Unit 2
Homeostasis:
Maintaining Dynamic
Equilibrium in Living
Systems
4 The Internal Environment of Organisms
5 Maintaining Balance in Organisms
6 Human Homeostasis: Health and Disease
1
Name: ________________________________
Chapter 4
The Internal
Environment
of Organisms
2
EXPLORE:
Cells in Action
Page 212-226
Process and Procedures
Part A: An Eggs-periment (page 212-219)
Read the protocol on page 215-216 “The Egss-periment Protocol”.
Quantitative observations involve results that are measurable with standard scales (mass in grams, or
temperature degrees Celsius, for example). Think of quantity—something that you measure—as part of
quantitative.
Qualitative observations involve verbal descriptions and results that are measurable with nonstandard scales
(color, or temperature described as “warm” or “cold,” for example). Think of quality—the nature of something
that you observe—as part of qualitative.
7.
Work with your partner to predict how you think the eggs will react to the condition that you will vary in
your experiment by filling out the table below.
External Conditions
for the Egg
Predicted Change
Reason for Prediction
Type of Observation
(quantitative or qualitative)
Corn Syrup Solution
Distilled Water
Set up the “eggs-periment” and complete both tables before letting the beakers sit over night.
Mass (g)
Before
After
Diameter (mm)
Change
Before
After
Change
Color
Before
After
Change
Corn Syrup
Hypertonic
Distilled Water
Hypotonic
Read the Need to Know, Background on Controlled Experiments, on page 217.
13.
a. What changes did you find, if any, in the internal environments of your eggs? Did your observations
match your predictions? Support your answer by using specific evidence from your observations.
3
EXPLORE: Cells in Action (continued) Page 212-226
Part B: Observing Cell Activity
Read the Need to Know, Background about Solutions, on page. 220, and define the following terms.
Solute:
Solvent:
Isotonic:
Hypertonic:
Hypotonic:
4.
View the video segment Blood Cells in Solution and fill out the data table below. Use descriptions and
drawings to help you fill out the table.
Isotonic solution
Hypertonic solution
(NaCl)
Hypotonic solution
(Distilled Water)
Compartments (pg. 224-226)
1.
In single-celled organisms, the __________ _______________, or _________ _________, forms the
boundary between the ____________ and ______________ _________________.
2.
Specific internal _________________ must be met for ________ _______________ to take place in
organisms.
3.
Temperature, ______________, ____________, ______________, _____________, pH ___________,
and other _____________ must be maintained.
4.
At the _______________ level, the basic unit of _________ is the __________.
5.
The presence of many compartments within one cell or one organism allows for the presence of many
different ____________ _______________.
6.
The environment within the _______________ can kill invading ____________ and _____________.
4
EXPLORE: Cells in Action (continued) Page 212-226
Analysis
1.
What evidence did you collect that indicates that a hypertonic external environment can affect a cell?
2.
In this activity, how did the egg serve as a model of how cells function as containers in living
organisms?
3.
What do egg cells, plant cells, and the human body have in common?
4.
Based on your observations of cells, what might have been happening in Josh’s body in the scenario,
Tougher Than the Sun?, when he did the following?
a.
first became hot and started to sweat
b.
became thirsty
c.
went to the house for refreshments
d.
returned to work
5
How to Use A Compound Microscope
Appendix C1
Page 869-873
The human eye cannot distinguish objects much smaller than 0.1mm in size. The compound microscope is a
biological tool often used in biology to extend vision. It allows observation of much smaller objects. The most
commonly used compound microscope is monocular (one eyepiece). Figure C1.1 (page 869) shows a binocular
microscope. Light reaches the eye after it has passed through the objects to be examined. In this appendix, you
will learn how to use and care for a microscope.
Eyepiece
Revolving nosepiece
Medium-power
objective
Scanning power
Low-power objective
High-power objective
Stage Clip
Arm
Stage
Coarse adjustment
Diaphragm
Fine adjustment
Substage Lamp
Base
Part I
Process and Procedures
1.
Read Care of the Microscope on page 870 to learn how to properly care for the microscope.
2.
Rotate the low-power objective into place if it is not already there. When you change from one
objective to another, you will hear the objective click into position.
3.
Turn on the substage lamp. Most microscopes are equipped with a diaphragm for regulating light
intensity. Some materials are best viewed in dim light, others in bright light.
4.
Make sure the lenses are dry and free of fingerprints and debris. Wipe lenses with lens paper only.
6
How to Use A Compound Microscope: Appendix C1 (continued) Page 869-873
PART II: Using the Microscope
Process and Procedures
1.
Use the table below to complete this activity.
Object Being Viewed
Observations and Comments
Letter(s) “e”
or “roe”
“Cross Fibers” or
“3 Hair Types”
4.
Place the slide “e” and/or “roe” on the microscope stage. Clamp it down with the stage clips (if
available). Move the slide so that the letter(s) is/are in the middle of the hole in the stage. Use the
coarse-adjustment knob to lower the low-power objective to the lowest position.
5.
Look through the eyepiece. Use the coarse-adjustment know to raise the objective slowly, until the
letter(s) is/are in view.
6.
If you cannot find the letter(s) on the first try, start the process again by repeating steps 4 and 5.
7.
Once you have the letter(s) in view, use the fine-adjustment knob to sharpen the focus. Position the
diaphragm for the best light. Compare the way the letter looks through the microscope with the way it
looks to the naked eye. Record your observations in your data table.
8.
Determine how magnified the view is, multiply the number inscribed on the eyepiece by the number of
the objective lens being used. For example:
Eyepiece (10x) x objective lens (10x) = total 100x
_____________ x _______________ = _______________
11.
Look through the eyepiece at the letter as you use your thumbs and forefingers to move the slide slowly
away from you. Which way does your view of the letter(s) move? _____________________________
Move the slide to the right. Which way does the image move? ________________________________
Part III Using High Power
Process and Procedures
1.
Obtain the slide with the cross fibers and/or 3 Hair Types.
2.
With the crossed fibers and/ 3 Hair Types centered under low power, adjust the diaphragm for the best
light.
3.
Turn the high-power objective into viewing position. Do not change the focus.
7
How to Use A Compound Microscope: Appendix C1 (continued) Page 869-873
4.
Sharpen the focus with the fine-adjustment know only. Do not focus under high power with the coarseadjustment knob. The high-power objective will touch the slide if the objective is in its lowest position.
So you must not make large adjustments toward the slide. Doing so can damage the objective and the
slide by driving the objective into the slide.
5.
Readjust the diaphragm to get the best light. If you are not successful in finding the object under high
power the first time, return to step 2. Repeat the entire procedure carefully.
6.
Using the fine-adjustment knob, focus on the fibers and/or hair at the point where they cross. Can you
see both hairs sharply at the same focus level? ____________________ How can you use the fineadjustment know to determine which hair is crossed over the other? (answer in the table above) Sketch
the hairs as they appear under high power. (sketch in the table above)
Analysis
1.
Summarize the differences between an image viewed through a microscope and the same image viewed
with the unaided eye.
2.
When you view an object through the high-power objective, not all of the object may be in focus.
Explain why.
8
EXPLORE:
Cells in Action
(Modified Version)
Page 212-226
Process and Procedures
Part B: Observing Cell Activity
5.
To observe the responses of plant cells, prepare a wet mount slide of an Elodea leaf.
a.
The Elodea leaves have been soaked in a Distilled Water solution and a 5% Salt solution.
b.
Remove 1 Elodea leaf soaked in the 5% Salt solution.
c.
Use forceps or fingers to lay the leaf flat on a clean microscope slide.
d.
As necessary, use the scalpel to trim the piece so that it will fit under a coverslip.
e.
Add two to four drops of the 5% salt solution in which the Elodea leaf was submerged.
f.
Then place a coverslip over the piece of Elodea leaf.
6.
Examine the Elodea leaf under the low power of your microscope. Take turns observing the cells with
your partner. For assistant with making a wet mount of Elodea leaf and using the microscope, read
appendix C1, How to use a Compound Microscope on page 869-873.
7.
Switch to high power and focus sharply on a few cells. Make a detailed sketch of 1 cell in the box
below. Write a caption below each of the cell sketches that you drew. Before you sketch the onion cell
have your teacher verify that there are Elodea cells in your field of view.
ELODEA CELL
5% SALT SOLUTION(High Power)
8.
Repeat Step 5-7 with the Elodea leaf soaked in Distilled Water and by adding 2 to 4 drops of Distilled
Water rather than 5% Salt solution.
ELODEA CELL
DISTILLED WATER (High Power)
9.
Compare your Elodea cells with the generalized plant cell illustrated in figure 4.7 on page 222.
9
Name: _________________
Cell Size and Diffusion
(Not in Textbook)
Why are cells so small? What might be the advantage of small size? In this activity, you will build three cell
models, making predictions about which model is most efficient, and then test your predictions. In completing
the activity, you will elaborate on your understanding of boundaries and exchanges.
Process and Procedures
1.
Using the plastic knife, cut the agar block into 3 cubes: a large cube, 3 cm on each side (3x3x3); a
medium cube, 2 cm on each side (2x2x2); and a small cube, 1 cm on each side (1x1x1).
2.
Place the cubes in the beaker and cover them with 0.1% NaOH (sodium hydroxide).
CAUTION: 0.1% NaOH is a mild irritant. Avoid skin/eye contact; do not ingest. If contact
occurs, flush affected area with water for 15 minutes; rinse mouth with water; call the teacher.
3.
Begin timing for 10 minutes. During this time, use the plastic spoon to turn the cubes frequently. Avoid
slicing or scratching the surface of the cubes when using the spoon.
4.
While the cubes are in the beaker of NaOH, anwer the following questions with your teammates:
a.
If phenolphthalein and NaOH react, what might happen to the cubes? ______________________
b.
What evidence will you see to confirm your prediction? ________________________________
c.
If this is a model of a cell, how will you know whether NaOH has diffused into the cell?
_____________________________________________________________________________
5.
After 10 minutes, use the plastic spoon to remove the agar cubes from the NaOH. Put the cubes on a
folded paper towel and blot the cubes dry.
6.
When the cubes are dry, use the plastic knife to slice the 3x3x3 cube in half. Wipe off the knife after
slicing the cube.
7.
Measure how far the color has penetrated in the 3x3x3 cube. Record your observations below.
8.
Repeat step 6 and 7 for the 2x2x2 cube and the 1x1x1 cube. Wipe off the knife after slicing each cube.
Cube
Distance color penetrated in mm
1x1x1
2x2x2
3x3x3
Wash your hands thoroughly before leaving the laboratory.
9.
10.
Complete the table below by calculating the surface area, volume and surface area to volume ratio for
each of the 4 agar cube sizes. Use the following equations.
Surface area = length x width x number of sides
Volume = length x width x height
Ratio of surface area to volume = Surface Area Express the ration SA:V and in simplest form.
Volume
10
Cell Size and Diffusion (continued…)
Cube Dimensions
Comparison of Agar Cubes
Surface Area
Volume
(cm2)
(cm3)
Simplest Ratio
(SA: V)
1x1x1
2x2x2
3x3x3
0.01 x 0.01 x 0.01
Analysis
1.
What evidence suggests that the NaOH solution diffuses into the agar cubes at approximately the same
rate for each cube?
2.
Rank the agar cubes in order of size, from smallest to largest.
3.
What happens to the surface area-volume ratio of the cubes as the cubes increase in size?
4.
Which has the greater surface area, a cube 3 centimeters on a side (3x3x3) or a cube 0.01 centimeters on
a side (0.01x0.01x0.01)?
5.
Which has a greater surface area in proportion to its volume?
6.
Based on your results in the procedure, what is the relationship between the rate of diffusion and cell
size?
7.
What predictions regarding exchange of materials between the internal and external environments can
you make about a cell model that is 0.01 centimeters on each side?
8.
Cells generally measure much less than 0.01 centimeters on a side. Propose an explanation for why
large organisms are made of more cells rather than larger cells.
11
EXPLAIN:
A Cell Model
Page 226-235
Process and Procedures
Read the Need to Know, Cell Model Background Information, on page 228.
a.
Obtain two strips of dialysis tubing. Tie a knot, rubber band or string at one end of the dialysis
tubing. Prepare the other strip of dialysis tubing the same way.
b.
Pour soluble-starch (“A”) solution to within 5 cm of the top of one piece of tubing. Twist and
tie the end with a rubber band or string. Rinse the tubing under running water to remove any
starch from the outside.
c.
Place the tubing in a beaker of water labeled “A”. Add one drop at a time of Lugol’s iodine
solution to give the water a distinct yellowish color. Record the number of drops of Lugol’s
iodine added to beaker “A”. _____________
d.
Repeat step “b” with the second piece of dialysis tubing, using glucose (“B”) solution instead of
soluble starch. Place this tubing in a beaker of water labeled “B”. Record the number of drops
of Lugol’s iodine added to beaker “B”. _________________________
e.
Allow the pieces of tubing to stand for about 20 minutes (or overnight).
f.
Dip a urine/glucose test strip into the water in beaker B. Record the color on the strip.
Color of urine/glucose test strip _____________________________
g.
Record any changes in the tubing color in beaker A. __________________________________
h.
Summarize the activity by completing the table below.
Cell Model
Contents of
Internal
Environment
Contents of
External
Environment
A
Starch
B
Glucose
12
Test and
Results
Explanation for
Results
EXPLAIN: A Cell Model (continued) Page 226-235
Analysis
1.
What changes would occur in each cell because of osmosis? Write the correct answer in the box below.
View the animation Osmosis in Cells and Organisms on the online resource. Sketch the results in the
box below the picture.
2.
Describe how the shell-less egg and the dialysis-tubing cell model that you worked with in the last two
activities are models of living cells in external environments. Show your understanding by making a
table or diagram that shows what the different parts of each model represent about living cells or their
environment.
3.
Read the essay Membranes and Molecular Movement on page 233-235. Answer the questions below
and then continue answering this question. Use evidence and reasoning from your cell models and the
essays, Membranes and Molecular Movement on page 233-235. Write your best answer to the question,
“How do materials move in and out of cells?”
13
EXPLAIN: A Cell Model (continued) Page 226-235
Membranes (pg. 231-232)
1.
The membrane forms a ______________ that separates the ___________ of the cell from the
____________.
2.
The cell membrane only lets ___________ things pass through it.
3.
A membrane must be _______________ to most substances. In other words, the membrane must
_______________ most substances from being able to pass _____ or ______ of the compartment.
4.
Because cell membranes are only ________________ to certain molecules, they are said to be
________________ ___________________.
5.
A typical cell membrane is made up primarily of ______(__________)______________.
6.
An important property of lipid molecules is that they do not ______ well with _________.
7.
In the cell membrane, the fat (lipid) molecules are arranged into _______ _____________(called the
_________ _____________).
8.
Even though _____________ _____________are ______ fat ____________, they can move through
the membrane because they are __________ ______________ and their ____________
_____________are very _________.
9.
Proteins are _____________ molecules made up of many ___________ molecules (called ___________
________) that are linked together to form a __________, ____________ _____________.
10.
Receptors bind to _______________ molecules such as ________________ that act as chemical
messengers.
Molecular Movement (pg. 233-235)
1.
Molecules can be carried by the movement of the _______ or ______________ they are a part of.
However they can also disperse on their ________, in ______________ directions.
2.
The dispersion continues until the concentration of molecules is the __________ _______________.
3.
This type of ____________ ________________ is called __________________.
4.
The gradual decrease is known as the _______________ ______________. Because
molecules ___________ from areas of _____________ concentration to areas of ____________
concentration, they are said to move __________ the concentration ___________.
5.
One type of diffusion is called _____________. _______________ is the movement of _____________
through a membrane from an area of _____________ concentration to an area of _____________
concentration.
14
EXPLAIN: A Cell Model (continued) Page 226-235
6.
Plant cells have an internal ___________-_____________ compartment known as a ______________.
7.
In ________________ diffusion, _____________ form __________________ that allow substances to
move __________ their concentration gradient, either ___________ or __________ of the cell.
8.
Along with osmosis and diffusion, facilitated diffusion is considered a form of ________________
________________ because the cell does _______ need to use _______________ to move the material.
9.
In _______________ transport, cells _____ ___________ to move substances with the help of
______________ ____________. Through active transport, substances move ______________ a
membrane ______________, or ______ the concentration gradient.
15
EXPLAIN & ELABORATE:
Regulating the Internal Environment
Page 236-244
Process and Procedures
Part A: Circulatory System
2.
Watch the video segment, “The Circulatory System”.
Read the essay, Making Exchanges throughout the Body, on page 238-240.
Making Exchanges throughout the Body (pg. 238-240)
1.
All cells must maintain levels of ______________ and ________________ from the
________________ environment. They also must remove _________________ from their
________________ environment.
2.
An ___________ _____________ is a group of organs that works together to perform a ___________
_______________.
3.
Three organ systems that primarily exchange materials include the ______ __________ system, the
______________ system, and the ____________ system.
4.
The gas exchange system is a _______________ system that provides ______ to the ________. It is
also known as the ___________________ system. In the lungs, ____________ moves from the air into
the _______________________. Carbon dioxide moves from the _________________ to the
__________, and into the _________.
5.
The circulatory system transports ______________, ______________, and other substances to cells
throughout the body. It also carries ___________ products such as ____________ ______________
from the _________ to the ____________.
6.
The urinary system ______________ the blood to eliminate ____________, _____________, and
____________ that contain ______________.
7.
The blood itself is a ____________ ____________. It is made up of ____________, ____________
____________, ______________, ____________, large molecules, (like ________________), and a
variety of other substances.
8.
Blood moves ____________ from the heart through ___________. Blood returns to the heart through
___________.
9.
Capillaries are the ___________ blood vessels.
10.
As blood passes through a capillary, _______________, _________________, and other
substances in high concentration move ________ of the capillary toward nearby cells.
16
EXPLAIN & ELABORATE: Regulating the Internal Environment (continued) Page 236-244
11.
At the same time, ___________ _____________ and other ______________ products that are in high
concentration inside the cells _________ ___________ _____________ into the blood carried by the
capillary.
3.
Imagine that you are a drop of blood. What path would you follow through a human’s body as you
travel from the left little toe, through the heart, and into the right big toe?
a.
Use the simple outline of the human below.
b.
Add enough vessels going from the heart, out to the toe, and back to the heart to trace the path of
a drop of blood from the left little toe to the right big toe.
d.
Draw arrows inside or along the vessels to indicate which way the blood flows.
e.
Label your drawing. Capillaries, Veins, Arteries, Inferior Vena Cava, Superior Vena Cava,
Right Atrium, Right Ventricle, Left Atrium, Left Ventricle, Lungs, Pulmonary Artery and
Pulmonary Vein.
17
EXPLAIN & ELABORATE: Regulating the Internal Environment (continued) Page 236-244
Part B Making Exchanges
3.
Read the essay, Disposing of Wastes, on page 241-243. Complete the questions below.
Disposing of Wastes (pg 241-243)
1.
As cells produce ______________ products, they often deposit them in the
____________________.
2.
One waste product, ______________ _______________, is carried back to the __________ and
_______________ by _______________.
3.
Ammonia is a _____________ waste product , produced by __________ when _____________
are broken _________.
4.
As ammonia is formed, the ____________ is able to convert it to _________, a relatively
_________________ substance, and delivers the urea to the ______________.
5.
The kidneys and their supply of arteries contain almost ______ percent of the heart’s
_____________ of ____________ at any time.
6.
First, the kidneys _____________ the blood to remove __________ and other _____________
substances, producing ____________.
7.
Then the kidneys _________________ the correct _______________ of ____________,
___________, and other key compounds to the ______________.
8.
Each kidney is connected to the _______________ by ________ called ______________.
9.
The ______________ is a _______ that holds the waste-containing ____________ until it is
released from the body.
10.
Each kidney consists of more than ___ _____________ microscopic ____________units called
______________. Nephrons are made of a ________________ bed and a _________
____________.
11.
A knotlike group of capillaries called the ______________ is located at one end of the
____________.
12.
The cleaning and regulation of _____________ ________________ occurs in phases along
the ____________.
13.
These phases are called __________________, __________________, and ________________.
14.
A ________________ is a substance that ________________ how much urine is produced, often
by increasing __________________ and decreasing ______________________.
15.
_________________ and _________________ are both mild diuretics.
18
EXPLAIN & ELABORATE: Regulating the Internal Environment (continued) Page 236-244
3.
View the animation Molecular Movement in the Kidney, on the online resource.
3.
As you complete Part A and Part B, complete the following table. Write down the material that passes
through the tissues.
Direction of
exchange
Tissue to
Blood
Tissues of
the Toe
Tissues of
the Lungs
Carbon
Dioxide
(CO2), waste
N.A.
Tissues of
Intestines
Tissues of
the Liver
Tissues of
the Skin
CO2, waste
(especially
urea)
Oxygen,
Urea, Other
Waste, Salts
(especially
potassium),
nutrients,
water
Blood to
Tissue
Tissue to
External
Environment
Tissues of
the Kidneys
CO2, water,
nutrients
CO2, water
(by
breathing),
19
N.A.
Oxygen,
water,
nutrients,
ammonia
Oxygen,
water,
nutrients,
salts
N.A.
Salts, water
(by sweating)
EVALUATE:
Can You Stand the Heat – Again?
Page 245-247
3.
Read the following conclusion to Josh’s scenario, Tougher Than the Sun?”, on page 246.
4.
Use the tables below to answer the analysis questions.
Changes in Josh’s body mass
Body Mass
Before working (a.m.) After completing work (p.m.)
73.55 (162.14 lbs)
Josh’s body mass (kg) 77.25 (170.30 lbs)
Tracking Fluids
Fluids While Working
0.95 L juice and water
In
Constant perspiration
Out
During afternoon break
0.95 L energy drink
0.9 L urine
After completing work
0.75 L water
none
Analysis
1.
What percentage of body mass did Josh lose in the form of fluids? Do you think this represents a
serious dehydration Explain your answer.
[(final mass - original mass) divided by (original mass)] x 100 = Percentage body mass lost in fluids
One liter of water weighs 1 kg
[ (_________ - __________) / _________________ ] x 100 = ___________________%
Anything above a 3% loss is considered serious unless the fluid is replaced within a short time.
2.
How much fluid did Josh lose from sweating, versus from urination? Which factor was likely to be
more important in causing his dehydration?
3.
In what ways was Josh’s body attempting to maintain an internal balance in spite of his external
environment?
5.
Use your knowledge of homeostasis to write a brief explanation about why a plant in the hot sunlight
might wilt (see picture on page 247). Include the following terms in your answer, as well as any others
that will show your level of understanding. Osmosis, Balance, Compartment, Cell, Water,
Permeability, Membrane. Underline the terms in your explanation.
20
Name _________________
5 percent extra credit
Chapter 4 Study Guide
Background on Controlled Experiments (217)
1.
What is a control in an experiment?
2.
What is a variable in an experiment?
Explore: Cells In Action Part A & B (213-223)
3.
What is/are the variable(s) in the eggs-periment (Part A)?
Onion cells (Part B)?
Dialysis tubing (Explain: A Cell Model)?
Background about Solutions (220)
4.
Define Solvent.
5.
Define Solute.
6.
Define Hypotonic.
Give an example of the hypotonic solution for the eggs-periment.
Give an example of the hypotonic solution for the onion cell.
What would happen to the egg and onion cell?
7.
Define Hypertonic.
Give an example of the hypertonic solution for the eggs-periment
Give an example of the hypertonic solution for the onion cell.
What would happen to the egg and onion cell?
8.
Define Isotonic.
Compartments (224-226)
9.
What is the function of the nucleus?
10.
What is the function of the cell membrane?
11.
What is the function of the cytoplasm?
12.
What is the function of the chloroplast?
13.
What is the function of the lysosome?
Explain: A Cell Model (226-230)
14.
What indicators did you use in the dialysis tubing investigation?
What did each indicator test for?
How could you tell if there was a positive reaction with each indicator?
15.
In the dialysis tubing investigation what process allowed the glucose to move out?
Water to move in and out?
21
Chapter 4 Study Guide
Membranes (231-232)
16.
Define Selectively Permeable.
Molecular Movement (233-235)
17.
Define Active Transport.
18.
Define Passive Transport.
19.
Define Osmosis.
20.
Define Diffusion.
Making Exchanges throughout the Body (238-240)
21.
What is the function of the circulatory system?
22.
What is the function of the urinary system?
23.
List the blood vessels in order from largest to smallest.
24.
Draw and label the parts of the heart. (RA, RV, LA, LV, PA, PV, Aorta)
Disposing of Wastes (241-243)
25.
What is/are the function(s) of the human kidney?
26.
Draw and Label the parts of the urinary system. (kidneys, ureters, bladder, urethra)
27.
What is the function of the nephron?
Define Diuretic.
Give an example of a diuretic.
28.
List the three phases in order from start to finish in which the kidneys clean and regulate blood
composition.
22
Name: ________________________________
Chapter 5
Maintaining Balance
in Organisms
23
EXPLORE:
What’s Your Temperature Now?
Page 253- 259
Homeostasis (pg. 257-259)
1.
Your blood pressure automatically _______________ when you __________ _____ in order to maintain
adequate ________________ flow to your ___________.
2.
Many of these adjustments are made ________________________. They assure that your body remains
within fairly _____________ _______________ of values for a number of conditions. Overall, we call
this condition of _________________ ____________________.
3.
In plants, specialized structures, such as the _________________ illustrated in figure 5.6, help plants
maintain an _________________ balance.
4.
Maintaining balance means __________. Losing homeostatic balance for an extended period of time
means __________.
5.
First, an organism must be able to _____________ when _______________ have taken place in the
_______________ and ________________ environment.
6.
Second, it must be able to __________________ with appropriate _______________.
7.
Define sensory neuron:
8.
Define physiological response:
9.
Define motor neurons:
10.
Define behavioral response:
11.
Define reflex:
12.
The human body’s _________________ to ______________ is often quite _______________.
24
EXPLAIN:
Stepping Up the Pace
Page 259-276
Careful Coordination (pg. 261-264)
1.
The _________________ system, which is made up of the _____________ and an extensive network of
____________, regulates this and many other _______________ ________________.
2.
The nervous system is also ___________________ for all of the body’s _________________
_________________.
3.
The nervous system is made up of all the ________________ ______________, the _______________,
and the _________________ _______________.
4.
The nervous system contains __________ ____________ of _______________: ______________ and
______________ cells.
5.
Neurons ________________, ______________, and ______________ signals.
6.
Glial cells ___________________, ___________________, and __________________ neurons.
7.
The ________________ and ______________ center for the nervous system is the ________________.
8.
The ____________ __________ directs the critical, __________________ ________________
necessary to ___________________ life, such as __________________ and heart ____________.
9.
The _____________________ is responsible for _________________ and ___________________.
10.
The _____________________ is responsible for conscious ___________________, _______________,
and _____________________ __________________.
11.
The ___________________regulates many ________________ processes important to homeostasis.
These include water balance, ___________ __________________, _______________, and
_____________.
12.
The endocrine system is made up many _______________ and some types of __________.
13.
Define hormone:
14.
Receptors are ________________ that fit the _____________ of a ___________________ hormone
molecule.
15.
Define vasopressin:
16.
Define pituitary gland:
17.
How many systems have we described so far that are involved in maintaining the body’s water balance?
The __________________, ____________________, and _______________ systems each plays a role.
18.
The body uses feedback systems to maintain _________________ as internal conditions change.
25
EXPLAIN: Stepping Up the Pace (continued) Page 259-276
19.
Define negative feedback:
20.
Define positive feedback:
21.
The nervous and endocrine systems are _________________ for _________________________.
22.
The nervous system uses _________________, ___________________ actions to keep the body stable.
23.
The body combines ___________ and __________, _________________ and ___________________
responses. These responses are coordinated by the __________________ and __________________
systems.
24.
By delicately balancing __________________ and ___________________ feedback mechanisms, the
body maintains ________________ in the face of ________________.
The Breath of Life (pg. 269-272)
1.
Oxygen, as you may know, is a substance that every ____________ of your ___________ __________.
2.
Carbon dioxide (CO2) is a substance that is _______________ in _________ as they transform the
chemical energy in __________ into other forms of ______________ energy.
3.
The organ system most directly involved in _________________ your body’s interaction with the
________________ is the _____ _______________ system, also known as the ____________________
system.
4.
The air passes through the __________ where it is _____________, __________________, and
______________.
5.
Then it enters the ________________ and passes the _______________ _____________ (vocal cords).
6.
Bronchi divide into even smaller ___________________.
7.
Cilia are tiny, _____________________ structures that move in a ___________________ manner.
8.
These smaller compartments are made up of many tiny _______ ___________ called ______________.
9.
In fact, the surface area of the alveoli is ______ _____________ greater than the entire outer
________________ of the _____________ ____________. This very __________ ________________
__________ _____________ the amount of _____________ that can move ____________ the body’s
internal environment.
10.
If the concentration of ______________ is ___________ in the ___________ than in the ________
__________, the oxygen ______________ from the air sacs into the _____________.
11.
In the blood, the ____________ binds to the ______________ ___________________. Hemoglobin is
found in the __________ ______________ _____________.
26
EXPLAIN: Stepping Up the Pace (continued) Page 259-276
12.
At the same time that oxygen is ________________ into the blood, _______________ _____________
is diffusing out of the blood and ____________ the __________________.
13.
The enormous _____________ ____________ in the __________ ________________ _____ the release
of ________________ _______________ from the _______________ into the ____________.
14.
Carbon dioxide causes the ______________ to become ____________ ________________.
15.
The respiratory centers respond by ____________________ the ________________ and _______
_________________ to contract __________ _______________.
16.
A faster ______________ __________ increases the rate at which _____________ is brought into the
body.
17.
When you stop exercising, the rate of carbon dioxide production _______________. The blood, then,
becomes __________ _______________.
Brains and a Lot of Nerve (pg. 273-276)
1.
One reason it is so difficult for scientists to build a computer model of the human brain is that the brain
contains many _______________ cells, or ___________________.
2.
Your brain contains about ______________________ neurons, and the many ways they can
interconnect result in many _____________________ of potential associations.
3.
At one end of a neuron are _____________________ extensions, or ____________________, which act
like antennae to ___________________ incoming messages. At the other end of the neuron is an
extension called an _______________, which ____________ ____________________ messages.
4.
A stimulus is any __________________ information that causes the _________ to ________________.
5.
How is a message sent from one __________________ to _______________? The message is actually
a combination of an ____________________ signal that passes through a ________________ and a
_________________ signal that passes ___________________ neurons. Changes in the electrical
charge of the neuron cause the ________________. An electrical impulse moves along an
___________ to the ______ of the _____________.
27
EXPLAIN: Stepping Up the Pace (continued) Page 259-276
6.
A small space, or _________, separates neurons. This gap is called a _________________. When a
message in one neuron (an _____________________ signal) reaches a ________________, it
________________ jump the gap and continue sending the message electrically. Instead, the electrical
impulse _________________ the ______________ of _________________ into the synapse. These
chemicals are called _________________________. Neurotransmitters act as
_______________________ that transmit the _________________ across the gap
_____________________ neurons.
7.
Such a simple and _______________ response to a stimulus is called a ______________. The messages
involved in this response ______________ from ___________________ detectors in your
_______________, through ________________ in your _________, to the __________ _________.
Then the messages go ____________ to the __________________ in your arm through other neurons,
along a pathway called a ____________ ______. At the same time, messages are sent from the
______________ _____________ to the _________________.
8.
The advantage of a reflex over a signal that the brain must process is ________________.
9.
Reflex responses can _____________ your ____________.
10.
Responding quickly and appropriately to _________________ stimuli is just part of the human brain’s
_______. It also must be able to ______________ and _________________ information.
28
ELABORATE:
ON A SCALE OF 0 TO 14
Page 276-284
Process and Procedures
Part A: pH is Everywhere (pg. 278)
1.
If you were to compare 2 solutions, one with a pH of 6 and another with a pH of 2, how would they
differ? Read the Need to Know, Background Information about pH, on page 278, to find out.
____________________________________
Neutral pH = 7
Acidic pH = 0 (strong acid) - 6.9 (weak acid)
Basic pH = 7.1 (weak base) – 14 (strong base)
2.
In the predicted pH column below, record what you think the pH is of each solution.
Items Tested
Predicted pH
Actual pH
Ammonia
Battery Acid
Baking Soda
Bleach
Blood
Borax
Boric Acid
Corn
Distilled Water
Lemon Juice
Lye (household)
Milk of Magnesia
Orange Juice
Sea Water
Vinegar
4.
5.
Record the Actual pH that your teacher provides you.
Answer the following questions.
a.
Which pH measurements differ from your predictions?
b.
Which of the solutions above could be harmful to the pH balance of your organ systems? Why?
29
ELABORATE: ON A SCALE OF 0 TO 14 (continued) Page 276-284
Part B: Regulating pH (pg. 278-284)
Read the Need to Know, Background about Buffers, on page 283. Define the following term.
Buffer:
Lab Materials
 Beaker of Distilled Water, Liver Homogenate or Potato Homogenate
 Nova 5000 and 1 pH probe
 NaOH and HCl solution
Lab Equipment Set-up: NOVA 5000
a. Plug pH into I/O-1.
b. Turn On Nova 5000 (black oval).
c. Using the stylus, press “START”.
d. Select “PROGRAMS”.
e. Select “SCIENCE & MATH”.
f. Select “MULTILAB”.
g. Once the program has opened, select “LOGGER” on the top left.
h. Select “Setup”.
i. Under the tab “Sensors”, Input 1 should read pH 0 – 14pH because the Nova is set to Auto Detect
Sensor.
j. Select tab “Rate” and set the rate to “Every Second” by using the pull down menu.
k. Select tab “Samples” and set the samples to “Continuous”.
l. Select the blue “OK” in the top right corner.
m. Display the data in the form of a table by selecting the 8th icon that has five green boxes at the top.
n. Select the 3rd icon which looks like a green runner to begin recording data. Do NOT shut down until
you have completed the lab.
o. The teacher will provide you with a set pH solution of 4, 7 or 10. Place your pH sensor in one of the
solutions to check the validity of your instrument reading. If you are not obtaining the appropriate
pH reading, notify your teacher.
Lab Steps (NOT in Textbook)
1.
Set up NOVA 5000 as described above.
2.
What do you predict will happen to the pH of distilled water, liver and potato when HCl (acid) is added
to the solution? ______________________________________________________________________
What do you predict will happen to the pH of distilled water, liver and potato when NaOH (base) is
added to the solution? _________________________________________________________________
3.
Determine which homogenate your lab table will be using.
4.
Begin by testing the homogenate (water, liver or potato).
5.
Add 25 mL of the homogenate to a 50 mL beaker.
5.
Place the pH probe in the homogenate and wait for the pH reading to maintain a relatively narrow range
(for example: 6.1 – 6.7).
6.
Record the pH of the solution in the Tests with 0.1 M HCl (ACID) table in the 0 drops column.
7.
Add 5 drops of HCl to the beaker.
8.
Place the pH probe in the homogenate and wait for the pH reading to maintain a relatively narrow range.
You may wish to use the pH probe to stir the HCl.
9.
Record the pH of the solution in the Tests with 0.1 M HCl (ACID) table in the 5 drops column.
10.
Add 5 more drops of HCl to the beaker.
11.
Place the pH probe in the homogenate and wait for the pH reading to maintain a relatively narrow range.
30
ELABORATE: ON A SCALE OF 0 TO 14 (continued) Page 276-284
12.
13.
14.
15.
16.
17.
18.
19.
Record the pH of the solution in the Tests with 0.1 M HCl (ACID) table in the 10 drops column.
Repeat steps 10-12 until you have added a total of 30 drops.
Gently rinse the pH probe by running water of the outside of the probe with the sensors facing down.
Clean the beaker.
Repeat steps 5 – 14 using NaOH (BASE) instead of HCl.
Clean the pH probe and place back in the distilled water container.
Clean lab area and close the program on the NOVA 5000 before turning off.
Exchange results so you have a complete table.
Tests with 0.1 M HCl (ACID)
0
5
10
15
20
25
30
drops drops drops drops drops drops drops
Distilled Water
Liver
Potato
Tests with 0.1 M NaOH (BASE)
0
5
10
15
20
25
30
drops drops drops drops drops drops drops
Distilled Water
Liver
Potato
Answer the following questions.
13b.
Is it likely that all living systems contain buffers? Why or why not?
13c.
At what pH do you think living liver and potato cells function best? On what evidence do you base this
inference?
1.
Analysis
Based on your data from the experiment in Part B, Regulating pH, how might a buffer help maintain
homeostasis? Explain you answer.
31
ELABORATE:
How Do They Stay So Cool?
Page 284-288
Behavior and Homeostasis (pg. 286-288)
1.
All organisms receive _______________ that prompt their ________________ _______________.
These stimuli arrive in many forms: light, _________________, ________________, ____________,
and ________________.
2.
Animals that regulate their temperatures by primarily using heat generated _________________ are
known as __________________.
3.
Animals that rely on the external environment to regulate their temperature are known as
___________________.
4.
Mammals and ___________ are __________________. Most fish, ________________, and insects are
_______________________.
5.
Many cell processes function best in very ______________________ temperature ranges. This is why
doctors are _________________ when their patients run __________ __________________. A slight
increase in temperature can help kill ____________________. However, a large or sustained increase
will _________________ vital ___________ _____________________.
6.
In humans and other mammals, excess _______________ is removed by the _________________ and
excreted in the ________________.
32
Chapter #5 Study Guide: Maintaining Balance in Organisms
Name ________________________
1.
What is the function of guard cells in plants?
2.
What protein does oxygen bind to in order to be transported in the blood? What blood constituent
transports oxygen?
3.
The pH scale goes from _____ to _____. A neutral pH is a pH of _____.
Acidic pH ranges from _____ to _____. Basic pH ranges from _____ to _____.
4.
Which one of the following is the strongest acid?
7.3, 11.2, 6.1, 4.4, or 10.8
5.
Which one of the following is the strongest base?
7.3, 11.2, 6.1, 4.4, or 10.8
6.
Which one of the following is the weakest base?
7.3, 11.2, 6.1, 4.4, or 10.8
7.
What is a buffer?
8.
What does vasopressin do?
9.
Define endothermic:
10.
Define ectothermic:
11.
Where are the sensors that monitor your body temperature?
12.
What are three functions of the cells that line air passageways? (What do the cells do to the air?)
13.
What is the function of the large number of alveoli in the lungs?
14.
Which structures are most directly involved in providing oxygen to and removing carbon dioxide from
individual cells in a multicellular organism?
15.
The scientific name for a nerve cell is a _________________, and this is the basic unit of the nervous
system.
16.
What type of cells support, protect, and insulate nerve cells?
17.
What is the function of the pituitary gland, brainstem, cerebrum, and cerebellum?
18.
What direction does a sensory neuron carry impulses? Motor neurons?
33
19.
20.
Define the parts of a nerve cell listed below AND draw a diagram.
a.
axon
b.
dendrite
c.
synapse
d.
neurotransmitter
The graphs describe a person’s breathing rate on 3 different occasions.
a.
How many breaths were taken in graph 1?
b.
How many breaths were taken in graph 2?
c.
How many breaths per MINUTE is the person in graph 2 experiencing?
d.
Which graph represents a person sitting in biology class?
21.
Define positive feedback:
22.
Define negative feedback:
23.
What body system contains glands, cells, and secretes hormones?
24.
What body system responds to stimuli and is responsible for rapid, short-term responses in the body?
25.
Label the diagram below (numbers 1-6)
26.
What are red blood cells responsible for?
34
35
36
Name: ________________________________
Chapter 6
Human Homeostasis:
Health and Disease
37
ENGAGE:
Pushing the Limits
Page 294- 298
Process and Procedures
1.
Read the scenario, A Sweltering Experience, on page 295-296. As you read, use the space below to
record details about the physical condition of the 2 hikers at the time of their rescue.
2a.
List at least 4 human body systems that need to respond to restore internal balance (homeostasis) in the
hikers. Next to each system you list, write why you think that system would need to respond.
BODY SYSTEM
REASON SYSTEM NEEDS TO RESPOND
Beyond the Limits (pg. 296-298)
1.
The factors that disturb homeostasis and stress the body are called __________________________.
2.
Diseases such as ________________ or ________________ ________________ are examples of this
(long-term) type of disruption.
3.
Other stressors that could overwhelm balance in the body include a lack of nourishment
(______________________); a lack of oxygen (________________________); the presence of
toxins (______ _____________________ or ______________ _______________); or a serious
_________________ _________________.
4.
That is why we define __________________ as maintaining conditions _________________
________________ ______________________.
Analysis
1.
Recall the factors that disturb homeostasis and stress the body are called stressors. List 2 mild stressors
and 2 severe stressors. Describe the effects that each stressor would have on the human body.
Stressor
Effect the stressor would
have on the human body
Mild
1.
2.
Severe
1.
2.
38
EXPLORE & EXPLAIN:
Hospital Triage
Page 299 – 308
Process and Procedures
Part A: Triage in the Emergency Room
Define the following term.
Triage (page 299):
1.
Read the Need to Know, Glossary of Vital Signs, on page 300-301. Define the following terms.
Pulse:
Blood Pressure:
Systolic Pressure:
Diastolic Pressure:
Body Temperature:
Breathing Rate:
2.
Read the handout, Patients’ Vital Signs: Preliminary Information (pink handout). Briefly discuss the
condition and future outlook of each patient. Pay particular attention to the description of each patient’s
injury or illness.
3.
Using the Triage Data Sheet complete the following tasks.
Task 1:
Record the vital signs of each patient and mark whether they are within or outside normal
ranges.
Procedure:
Use the information in the Need To Know, Glossary of Vital Signs, on page 301 to decide
whether or not each vital sign for each patient is within normal limits. Record the vital
signs for each patient in the “vital signs” column on the data sheet. In the “range of vital
signs” column, record a checkmark (√) to indicate vital signs that are within normal
limits. Use an “+” to indicate those above normal limits and a “-” to indicate those below
normal limits.
Task 2:
Identify the body systems that are most likely disrupted by each patient’s injury or
illness.
Procedure:
Develop a list of systems that are disrupted for each patient. Systems might include the
gas exchange system, the circulatory system, the nervous system, the immune
system, the muscular-skeletal system, and the urinary system. Record your lists in
the “disrupted systems” column on your data sheet. Remember what you learned in
chapters 4 and 5 about the interactions between internal body systems in maintaining
homeostasis. Use your knowledge to make logical inferences from vital signs that are
outside normal ranges.
39
Explain/Explore: Hospital Triage (continued) Page 299-308
Patient
List
Patient
Treatment
Order
(#5,
Task 3)
Vital Signs
(#3, Task 1)
Esther
Heart Rate:
105 bpm
Temperature:
96.8o
Blood Pressure: 160/65
Breathing Rate: 22 res/m
Albert
Heart Rate:
Temperature:
Blood Pressure:
Breathing Rate:
Maria
Heart Rate:
Temperature:
Blood Pressure:
Breathing Rate:
Mark
Heart Rate:
Temperature:
Blood Pressure:
Breathing Rate:
Ed
Heart Rate:
Temperature:
Blood Pressure:
Breathing Rate:
Monique
Heart Rate:
Temperature:
Blood Pressure:
Breathing Rate:
Nelson
Heart Rate:
Temperature:
Blood Pressure:
Breathing Rate:
Range of
Vital Signs
+ (high)
– (low)
 (normal)
(#3, Task 1)
Disrupted
Systems
(#3, Task 2)
Treatment
Priority:
critical: +++
serious: ++
stable: +
(#5, Task 1)
Initial Triage Suggestions for
Emergency Treatment and
Explanation for Priority
(#5, Task 2)
Part B
Modified
Priority
(Part B,
#2)
Part B
Explanations
(Part B, #3)
+
+
+
Blood pressure is dropping;
Need to immobilize head and
neck
++
++
+
++
Circulatory
Respiratory
Having heart attack;
emergency surgery
Nervous
Respiratory
+++
+++
+++
+++
40
All vital signs are critical;
Hyperthermia (needs ice on
body); Seizures (needs more
O2 ); CPR; Dehydration (needs
IV fluids);
Explain/Explore: Hospital Triage (continued) Page 299-308
4.
How will you decide who to treat first? Read the Need to Know, Patient Assessment Guidelines, on
page 302-303. As you read, note whether any of your patients has an airway obstruction, critically
impaired breathing or circulation, shock or hyperthermia. Define the following terms:
ABCs:
Airway:
Breathing:
Circulation:
Cardiopulmonary Resuscitation (CPR):
Shock:
Hyperthermia:
Hypothermia:
5.
Draw upon the Need to Know, Patient Assessment Guidelines, and the patients’ vital signs to determine
priority and treatments for each patient:
Task 1:
Compare all your patients and decide treatment priorities for each patient.
Procedure:
Assign treatment priorities of critical (+++), serious (++), or stable (+) to each patients
vital sign based on Figure 6.4 on page 301. Record them in the “treatment priority”
column of the Triage Data Sheet.
Task 2:
Suggest initial triage treatments and explain your priority choice for each patient.
Procedure:
Write the kind of triage treatment each patient should ideally receive in the “initial triage
suggestions” column of the Triage Data Sheet. Write a brief justification for the
treatment priority that you assigned each patient during Step 5, Task 1.
Task 3:
Decide the order that patients should be given their triage treatments.
Procedure:
For each patient, consider how many of the patient’s vital signs are in the serious range
and how fast you think the patient may be declining. In the “patient treatment order”
column of the Triage Data Sheet, write the number that corresponds to the order of
treatment that you agree upon.
Part B: Let’s Get More Information
1.
2.
3.
4.
5.
Read the First Priority handout (white handout). Then discuss the importance of the new information
about Monique, Nelson and Albert.
Reevaluate the order you should treat each remaining patient. Record your order of priority in the “Part
B Modified Priority” column of the Triage Data Sheet. The new order may be different from the order
you wrote in the second column from Step 5, Task 3.
Write your reasoning for the rankings you made in the “Part B Explanation” column of the Triage Data
Sheet.
Read the Additional Information handout (peach handout) and review Figure 6.9 on page 308 to learn
about the outcome of your secondary triage decisions.
Discuss what the long-term outlook is for each patient now that each has moved out of the emergency
room. Be prepared to discuss your reasoning and other thoughts about the activity in a class discussion.
41
Explain/Explore: Hospital Triage (continued) Page 299-308
Read the Sidebar, Coping with Disruptions: The Role of Medicine in Homeostasis, on page 305-307.
Answer the following questions.
1.
Describe what the following medical devices do for patients.
Pacemaker:
Ventilator:
Dialysis Machine:
X-ray:
Electrocardiograph:
2.
The ratio of red blood cells:white blood cells. ______:_______
3.
An abundance of white blood cells usually indicates an _______________________.
4.
Plasma components include ___________________, _____________, _______________,
_________________ and __________________.
Analysis Questions
1.
Why are vital signs so valuable in quickly assessing a patient’s condition?
2.
Explain how a head injury, such as the one Albert suffered when his motorcycle crashed, could affect
several body systems at once but leave others unaffected.
3.
Monique and Nelson both had very high temperatures when they were brought into the emergency
room. Why do you think Monique’s heart rate was high and Nelson’s heart rate was low?
4.
Why was Monique likely to survive if she received treatment in time, but Nelson died in spite of the
priority he was given?
5.
What, if any, nonmedical considerations did you use to rank the patients? Explain your response.
6.
Compare and contrast an illness or injury that the body can recover from on its own with one that
requires medical intervention. Explain how the responses of internal body systems that are necessary to
maintain homeostasis differ in the 2 situations.
42
Name: ____________________
EXPLAIN:
Self-Defense!
Pages 308-319
Processes and Procedures
Part A: Natural Defenses
Read the Essay, Avoiding Disruptions: The Immune System, on page 310-313. Answer the following
questions. Some questions have been paraphrased.
Nonspecific Immunity
1.
A nonspecific barrier is one that does ______ have to recognize a particular ______________________.
2.
Define Pathogens:
3.
List five nonspecific barriers:
1. _______________; 2. ______________; 3. _______________; 4. _____________; 5. ____________
4.
Define Macrophage: (Fig. 6.12)
Specific Immunity
5.
The specific immunity response is very different from the nonspecific defenses that act to repel all
invaders. This part of the immune system ___________________ and ___________________ to
particular pathogens.
6.
The specific immune response also uses a type of “_____________________.”
7.
Macrophages also act like “____________________” in the specific immune response. They can
______________________ an army of specific cells to attack only ___________________ invaders.
8.
When they find a foreign object, macrophages alert ______________ ______ __________________.
9.
In turn, helper T cells “__________________” more immune cells to defend the body. They do this by
releasing specific molecules called ______________________________.
10.
The first line of specific defense is called the _________________-_____________________ response.
11.
In this response, lymphokines from helper T cells activated _______________________ _______ cells.
12.
Killer T cells then recognize and _______________ body cells ____________________ with pathogens.
13.
Antibiotics only kill ____________________________, not viruses, because they disrupt elements in
bacterial cell walls.
14.
The second line of specific immune defense is called the ____________________ - ______________
response. _____________________ also trigger this response.
15.
They activate a group of cells called _______ cells. B cells make _______________________
molecules known as _____________________.
16.
Antibodies bind, or _________________, to specific molecules called _________________. Often,
antigens are made by _______________________.
43
EXPLAIN: Self-Defense! (continued) Pages 308-319
17.
The antibody-mediated response allows for a type of immune system _____________________.
Imperfect Immunity
18.
List four types of stressors:
1. ____________________; 2. __________________; 3. _________________; 4. _________________
19.
What disease is abbreviated AIDS: _______________________________________________________
20.
What virus is abbreviated HIV: __________________________________________________________
21.
Describe the difference between histamine and antihistamine.
Histamine:
Antihistamine:
22.
An _________________________________________ disease causes the body to damage itself.
Read the Essay, Medicine and the Immune System, on page 314-315. Answer the following questions.
1.
Vaccines “__________________” the body into reacting against a pathogen that has the same
__________________ but is not a threat to health.
2.
Edward ________________ developed the first vaccine in ______________.
3.
All types of vaccines trigger a minor immune response and produce ________________ _____ cells.
4.
Immune defenses destroy _______________ ________________ and _______________ ________.
5.
Cancer cells arise when normal cells become ____________________.
6.
Complete Figure 6.16 ABO Blood Types
BLOOD TYPE
MOLECULE ON RBC
NONE
ANTIBODY IN PLASMA
A
B
NONE
Read the Need to Know, Glossary of Immune System Components, on page 316-317. Define the following
terms.
Antibodies:
Antigens:
B cells:
White Blood Cells:
Macrophages:
Pathogens:
T Cells:
44
EXPLAIN: Self-Defense! (continued) Pages 308-319
2.
Answer the following questions using the information you read about how the immune system helps
maintain homeostasis.
a.
Why is it important for the body to distinguish material that is part of itself from foreign
material? Explain what happens when the body fails to make that distinction.
b.
Provide 2 examples of the immune system’s nonspecific defense mechanisms. Explain how
nonspecific immunity differs from specific immunity.
c.
Explain why viruses are unaffected by antibiotics such as penicillin and tetracycline.
d.
Describe how vaccination is a technological innovation that takes advantage of a basic property
of the immune system.
Part B: Diagnosis: A Puzzle
Define Prognosis using page 318.
Prognosis:
Assume each person below has been exposed to the influenza (flu) virus and provide a prognosis for each of the
test subjects below.
TEST SUBJECT
PROGNOSIS
1
lifestyle: gets moderate exercise, is well rested,
has a positive mental attitude, is a nonsmoker
2
lifestyle: gets little exercise, has a chronic lack of sleep,
is mildly depressed, is a nonsmoker
3
lifestyle: gets moderate exercise, is well rested,
is mildly anxious, is a smoker
4
lifestyle: gets little exercise, gets lots of sleep but still
fatigued, is mildly depressed, is a nonsmoker, has AIDS
45
EXPLAIN: Self-Defense! (continued) Pages 308-319
Fill out the table below using the information from the previous table regarding the test subjects and figure out
the probable pathogen that has inflicted each of the test subjects.
The possible pathogens are
Streptococcus bacterium, which can cause “strep throat”
Rhinovirus, which can cause the common cold virus
Rubella virus, which causes German measles
Pathogen(s)
Reason for
Remaining
Scenarios A-H
can eliminate
elimination
Possibilities
Scenario A:
Test Subject 1 was exposed to Pathogen 1.
Became mildly ill, but recovered completely within 7 days.
Was vaccinated earlier against rubella.
Did not take penicillin
Scenario B:
Test Subject 1 was exposed to Pathogen 2.
No signs of illness occurred.
Was vaccinated earlier against rubella.
Did not take penicillin.
Scenario C:
Test Subject 1 was exposed to Pathogen 3.
Became moderately ill, but improved within 7 days;
completely recovered after 9 days.
Was vaccinated earlier against rubella.
Did not take penicillin.
Scenario D:
Test Subject 2 was exposed to Pathogen 2.
Became moderately ill, but improved within 8 days;
completely recovered after 12 days.
Did not take penicillin.
Scenario E:
Test Subject 2 was exposed to Pathogen 3.
Became moderately ill, but symptoms lessened abruptly
after 3 days.
Took penicillin beginning on day 1 of illness.
Scenario F:
Test Subject 3 was exposed to Pathogen 2.
Became moderately ill, but improved within 8 days;
completely recovered after 12 days.
Took penicillin beginning on day 2 of illness.
Scenario G:
Test Subject 3 was exposed to Pathogen 3
Became moderately ill, but improved within 8 days;
completely recovered after 12 days.
Had rubella as a child.
Did not take penicillin.
Scenario H:
Test Subject 4 was exposed to Pathogen 1.
Became very ill, and remained ill for weeks without
obvious improvement.
Took penicillin beginning on day 2 of illness.
Rubella Virus
Was vaccinated for
rubella virus; became
sick anyway. Strong
immune system.
Streptococcus
Rhinovirus
Was vaccinated for
rubella virus; became
sick anyway. Strong
immune system.
NONE
Rubella
Rhinovirus
Had the rubella virus as
child, so has immunity.
Weak immune system
(smoking and anxious).
Identify the pathogens:
Pathogen 1 is _______________________
Pathogen 2 is _______________________
Pathogen 3 is _______________________
46
ELABORATE:
Tony’s Brain
Pages 319 - 322
Processes and Procedures
1.
Answer the following questions.
a.
How is human behavior related to the function of the brain?
b.
How is mental illness similar to and different from physical illness?
c.
Define mental illness.
3.
4.
Read the scenario, Tony’s Unusual Behavior, on page 320.
Brainstorm reasons that might account for Tony’s behavior. Write the list below.
6.
Read the information on the Personal Interview with Tony handout to help you understand more about
Tony’s condition. Then, eliminate (cross out) and/or add (write down) reasons from the list above for
Tony’s behavior so that your list contains only those that are reasonable in light of this new information.
7.
Watch the video segment, “Behavior Disorders and the Brain.” Then, review the information in the
Some Disorders of the Brain handout. Revise your list again, if this new information helps you
eliminate or add any evidence or reasons to it.
8.
Read the additional information on the handout, Results of the Doctors’ Investigations of Tony’s
Behavior. Revise you list again, removing or adding any evidence or reasoning. Write your new list
below.
9.
Draw a conclusion about which disorder from the table in Some Disorders of the Brain that Tony most
likely suffers from. List 3 pieces of evidence that support your conclusion.
Disorder
Evidence that supports your conclusion
47
ELABORATE:
What’s the Risk?
Pages 322-330
Processes and Procedures
Part A: Fluid Exchange (directions not in textbook)
Contact 1: When instructed to do so, each person find one person at random and exchange half of the fluid in
your vial with half of their fluid. The exchange is made by each person putting half of their solution into a pipet
and then dispensing the pipet in the other person’s test tube. Each person should make only one such contact
during this round and should record the name of the contact.
Contact 2: At the signal, each student should find a second contact and exchange half of the solution, again
recording the name of the contact.
Contact 3: Repeat, when directed, a third exchange. When all three rounds are complete, each person will run
the phenol-red test to see if they have been “infected.” Infected individuals and their contacts will be compiled
in the data table provided. You will then work to figure out who the initial person was with the infection.
Contact #1 ___________________________________
Contact #2 ___________________________________
Contact #3 ___________________________________
Infected Persons
CONTACTS DURING ROUNDS
Contact 1
Contact 2
Contact 3
*.
What is the maximum number of infected individuals possible after three rounds?
*.
Why might the observed number be less than the maximum?
48
ELABORATE: What’s the Risk? (continued) Pages 322-330
*.
Suppose that instead of requiring each student to have one partner in controlled rounds of exchanges, the
teacher permitted students to make as many contacts as they wanted during a specific time period. What
differences might be observed in the outcome?
*.
How would this change in rules affect our ability to trace the transmission routes?
Part B: Risk Assessment
Avoiding Disruptions: Behavior, Choices, and Risk (pg. 323-326)
1.
List four controllable but risky behaviors:
1.
2.
3.
4.
2.
List three ways to reduce your risk to infection:
1.
2.
3.
3.
Complete Figure 6.22 Behaviors that Influence Immune Function
ENHANCES DEFENSE
IMPAIRS DEFENSE
49
ELABORATE: What’s the Risk? (continued) Pages 322-330
Part C: Ethical Analysis
Ethical Analysis (pg 329-330)
1.
When a situation doesn’t have a clear answer about what should be done, it is known as an
___________________ __________________.
2.
Values are those ideas that are important to _____________, your _______________, or your
_____________________.
3.
The complex interactions between ____________________, ____________________ and
_________________ shape our values.
4.
Ethical analysis is a process of reasoning form making _______________ ___________________.
5.
List the six steps in the process of ethical analysis. (Italicized words)
1.
2.
3.
4.
5.
6.
Analysis
1.
Identify two behaviors that are socially acceptable even though they have a negative impact on others.
Explain why you think these behaviors are tolerated by our society.
BEHAVIOR
2.
EXPLANATION (Why is it tolerated?)
Explain how a behavior you read about or idientified in question 1 poses an ethical dilemma. State
whether society has made any policies that affect those behaviors and what those policies are.
50
Chapter #6 Study Guide—Human Homeostasis: Health and Disease
Name __________________
1.
What is a pathogen?
2.
Name three ways that pathogens can be transmitted from host to host.
3.
Medically acquired immunity is when a person receives vaccines (to help prevent acquiring a disease or
ailment—usually a virus). Naturally acquired immunity is when a person gets a disease and as a result,
your body manufactures antibodies. The next time you obtain the same pathogen, your body has a
memory of the infection (due to the antibodies) and it can fight off the disease. Classify each of the
following scenarios as medically acquired or naturally acquired immunity:
_____________________
_____________________
_____________________
_____________________
You get a rhinovirus. The next year you are exposed to the
rhinovirus, but do not get rhinovirus again.
You get an injection of a dead or weakened pathogen to stimulate
the production of antibodies.
You receive an injection to prevent mumps. Later when exposed
you do not become sick.
You contract herpes zoster (shingles). Your body produced
antibodies against re-infection by the same pathogen.
4.
Name two parts of the body’s nonspecific immunity that fights against foreign invaders.
5.
What type of white blood cell kills specific infected cells?
6.
What substance in the body is a large protein, helps remove foreign substances, and interacts or
combines with antigens?
7.
The ability of B-cells to produce antibodies gives our body an __________________.
8.
What is an antigen?
9.
What is an autoimmune disease? (Give some examples, too.)
10.
What is cell-mediated response?
11.
What is antibody-mediated response?
12.
What is a histamine?
51
Chapter #6 Study Guide—Human Homeostasis: Health and Disease
13.
List the major vital signs AND the normal ranges for the vital signs.
14.
What happens to your body when you go in to shock?
15.
What is the function of killer T-cells?
16.
What is hyperthermia?
17.
What is hypothermia?
18.
What is a prognosis?
19.
What is a macrophage?
20.
What did Edward Jenner discover?
21.
What is a normal red blood cell count?
22.
What is a normal white blood cell count?
23.
What does an increase in white blood cells indicate?
24.
When cells no longer respond to normal homeostatic signals and do not know when to stop dividing?
25.
Why would a person take an antibiotic?
26.
What is a stressor?
52