that follow slideshow. –7 PowerPoint Review Games (1,400 Slides) with answers and game sheet. –30 Worksheets that follow slideshow for classwork –Crossword puzzles, games, rubrics, curriculum guide, and much more. –http://www.sciencepowerpoint.com/Human_Body_Syst ems_and_Health_Topics_Unit.htmlhttp://www.sciencepowerpoint.com/Human_Body_Syst ems_and_Health_Topics_Unit.html

More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The Rivers and Water Quality Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and Science Skills Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit, and The Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy

Nervous System Review Game

Human Body Unit Part X/XIII

Part III / XIII of the 8,500+ Slide Human Body Systems and Health Topics Unit from www.sciencepowerpoint.com Part I: Levels of Biological Organization.

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Part III / XIII of the 8,500+ Slide Human Body Systems and Health Topics Unit from www.sciencepowerpoint.com Part I: Levels of Biological Organization.

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Presentation on theme: "Part III / XIII of the 8,500+ Slide Human Body Systems and Health Topics Unit from www.sciencepowerpoint.com Part I: Levels of Biological Organization."— Presentation transcript:

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