Year 9 Chapter 8

Sense and Control

SAMPLE ANSWERS

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Pre-Quiz
•

Unit 8.1 Sight

Activity 1: Take the Quiz (2)

https://quizlet.com/subject/eye/
Have a go at the Quiz to find out how much you know.

Activity 2: Parts of the Eye (1)

Begin by viewing https://jabarpos.net/human-eye-aumsum-jabarpos-media/

10 min The Human Eye

Use Science Focus 3 textbook and the information from the video clip to
answer the following questions in your workbook.

Parts of the eye

1. Compare the structure of the eye and to a simple-lens camera.
Describe what is similar and what is different. (1)
2. Discuss the importance of eye protection. Describe the pros and cons.
(1)
3. Explain the advantages having two eyes…..all the better to see you
with (1)
4. Describe how eyes can see colours. (1)
5. Define the role of rods (work under dim light for night vision) and
cones (work under bright light for colour vision). (1)
6. Investigate and write a paragraph of notes on ‘colour blindness’. (1)

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Activity 3: Pupils Change (1)

Pupils Change
7. Describe the changes that occur in the eyes in the light and dark.
• Collect a mirror and a strip of black cloth.
• Stand in front of a mirror and observe the size of your pupils under
light and dark conditions.
• Describe and explain your observations.

Activity 4: Colour Vision

Colour vision
8. Look up Internet activity: Ishihara test (2)
9. Investigate how well you perceive colour. (3)

Activity 5: Animal Eyes

Animal eyes
10. Discuss why eyes are situated in various locations on different
animals. Describe the advantages and disadvantages of having
forward-facing eyes and eyes on the side of the head. (1)
11. Investigate whether animals see colours. (2)

Activity 6: Eye Problems

Eye defects
12. Discuss why people wear glasses. Describe some of the conditions that
can be corrected using glasses. (1)
13. Describe the two different defects and the methods used to overcome
them. (1)
14. Investigate the application of laser technology to correct defects. (3)

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Activity 7: Diagram of Eye

Complete Worksheet 8.1 – The eye (1) from Science Focus 3 Homework Book
below.

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 Activity 8: Eye Tests
Complete Prac 1: Eye tests (1) from
Science Focus 3 Textbook page 224

1 State the number of letters you could see in part A.

2 At what distance from your eye did the cross disappear (when its light
fell on your blind spot)? Compare this with others in your class.

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3 Evaluate your ability to judge distance with one eye only, compared to two
eyes.
Complete Prac 2: Persistence of vision (1) from Science Focus 3 Textbook

Prac 2: wooden rod (e.g. bamboo

skewer), stiff white cardboard,
pencils, sticky tape, scissors

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See the Youtube Clip to explain why this persistence of vision allows us to
view movies https://www.youtube.com/watch?v=YismwdgMIRc 5 min

Here’s the best eye test! https://www.youtube.com/watch?v=YAxLueEKqmU

Activity 9: Eye Dissection

WHOLE CLASS ACTIVITY

Complete Prac 4: Eye dissection (1) from Science Focus 3 Textbook
Prac 4: dissection kits, dissection trays, newspaper, detergent, hot water
(washing up), bullock’s eyes, disposable gloves

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 Activity 10: Focal Lengths of Lenses

WHOLE CLASS ACTIVITY

Complete Prac 5: Modifying focal lengths with lenses (2)
Look through various focal length converging and diverging lenses to
investigate the effect on focussing.
Prac 5: various convex and concave lenses

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 Activity 11: Questions on Sight

Complete Unit 8.1 Questions from Science Focus 3 Textbook

(1) Q1-11
(2) Q1-23
(3) Q1-29; Extension

Unit 8.1 Sight

1 Both the eye and the camera have a lens, and both lenses create an upside-down image. But the lens in the
eye can change shape to adjust its focus, whereas a camera lens can’t. The pupil in the eye is like the
aperture in a camera—both open and close to control the amount of light passing through. In the eye, the
image is projected onto the retina; in a camera it is projected onto the film.
2

Part Description/function
Conjunctiva Clear layer covering front of eye
Sclerotic layer Tough white of the eye
Cornea Clear window in sclerotic layer
Aqueous humour Fills front of eye
Iris Controls amount of light entering eye
Pupil Hole in the iris
Lens Helps focus
Suspensory ligaments Hold lens in position
Ciliary muscles Change shape of lens
Vitreous humour Jelly that fills the back of the eye
Choroid Black layer that stops reflection
Retina Layer of light-sensitive cells at back of eye
Fovea Yellow spot, helps us see colour
Blind spot Where vessels and nerves join the eyeball
Optic nerve Carries messages from eye to brain

3 The eye is set back in orbits in the skull. Eyebrows and eyelashes stop particles getting in. Tears lubricate
the surface of the eye and wash dust out of the eye.
4 a Rods detect light and dark.
b Cones detect colour.

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5 When one or more types of cone cells are lacking in the retina.
6 Various answers, e.g. fish focus images by moving each lens backwards and forwards; an eagle can detect a
rabbit 3 kilometres away.
7 The tapetum is a mirrored lining at the back of a cat’s eye.
8 Hyperopia is long-sightedness; myopia is short-sightedness.
9 Presbyopia is a condition in which a person loses the ability to focus at short distances due to ageing.
10 See Figure 8.1.13
11 Possibly by glasses, contact lenses or laser surgery
12 Most bending of light occurs in the front of the eye in the aqueous humour.
13 Being black reduces reflected light, which would otherwise interfere with the image.
14 The blind spot is occupied by vessels and nerves.
15 Your pupil has contracted in bright light and hence initially lets in only a small amount of light when you
have just gone indoors. After a while your pupil dilates to let in more light.
16 To restrict the amount of light entering the eye (to give the pupil time to contract).
17 We would not be able to judge distances well.
18 So they can recognise particular plants and flowers and colours in other animals that signal danger, or sex
type.
19 Poor. An owl is active at night, so it is more important for it to detect objects in low light than to see colour.
Rod cells are better at doing this than cones, which detect colour.
20 The blinkers reduce distractions and concentrate the horse’s vision on the view ahead.
21 The ciliary muscles, suspensory ligaments and lens are involved in focusing.
22 PRK removes a layer of cells from the surface of the cornea. Lasik lifts a flap of cells but does not remove
it.
23 Blinking helps lubricate the eye regularly.
24 a Robert is long-sighted (hyperopic).
b He can see things at a distance, but not things that are close up.
25 Each of the lenses in an insect’s eye is tiny, so not enough light focuses on one spot to do damage. An insect
may not have lenses always aimed at the Sun.
26 There is often less light outside at night, so only the more sensitive rod cells (which don’t detect colour) are
activated and send messages to the brain.
27 No, others may see colours differently—at present there is no way to tell for sure.
28 Two eyes allow distances to be judged more easily and allow us to view things in 3D.

Activity 12: Sing along (2)

https://www.youtube.com/watch?v=8vN1UfMn2GA Eyes Song 5 min

https://www.youtube.com/watch?v=gCaVPMjh2ys Eyes Song 5 min

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 Activity 13: Bionic Eye (3)

Activity sheet – Made in Australia

Bionic eye
A team of scientists in Australia is developing a bionic eye. This
could help restore vision in people suffering from retinitis
pigmentosa or from macular degeneration. The two prototypes that
are currently under development use a digital camera to send data
to a processor. The processor then signals minute electrodes, which
stimulate cells in the retina. A recipient would need to have active
retinal cells and an intact optic nerve in order for the bionic eye
to work.

Bionic eye

The illustration above shows the second of the two prototypes

being developed. The first ‘wide-view’ device has 98 electrodes
stimulating the retina, while this one – the ‘high acuity’ device

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– has 1000. The ‘wide view’ device will enable people to manoeuvre
past large objects, such as buildings or park benches. The ‘high
acuity’ device will allow large print reading.

1 Circle the correct ending for each of the sentences below.

A person who has no active an unlikely recipient./a likely

retina cells is recipient.
The optic nerve must be see./take pictures./pass data to
able to the brain.
Electrodes that stimulate retina-sized./colour-
the retina must be capable./very tiny.
The camera is digital so print out images./pass on
that it can digital information.
Information from the wirelessly./by sound./by wire.
camera travels
The visual centre of the front of the head./back of the
brain is near the head.
The power source is a behind the ear./in the glasses.
battery tucked

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Unit 8.2 Hearing

Activity 1: Take the Quiz (3)

https://quizlet.com/subject/ear/
Have a go at the Quiz to find out how much you know.

Activity 2: Can you sign? (3)

https://www.youtube.com/watch?v=3mdlb7bViOI Learning AUSLAN – Sign language alphabet

1:30

http://www.auslan.org.au/spell/twohanded.html

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Activity 3: Sound and Hearing Q & A
Use Science Focus 3 to answer the following questions in your workbook.
Sound
1. Recall from Book 1 that sound waves transfer energy. (1)
2. Describe how the ear converts this sound energy to electrical energy.
(1)

Parts of the ear

3. Identify the three main sections of the ear. (1)
4. Describe each section of the ear. (1)
5. Identify the function of each section. (1)
6. Define each part within each section. (1)
7. Identify the part of the ear that is responsible for ‘balance’ and
explain how this semicircular canal does this. (1)

Why two ears?

8. Discuss the advantages of having two ears……(all the better to hear
you with ) (1)
9. Compare with eyes. (1)

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Complete Prac 1: Hearing tests (1) from Science Focus 3 Textbook
Prac 1: blindfolds page 230

Ear problems
10. Describe how excessive sound energy may damage the inner
structures of the ear. (1)
11. Identify the Australian who invented and developed bionic ear. (2)

Ear protection
12. Explain the importance of protecting your ears. (1)
13. Investigate and record the noise level that causes damage. (1)

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Activity 4: Label the Human Ear
Complete Worksheet 8.2 – The ear (1) from Science Focus 3 Homework Book.

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Complete Worksheet 8.3 – Hear hear! (3) from Science Focus 3 Homework Book

This is a very unusual graph – note the intervals on the horizontal axis.

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Activity 5: The Human Ear
Activity sheet – Sensory systems

The human ear

1 Use the words in the word bank to label the diagram. (1)

Word bank
outer ear
eardrum
middle ear
inner ear
cochlea
Eustachian
tube
stapes

The table below shows approximate hearing ranges for humans, dogs and
bats.

approx. hearing range

species
(Hz)
human 20–23 000
dog 40–60 000
bat 20–120 000

2 Why do bats have such a wide hearing range? (2) – their eye sight is
poor and as nocturnal animals this wide range of hearing allows them to
navigate at night

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3 Could humans hear the same sounds as bats? (2) No
4 Explain what a dog whistle is, and why humans can’t hear them. (2) A
dog whistle produces a sound in the audible frequency of dogs and too high
for humans audible frequency.

Activity 6: Audible Frequency

1. https://www.youtube.com/watch?v=_SHFwmPQ_rQ Cool Hearing Test: Are
You a Superhuman? 8 min (2)

2. Complete Prac 3: Audible frequency (1) from Science Focus 3 Textbook

WHOLE CLASS ACTIVITY
Use signal generator to test the audible frequency of students – ‘heads
down thumbs up – style’
Prac 3: signal generator, amplifier, CRO

Then use a multimeter to measure the loudness of the sounds.

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 3. Complete Online Hearing test (2)
www.phys.unsw.edu.au/jw/hearing.html
Warning – ensure students start at a safe range of decibels to prevent
damage to their ears

Activity 7: Textbook Questions

Use Science Focus 3 textbook to answer the following questions in your

workbook.

Complete Unit 8.2 Questions from Science Focus 3 Textbook

(1) Q1-11
(2) Q1-23
(3) Q1-29; Extension

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Unit 8.2 Hearing
1 Vibration
2 Decibels (Db)
3

Part Description/function
Pinna Fleshy ear flap, collects sound
Eardrum Thin sheet of muscle which vibrates in response to sounds
Ossicles Three bones (hammer, anvil and stirrup) which receive vibrations from the eardrum
Oval window Section at the boundary between the middle and inner ear
Cochlea Coiled, fluid-filled tube
Semicircular canals Three perpendicular sections which help us balance
Auditory nerves Pass messages to the brain which are interpreted as sounds

4 The inner ear

5 Hammer, anvil and stirrup, as a group called ossicles
6 The cochlea
7 At the oval window
8 The sound came from the right.
9 If a sound reaches both ears at the same time, our brain interprets this to tell us the source of the sound is
directly in front of, behind or above us.
10 There are three dimensions in which we exist.
11 a Wax helps prevent entry of dust and bacteria.
b Wax can cause blockages of the ear canal, resulting in ringing of the ears or a degree of deafness.
12 Exposure to loud sounds or a blow to the head can cause damage.
13 You might experience partial deafness and/or ringing in the ears.
14 Mowing the lawn, using a circular saw, attending a rock concert
15 a Train
b Plane taking off
c Whisper
16 About 80 decibels or louder
17 Various answers, e.g. listening to the radio
18 Chewing helps open the eustachian tubes and prevent pressure differences that cause discomfort, i.e.
chewing helps ‘pop’ the ears.
19 Large ears help to give the animals early warning of predators.
20 Two ears help us to determine sound direction and thus would aid in survival, e.g. it helps animals to
determine from which direction a predator is approaching.
21 Infection can disturb the semicircular canals, which help us balance.
22 The horizontal tube in children does not allow wax to drain out as readily as it does from the vertical tube in
adults.
23 Caleb possibly has an ear infection where there is a partial blockage with wax. Sarah possibly has more
serious, permanent damage to part(s) of the ear that allow hearing.
a motor mower—75dB; could be dangerous
b large truck passing—75 to 80 dB; could be dangerous
c helicopter up close—120 dB; could be harmful
d person shouting at one metre—70 dB; not harmful
e racing car—90 dB; possibly dangerous

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f music through headphones—70 dB; but depends on the volume
g classroom chatter—60 dB; not harmful

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Activity 8: Workplace Fatalities (3)

Resource sheet – Workplace safety

Workplace fatalities
Working fatalities: number and fatality rates by
occupation, Australia, 2003–04 to 2008–09
Note: Figures in italics are subsections included in totals
Occupation 2003–04 04–05 05–06 06–07 07–08 08–09

Number of fatalities

Machinery operators & 85 78 87 107 111 94

drivers
Truck drivers 58 49 50 71 71 59

Labourers 62 48 57 45 58 59

Farm, forestry & garden 26 22 17 17 26 21

workers
Technicians & trades 38 39 46 58 39 54
workers
Automotive & engineering 10 12 12 9 10 20
trades workers
Construction trades 10 7 9 25 11 16
workers
Managers 44 46 51 43 37 31

Farmers & farm managers 35 34 28 29 30 20

Professionals 22 18 27 25 27 21

Community & personal 7 18 9 11 6 11

service workers
Clerical & 1 3 4 5 6 8
administrative work
Sales workers 8 2 7 5 9 8

Total* 267 252 288 300 293 286

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*Includes fatalities where occupation was not stated
Reproduced with permission – © Safe Work Australia, Work-related Traumatic Injury Fatalities Australia 2008–09

Work-related: number of deaths by type of fatality by year,

Australia, 2003–04 to 2008–09

Note: worker refers to people killed at work, commuter to people killed on

the way to or from work, bystander to people killed by work-related
incident, but not in his or her own work.
Five times as many males are killed in work-related incidents as females.
Reproduced with permission – © Safe Work Australia, Work-related
Traumatic Injury Fatalities Australia 2008–09

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Activity 9: Workplace Safety

Are you safe at work? (2)

Use the information on the ‘Workplace fatalities’ Resource sheet to

answer the following questions.
1 Use the table on the Resource sheet to answer these questions.
a) What was the total number of workers killed in 2008–09?
b) How many machinery operators and drivers were killed in 2003–
04?
c) How many of the machinery operators killed were truck drivers?
d) In 2006–07, how many managers were killed at work?
e) How many of the managers killed were farmers and farm
managers?
f) In 2007–08 how many sales workers were killed?
g) Which is the safest occupation group listed?
h) Which is the most dangerous group listed?
2 Use the graph on the Resource sheet to answer these questions.
a) Safe Work Australia has collected information about work deaths
in three groups. What are they? W_______________, c________________,
b________________
b) Each year more than 250 ____________________ are killed.
c) Each year about ___________ commuters are killed. Commuters are
workers who are on their way ________ or ___________ their
workplace.
d) A work-related incident may sometimes kill a person who has
nothing to do with the work. This person is called a
___________________.
e) Are more workers, bystanders or commuters killed in work-
related incidents? _________________________

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f) Why do you think the police, Safe Work Australia and emergency
services call them incidents, not accidents?

Are you safe at work? (2)

Use the information on the ‘Workplace fatalities’ Resource sheet to

answer the following questions.
1 Look along the ‘Total’ line in the table. Is the total number of
fatalities going up or down over the years, or remaining about
the same? ________________________
2 Look at all three lines on the graph. Are the numbers of fatalities
going up or down over the years, or remaining about the same?
_______________________________
3 For 2006–07 look at the total fatalities listed in the table and then
at the total number of workers killed shown on the graph. Are the
graph and the table based on the same collected information?
______________________
Circle the most likely answer for each question.
4 How many people are killed at work? too many/not enough/about
right
5 If more people are working in 2009 compared with 2003, work safety
may have: stayed the same/improved/become worse
6 Students in part-time jobs must: be conscious of safety/not
worry about it
Write down possible answers to the following questions.
7 A clerical worker may be injured or killed by
_________________________________ or ____________________________________.
8 A bystander may be injured or killed by _______________________________
or ___________________________.
9 All workers must __________________________________________________.
10 Many more males are killed at work than females because
______________________________________________________________________.

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Sound and hearing (3)
One of the most common workplace injuries is loss of hearing, but it can
happen anywhere – at home, at sport or at music events. Wearing earplugs
or earmuffs is not as silly as making yourself deaf.

How loud? Example Time it takes to do lasting

(decibels DB) damage
60 conversation no damage
70 vacuum cleaner no damage
85 leaf blower 8 hours at 85 DB
90 ride-on mower 2 hours at 91 DB
30 minutes at 97 DB 1 hour
95 food processor
at 94 DB
100 jackhammer 15 minutes
105 chainsaw 1–15 minutes
110 rock concert 1 minute
jet taking off (25 metres
115 less than 1 minute
away)
Could cause immediate
120 thunderclap
damage

1 Insert the missing vowels (a, e, i, o, u) in the following text. (3)

It is too loud if:
yo__ can’t t__lk to another p__rs__n w__th__ __t raising your
Word bank
v__ic__
personal
you d__n’t he__r s__m__ __n__ talking to you wh__n you are
music
l__st__n__ng to music thr__ __gh earphones
your __ __rs ring or y__ __r surroundings s__ __nd vacuum

q _ __ __t__r than usual afterwards. earmuffs

2 Use the word bank to complete the following passage. continue
I must wear ____________ when near machinery louder than a events
____________ ____________. To ____________enjoying music when I’m cleaner
older I must be careful at ____________ ____________ or when I
stereo
use my ____________ ____________.
3 Name six jobs or tasks where earmuffs must be worn.

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 4 Many more males are killed at work than females
because____________________________________________________________.

Activity 10: Made In Australia (3)

Activity sheet – Made in Australia

Read the following informaton

Cochlear implant
People whose inner ear does not work properly may benefit from a cochlear
implant. Although there were many contributors to the development of this
invention, Professor Graeme Clark led the team that developed and
implanted the first multi-channel cochlear implant, in 1978 at the Royal
Eye and Ear Hospital in Melbourne. By 2009, 188 000 people in the world had
received one.

1 The
following steps
explain how a
cochlear implant
works, but they
are out of order.
1 Number the
order of the steps
from 1–6.
___ The implant translates the digital code into electrical impulses.
___ The impulses are sent to the electrode array in the cochlea.
___ The brain perceives the impulses as sound.
___ A processor behind the ear receives sound and turns it into digital
code.
___ The cochlea’s nerve endings then transmit the impulses to the brain.
___ The coil carries the code to the implant.

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2 The most sensible place to put the battery for the system would be –

Ans: just behind the ear on the outside. 3, 4, 6, 1, 5, 2

Unit 8.3 Smell, Taste and Touch

Activity 1: Textbook Q & A’s
Use Science Focus 3 textbook to answer the following questions in your
workbook.

Smell
1. Describe how we smell. (1)
2. Explain why we sneeze? (1)
3. Investigate and report on ‘smell fatigue’. Give two examples of when
this might happen. (2)
4. Explain why people change their perfumes often. (2)
Taste
You have about 10 000 taste buds scattered on the surface of your tongue.
These are arranged into groups to form a taste pore which is connected to a
nerve fibre. Messages are sent to your brain to give the sensation of taste.
Humans can distinguish sweet, sour, salty and bitter tastes. In 2002, umami
(savoury) was added as a fifth taste. In 2010, researchers from Deakin
University, Victoria, discovered that humans can detect a sixth taste –
fattiness.

5. Describe the method of taste and the five basic tastes. (1)
6. Recent research appears to disprove specific taste areas on the
tongue. Carry out research on the Internet to find ONE article that
supports this idea and ONE article that does NOT support this idea. (3)
7. Investigate the interaction of taste and smell. Discuss the importance
of our food smelling and tasting good. (2)
Touch
8. Describe the role of the various layers of the skin and touch. (1)
9. Describe various skin conditions, with emphasis on skin cancers. (3)

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Activity 2: Taste Tests

Complete Prac 2: Taste regions (1) from Science Focus 3 Textbook

To be completed when we are all back in the laboratory.
WHOLE CLASS ACTIVITY
Warning – ensure students do not have reactions to any of the tasting
solutions.
Use a ‘fresh’ cup and solution for each new test subject.
Prac 2: clean cotton buds, samples of safe solutions in new plastic cups –
sugar, salt, vinegar or lemon juice, coffee

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Activity 3: Watch the Clips

https://www.youtube.com/watch?v=lHhL8O68Zlo Do our tongues have different

‘taste zones’? 5 min (1)
https://www.youtube.com/watch?v=sb1EKPVvdhs Behold the Touch Sensitive
Electronic Skin 3min (3)

Activity 4: Skin Receptors test

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 Complete Prac 5: Skin receptors (1) from
Science Focus 3 Textbook
To be completed when we are all back in
the laboratory.
WHOLE CLASS ACTIVITY
Warning possible risk of transmission
of skin conditions - ensure each new
subject has ‘fresh’ toothpicks
Skin conditions
Prac 5: toothpicks, sticky tape, ruler,
blindfold

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Activity 5: Skin Worksheets
Complete Worksheet 8.4 – The skin (1) from Science Focus 3 Homework Book\

Complete Worksheet 8.5 – Senses and codes (2) from Science Focus 3 Homework
Book

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Activity 6: Textbook Q & A’s

Complete Unit 8.3 Questions

(1) Q1-16
(2) Q1-18
(3) Q1-18; Extension

Unit 8.3 Smell, taste and touch

1 a True
b True
2 Diagrammatic answer required.
3 Taste buds are on the sides of bumps on the tongue called papillae.
4 Various answers
5 Taste and smell. Pinch your nose.
6 Epidermis, dermis, fatty layer
7 Touch, pressure, pain, hot, cold
8 It insulates and protects the body.
9 Various answers
10 Australia has a high proportion of sunny days.
11 Wear sunscreen, hat and appropriate clothing. Avoid exposure to the sun in the hottest part of the day.
12

Sense Sense organ

Sight The eye
Hearing The ear
Smell Nose
Taste The tongue

13 The smell makes it easier to detect a gas leak.

14 Chef, perfume salesperson
15 Chewing, swallowing, talking
16 Sweat produced by sweat glands is channelled to the surface of the skin, where it evaporates.
17 Various answers, e.g. burned: toast; foul: rotten egg; fragrant: flower; fruity: an orange; resinous: paint;
spicy: a hot curry
18 Always wear a hat outdoors, even on cloudy days. Use sunscreen on exposed areas of skin and cover up
with clothing as much as comfortably possible. Stay in the shade, and avoid exposure to direct sunlight in
the middle of the day.

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Unit 8.4 Responding
Activity 1: Textbook Q & A’s

Responding to stimuli
1. Recall that responding is one of the characteristics of all living
things. (1)

Stimulus-response model
2. Define how senses are detected by humans. (2)
3. Describe the location of the sense receptors. (2)
4. Describe a simple stimulus-response model. (1)
5. Identify two examples of the simple stimulus-response model. (1)

Feedback and coordination

6. Describe the coordination required for a functioning human. (2)

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 7. Carry out research to investigate what occurs when the messages are
mixed up. (3)

Activity 2: Sweet and Salty

1. Complete Prac 1: Sweet and salty (1) from Science Focus 3 Textbook
(Optional)
WHOLE CLASS
ACTIVITY

Prac 1: 12 new
plastic cups, 2-
3mL each
solution of
sugar and
solutions of salt
of varying
concentrations
(0.001%, 0.005%,
0.01%, 0.05%, 0.1%,
0.5%), waste jar
for rinsings,
bottled/drinking
water for
rinsing mouth

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 2. Complete Prac 2: Sound threshold (3) from Science Focus 3 Textbook
(Optional)
WHOLE CLASS ACTIVITY

Activity 3: Concussion
Complete Worksheet 8.6 – Concussion in football (3) from Science Focus 3
Homework Book

1. Define the term ‘concussion’.

2. Identify the term used to describe a loss of memory.
3. Propose the length of rest period for a player who has suffered
severe concussion.
4. Concussion causes neuron damage and brain swelling. Describe the
effect this may have.
5. Propose reasons why a concussed footballer’s reaction time would be a
bit slower than normal.
6. Identify the most common cause of concussion in soccer.
7. Outline two other causes of concussion in soccer.
8. Explain what each initial in EEC stands for.

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 9. Goalies are less likely to head the ball, as they use their hands more
often than their other teammates. Predict whether there would be a
difference in the percentage of neurological problems between goalies
and forwards.

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Activity 4: Textbook Q & A’s

Complete Unit 8.4 Questions

(1) Q1-5
(2) Q1-12
(3) Q1-12; Extension

Unit 8.4 Responding

1 Various answers, e.g. sunlight entering the eye, the smell of flowers, the sound of the teacher writing on the
board, the touch of the book on the hand, the warmth from the heater, the sound of a distant train.
2 a Homeostasis is the maintenance of a constant internal environment despite changes in the surroundings.
b Cells work efficiently only if levels of substances such as glucose and water are kept within certain
limits.
3 Water, glucose, carbon dioxide
4 A receptor detects a stimulus such as heat. An effector brings about a response such as movement of a hand
away from the heat.
5

Receptor Stimulus
Cells of the retina Light
Cells of the inner ear Sound
Taste buds Chemicals
Osmoreceptors in the brain Water levels
Semicircular canals in the ear Gravity
Thermoreceptors in the skin Heat

6 a The stimulus–response model involves some kind of feedback. Feedback is when the response affects
the original stimulus, so the organism can adjust its response.
b Coordination of several parts of the body responding to stimulus is required for the total response of an
organism to a stimulus.
7 a In the large arteries
b The brain
c Diaphragm and chest muscles
d Increased breathing rate
8 a body temperature: 37°C
b pH of blood: 7.38
9 To move away from the stimulus
10 i Stimulus, ii receptor, iii relay, iv coordinating centre, v relay, vi effectors, vii response, viii feedback
11 Diagrammatic answer required.
12 Various answers, e.g. quick movement of feet to avoid touching the hot sand.

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Unit 8.5 Nervous Control
Activity 1: Nervous System - Definitions
1. Copy these notes into your workbook. (1)

Nervous System
• The Nervous System can be divided into CNS and PNS

• CNS (Central Nervous System) = Brain + Spinal Cord

• PNS (Peripheral Nervous System) = All the Nerves from the Brain (12
pairs of Cranial nerves) and the Spinal Cord (31 pairs of Spinal
nerves)

• Our brain is well protected in order to function properly at all

times.
➢ The outmost is the Skin
➢ The thick bony Skull
➢ 3 layers of membranes called Meninges.
• The fluid called Cerebrospinal Fluid (CSF) ing as a cushion to
protect the brain against bumps and knocks.– it gives nutrients to
the brain as well as act

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 2. Summarise these notes into your workbook (2)

The nervous system is a communication network that controls all of the

other systems in our body, such as the digestive system and circulatory
system.
The human nervous system has two main parts:
(1) central nervous system (CNS) – made up of the brain and spinal cord.
The CNS receives information from all over the body, processes that
information, and then sends out messages telling the body how to
respond.
(2) peripheral nervous system (PNS) – made up of the nerves that carry
messages to and from the CNS and other parts of the body.

Humans have a very large brain for their body size, compared to other
animals. The human brain contains about 100 billion neurons and has an
average volume of 1200 to 1400mL.

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Amazing medical imaging techniques can investigate the human brain.
MRI (magnetic resonance imaging) uses strong magnetic fields to distinguish
different types of brain matter (grey and white matter) and also able to
detect tumours, locate areas of brain damage from injuries and disease.
PET (positron emission topography) is a technique that allows the various
parts of the brain activity to be located.

The brain is made up of three main parts:

1. cerebrum
• about 80% of the brain;
• composed of many folds to increase the surface area by three times;
• where the higher intellectual functions of humans take place;
• controls conscious thoughts and intentional (voluntary) movement of
every body part;
• receives sensory messages from all body parts;
• divided into left and right cerebral hemispheres - interestingly, the
left side of your brain controls the right side of your body and vice
versa – each half of the brain can work independently
• left hemisphere – controls language and logical thinking e.g.
mathematical
• right hemisphere – controls creative and emotional side e.g. musical
and artistic abilities
2. cerebellum
• found at the base of the cerebrum
• responsible for coordination and balance
3. medulla (or brain stem)
• at the top of the spinal cord
• controls the body’s vital functions e.g. breathing, blood pressure
and heart rate

https://www.youtube.com/watch?v=Qw8E9WnZTQk Brain Song 3 min (3)

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https://www.youtube.com/watch?v=CDYe7oe3iLM Another Brain Song 3 min (3)

Activity 2: Nervous System – The Details

Use Science Focus 3 Textbook to answer these quesstions into your workbook.

The nervous system

1. Identify the two parts to the nervous system– CNS and PNS. (1)
2. Describe the main method of transferring
messages through a neuron. (1)
3. Name the three main parts of a neuron. (1)
4. Identify the functions of the parts of a
neuron. (2)
5. Draw a labelled diagram of a neuron. (1)
6. Define the role of the synapse in the
nervous system. (2)
7. Describe the function of dendrites and explain how their structure
suits their function. (2)
8. Name the layer of insulation found on nerves. (1)
9. Compare the roles of a sensory neuron and a motor neuron. (1)
10. Contrast a stimulus and a response. (1)

The brain
11. Define the role of the brain and the function of the main parts.
(1)

Nervous reactions
12. Describe the function of the reflex arc in reflex actions. (1)
13. Contrast with what happens for more complex actions. (2)

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Activity 3: Neurons

1. Copy the following notes into your workbook. (1)

Nerve Cells or Neurons

1. Neurons (also known as neurones and nerve cells) are electrically
excitable cells in the nervous system that process and transmit
information, known as impulses.

2. Neurons are the core components of the brain, the spinal cord and
the peripheral nerves.

3. The human brain has about 100 billion neurons.

4. The structure of a neuron: a Cell body with numerous short

dendrites and a long extension called axon, ending up with axon
terminals or knobs.

5. Myelin sheath is made of cells that wrap around the axon to allow
nerve impulses to transmit quickly.

2. Draw the following diagram into your workbook. (1)

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 3. Copy the following notes into your workbook. (1)

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 6. There are 3 main types of neurons in our nervous system: Sensory,
Motor and Relay neurons.

7. Sensory neurons - send information from sensory receptors (e.g., in

skin, eyes, nose, tongue, ears) TOWARD the central nervous system.

8. Motor neurons - send information AWAY from the central nervous

system to muscles or glands.

9. Interneurons (Relay neurons) - send information between sensory

neurons and motor neurons. Most interneurons are located in the
central nervous system.

10. The Synapse = the junction between two neurons (axon-to-

dendrite) or between a neuron and a muscle. Nerve impulses cross a
synapse through the action of neurotransmitters.

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 4. Read the following information. (2)

The nervous system is made up of trillions of nerve cells called

neurons. Neurons carry electrical messages, called nerve impulses,
from one part of the body to another at very high speed. The nerve
impulses can travel in one direction only.

A neuron has four main parts:

• cell body – which contains the nucleus (control centre of the
cell)
• dendrites – which branch out and receive messages from other
nerve cells which are then sent to the cell body
• axon – nerve fibre which sends nerve impulses in only direction
only – away from the cell body
• axon terminals – which pass messages onto the next neuron
There are two types of neurons:
• motor neurons – these carry messages from the CNS to effectors
(i.e. muscles or glands) that put the messages into effect
• sensory neurons – these carry messages from cells in the sense
organs (eyes, ears, tongue and skin) to the brain and spinal cord.
The space between neurons is called the synapse. Here the
electrical impulse turns into a chemical signal (called
neurotransmitters), then back into an electrical signal.
Neurons are bundled together to form nerves. Each neuron is
coated with an insulating myelin sheath much the same as
insulating electrical wires in a household circuit.

The longest neuron in your body extends from your big toe to the
middle part of your spine and is about a metre long.
A giraffe’s longest nerve is in its neck and is up to 5 metres long!

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Activity 4: Model Neuron or Brain

Make a model neuron or a model brain (3)

Collect a balloon, some string, sticky tape, pipe cleaners, beads, string and
drinking straws.
Brainstorm in your group the materials you could use for each part of the
neuron – you can choose between a motor neuron or a sensory neuron).

Construct your model and label its parts.

Lots of other ideas on this site

http://faculty.washington.edu/chudler/chmodel.html
Build a model brain – label the three main parts
Materials – suggestions: plasticine, play dough, straws, paperclips,

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Activity 5: How Good is your Memory?

1. Complete Prac 1: Memory I (1) from Science Focus 3 Textbook

Prac 1: three lists of words each printed on cards (A, B and C)

WHOLE CLASS ACTIVITY

2. Complete Prac 2: Memory II (1) from Science Focus 3 Textbook

Prac 2: two stanzas of a poem printed on separate cards
WHOLE CLASS ACTIVITY

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Activity 6: Brain Dissection

Complete Prac 3: Brain dissection (1) from Science Focus 3 Textbook

WHOLE CLASS ACTIVITY

Warning – review safe handling of sharp objects.

Prac 3: dissection kits, dissection trays, detergent, newspaper, hot water
(washing up), sheep’s brains, disposable gloves

1. Describe the consistency and surface of the cerebrum.

2. Explain how you could tell which was the left and right hemisphere.
3. Describe the colour and consistency of the cerebellum.
4. Describe the medulla.

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Activity 7: Response Time

Complete Prac 4: Response time I (1) from Science Focus 3 Textbook

Prac 4: 30cm ruler, or buzzer connected to timer
Try the other practical test - Learning Across the Curriculum – Reaction
Times p 245.

WHOLE CLASS ACTIVITY

Here’s an online Reaction Time Test to try too.

https://humanbenchmark.com/tests/reactiontime

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Activity 8: Textbook Q & A’s
Complete Unit 8.5 Questions
(1) Q1-15
(2) Q1-18
(3) Q1-18; Extension

Unit 8.5 Nervous control

1 a Central nervous system (CNS) and peripheral nervous system (PNS).
b CNS: brain and spinal cord, control centre. PNS: sensory receptors and nerves, provide information to
the CNS and transmit decisions from the CNS to effector organs.
2 a It has a nucleus and cytoplasm.
b Neurons have cytoplasmic threads called axons and dendrites. Neurons can transmit messages via
electrical impulses.
3 A nerve is a bundle of neurons bound together.
4 Sensory neurons have specialised endings sensitive to stimuli, and they transfer messages to the CNS.
Motor neurons transfer messages from the CNS to effectors. Interneurons transfer messages within the
CNS.
5 Neurotransmitters transfer messages across the synapses between neurons.
6 a Synapses allow neural messages to be directed to appropriate places.
b They are susceptible to chemical interference, and they slow neural messages.
7 a Cerebellum, medulla and cerebrum
b The cerebellum controls complex muscular movements. The medulla controls involuntary activities
such as breathing. The cerebrum controls complex thoughts and memories, receives and interprets messages
from sense organs and controls muscles.
8 a Cerebrum, b cerebellum, c medulla, d spinal cord
9 a Cerebrum
b Medulla
c Cerebellum
d Cerebrum
10 A bony skull, meninges and cerebrospinal fluid
11 Coughing, sneezing, blinking
12 a Pupils narrow
b Coughing
c Saliva production
d Sweating
13 a Light to electrical
b Sound to electrical
c Chemical to electrical
d Heat to electrical
14 a Motor neuron
b i Cytoplasm ii nucleus iii dendrite iv myelin v axon
15 A bright light is shone in the eye→ Receptors detect a change in light intensity→ An impulse is sent along a
sensory neuron to the brain→ An impulse is sent along a motor neuron to iris muscles→ Iris muscles
contract, causing the pupil to narrow.

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16 The left side is most active (controls logical thought).
17 Eating, driving a car or operating a piece of machinery
18 Various answers, e.g. continual research into brain and nervous system disorders are needed to develop
controls or cures.

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Activity 9: Responding to Stimuli (1)

Activity sheet – Responding to stimuli

The human nervous system

1 Use the word bank to complete the passage on the following page. (1)

Word bank
different spinal Nerves back ears backbone sensitive cord
changes brain sends muscles central balance messages receive

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 All mammals have a b_________. Inside the backbone runs a long mass
of tissue known as the s_______ cord. The spinal c_____ runs from the
b_____ inside the skull right down to the tailbone. The brain and
spinal cord are known as the c______ nervous system. N_______ run
from the spinal cord to every part of the body. Many of these
nerves r________ information from our surroundings. This
information is called stimulus. The information is sent b_____ to
the brain for processing.
There are many d_______ types of nerves. Some nerves are s________ to
touch, some to pain, some to c________ in temperature. The optic nerve
s_______ messages to the brain about what we see; nerves in the e____
send messages about the sounds we hear, and also about b______. The
brain responds to these m________ by sending instructions through
our nerves to make our m______ move or to release hormones into our
bloodstream.

2 Underline examples of stimulus and circle the examples of how our

bodies respond in the text above.

3 Copy the diagram on the right, draw and label the

parts of the central nervous system described in the
passage above

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Activity sheet – Responding to stimuli (2)

Pain and pain control

Pain receptors play a major role in protecting our bodies. When a receptor
feels pain, the body takes steps to minimise the pain and protect itself
from further damage.
1 Add the missing vowels (a, e, i, o, u), then match each pain type to its
example.
A response to hot or c__ld crush fingers in car door
Ch__m__c__l response amputees feel pain in missing limb
Mechanical r__sp__ns__ burn fingers on stove
Nerve d__m__g__/inflammation put medicine on a cut and it stings
Phantom p__ __n sore back or arthritic joints
2 Use the word bank to complete the labels on the diagram below.
Word bank protect foot brain stubs Pain sends

Brain s_____ message

to muscles.

Boy is careful to
p______ his foot.
Boy s_____ toe
on rock.

P____ receptors send Boy moves f_____

signal to b_____. away from rock.
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Unit: 8.6 Chemical Control
Activity 1: Endocrine System
1. Copy the following notes into your workbook. (1)

The endocrine system is a communication system that controls the internal

environment of the body for example:
• amount of water and glucose in your blood
• your body temperature
• changes during puberty and pregnancy

2. View
https://www.ivyroses.com/HumanBody/Endocrine/Endocrine_Glands.php -
click to view the various glands in the human body. Click on each
gland to show the role of each gland in chemical control. (2)

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 3. Copy the following notes into your workbook. (2)

Hormones are chemicals that act as messengers in the body. Hormones are
produced in the endocrine glands for example:
• pituitary
• thyroid
• thymus
• pancreas
• adrenal
• ovary
• testis

The endocrine system is coordinated by the pituitary gland, which responds

to information from the hypothalamus.
The hypothalamus is a portion of the brain and it constantly monitors the
internal environment, the tissues, organs and systems of the body. When the
environment changes, the hypothalamus responds. The pituitary gland is
often called the ‘master gland’ because it controls the activities of other
endocrine glands such as the ovaries, the testes and the thyroid gland.

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Activity 2: Research the Endocrine System

Science Focus 3 textbook will be useful.

Answer these questions in your workbook.

Hormones and how they work

1. Describe the function of hormones and where they are produced. (1)
2. List three endocrine glands. (1)
3. Illustrate the position of the major endocrine glands in the human
body. (1)
4. Identify which glands produce which hormone and for what reason. (1)

Why hormones?
5. Describe the function of the hypothalamus and explain why the
hypothalamus can be thought of as part of both the nervous system
and the endocrine system. (3)
6. Describe the effects of adrenalin. (3)
7. Discuss the fear-flight-fight reaction. Outline what happens and
describe how it can be a useful reaction and also an unhelpful
reaction – depending on the situation. (3)
8. Describe the changes that happen in your body when you are surprised
or frightened. Make a summary in your workbook. (3)

Controlling growth
9. Discuss the role of hormones in growth, reproduction and development.
(2)
10. Examine the effect of too much and too little of various
hormones. (3)

Controlling glucose levels

11. Investigate the interaction of glucose and insulin. (1)
12. Define type I and II diabetes (2)

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Pheromones
13. Define the roles and effect of pheromones in animals. (3)

Complete Unit 8.6 Questions from Science Focus 3 Textbook

(1) Q1-13
(2) Q1-18
(3) Q1-18; Extension

Unit 8.6 Chemical control

1 a Hormones are chemical messengers.
b They are produced in the endocrine glands.
c They are transported in the bloodstream.
2 Each hormone has a specific shape which fits into a receptor on the target cell’s membrane like a jigsaw
puzzle.
3

Gland Hormone
Adrenal Adrenalin
Pancreas Insulin
Pituitary ADH
Thyroid Thyroxin

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 Ovaries Oestrogen
Testes Testosterone

4 Increased heart rate—enables faster delivery of glucose and oxygen to muscles.

Dilation of bronchioles—allows more air into lungs for greater oxygen uptake.
Glucose release—makes more glucose available for respiration.
Increased breathing rate—results in faster exchange of gases.
5 In frightening situations both the nervous system and the endocrine system (via adrenalin release) work to
prepare the body for fight or flight.
6 The pituitary gland. It not only releases hormones which directly affect other organs, but also releases
hormones which instruct other glands to release hormones.
7 Thyroxin controls the speed of cell reactions and thus influences growth. Human growth hormone
influences total body growth.
8 Decrease in blood glucose levels → Pancreas detects the decrease → Release of glucagon → Glucagon
causes the liver to release glucose → Blood glucose levels rise.
9 Diabetes is caused by a defective pancreas which does not produce enough insulin (Type I diabetes), or
having cells which do not respond correctly to insulin (Type II).
10 Hormones are produced in the body and are targeted at specific cells for a specific function. Pheromones are
released into the environment and affect the behaviour of other animals.
11 Many insects use pheromones to attract mates. For example, termite queens use pheromones to stop larvae
developing into new queens, female moths use pheromones to attract males.
12 a Light is needed for photosynthesis.
b Plant roots must grow down to anchor the plant and to obtain water and minerals.
13 Auxin produced by the tips of growing shoots passes backwards from the tip, stimulating cells to elongate.
When the shoot is exposed to light from one side, on the exposed side auxin is destroyed by the light. The
auxin concentration on the shady side is therefore greater, so those cells elongate more rapidly, causing
bending towards the light.
14 Hormones are broken down when they pass through the liver.
15 a M
b O
c L
d K
e N
f P
16 Hormones provide a more widespread and longer-term response than electrical impulses.
17

Nervous system Endocrine system

Nature of message Electrical impulse Chemical
Distribution Along nerve fibres Via blood
Speed of delivery Very fast Slow
Length of response Very short (unless Longer
continually stimulated)

18 a helios = Sun, hence to follow the Sun

b hydro = water, hence to respond to water.

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Activity 3: Diabetes
Word bank
• Insulin and diabetes (2)
hormone
1 Use the word bank to complete the passage below.
Glucose in the blood gives us energy. If a person doesn’t coma

have e_______ blood glucose, they can go into a c_____ and control

may die. Too much g______ in the blood also causes blindness
problems. Over time it causes d_______ to the small blood blood
v_____ in our body and can lead to b__________, nerve enough
damage and cardiovascular disease. diabetes
The h_______ insulin is made by the p________. Its job is to
glucose
regulate the body’s glucose levels. Some people’s bodies
insulin
don’t make enough i_______. This problem is called type 1
diet
diabetes. People with type 1 d________ need regular doses
bodies
of insulin each day to help c_______ their blood sugar.
pancreas
Other people find that as they age their b_______ sugar
vessels
levels are hard to control. Their b_______ make insulin
but it isn’t doing its job effectively. This is called type 2 damage

diabetes. In many cases this type of d_______ can be diabetes

controlled with regular e______ and a healthy d______. exercise

Blood sugar
concentration is
measured in
millimoles per litre.
The safe levels of
blood sugar
concentration are
between 4 and 8, as
shown on the graph.

2 Why are blood sugar levels so low for both people before breakfast?

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3 What happens to blood sugar levels soon after a meal?
4 Why does the person with type 2 diabetes have high levels of blood
sugar throughout the whole day?

Unit: Revision

Activity 1: (3)

1. Create an A3 to A4 size poster to show the…………………….

✓ Include lots of images and facts.
✓ Looking for some great fonts? Try dafont.com and download some for
free

2. Complete Chapter review questions

(1) Q1-9
(2) Q1-14
(3) Q1-25

Chapter 8 review
1 See Figure 8.1.3
2 Iris—controls the amount of light that enters the eye
Lens—helps focus images
Retina—contains light-sensitive cells that transmit messages to the brain.
Choroid—black layer that stops reflection within the eye.
3 a Outer ear, middle ear and inner ear
b Outer ear (air), middle ear (air), inner ear (fluid)
4 Eardrum—vibrates in response to sounds.
Ossicles—amplify sound and pass it to the cochlea via the oval window.
Semicircular canals—help us balance.
5 Eye, ear, nose, skin, tongue
6 See Figure 8.3.3
7 Possibly the sides of the tongue may detect sour tastes.
8 A few particles of the substance dissolve in our nasal membranes and trigger sensory cells to send a
message to the brain.
9 See Figure 8.2.1
10 a Organisms need to obtain food and avoid predators.
b A response to a stimulus may be complex and require actions from several parts of the body. These need
to be coordinated.
c The nervous and endocrine systems are the coordination systems in humans.
11 a Stimulus: something like heat or light which acts to bring about a change in the activity of an organism.
b Effector: an organ such as a gland or a muscle which carries out a response to a stimulus.

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 c Receptor: a part of the body which detects a stimulus. Eyes (retina cells) detect light. Ears (cochlear
cells) detect sound.
d Response: a change in the activity of an organism as a result of a stimulus. Pupils in the eye dilate as a
response to bright light.
12 a Various answers, e.g. light, heat, sound, gravity
b Retina cells in the eye, thermoreceptors in the skin, cochlear cells in the ears, semicircular canals in the
ears.
13 Diagrammatic answer required.
14

Part Function
Cerebellum Controls muscle movements while you are cycling
Medulla Controls involuntary actions such as breathing
Meninges Protect the brain from injury
Cerebrum Centre for sight, hearing and speech

15 a Synapses
b Chemicals called neurotransmitters carry the message across.
16 a A reflex action is an action performed without thinking.
b Coughing, sneezing, blinking
c They involve very few neurons. They need to be fast because the organism’s survival might depend on
it getting away from danger as quickly as possible.
17 a Reproduction, metabolism and growth
b Flowering, seed germination and growth
18 When less light is available, the pupil dilates to allow more light to enter the eye.
19 Various answers, e.g. myopia (short-sightedness) may be corrected using concave lenses in the form of
glasses or contact lenses. Laser surgery may be used to reshape the cornea.
20 Pinch your nose to avoid smelling the medicine.
21 a Homeostasis
b It is important because cells need a continuous supply of glucose for respiration.
c The endocrine system controls glucose levels.
d Diabetes
22 a True
b False
c True
d False
e False
23

Function Hormone
Blood glucose levels Insulin
Female reproductive functions Oestrogen
The rate of chemical reactions in cells Thyroxin
Water levels within the body ADH
The readiness of the body for action Adrenalin
The deepening of the male voice at puberty Testosterone

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24 a Sensory neuron
b The axon carries messages to the cell from a receptor.
25 a Decision-making: A
b Heartbeat: C
c Messages from PNS to brain: D
d Messages from eyes and ears: A
26 i stimulus, ii receptor, iii sensory nerve, iv motor nerve, v effector, vi response
27 a Pancreas
b Insulin
c Bloodstream
d Liver
e Response
f Feedback
28 a A tropism is a response where a plant grows towards or away from a stimulus.
b Examples: phototropism (response to light), geotropism (response to gravity).
29 Various answers, e.g. life is more difficult when one or more senses are impaired.
30 a Various answers, e.g. collecting data about the Earth’s climate, measuring background radiation,
collecting data in space, scanning the body, navigation
b Because our senses are limited in the range of stimuli they can detect. Also, some situations are too
dangerous for us to go to in order to collect information with our own senses, or might be inaccessible to
us—e.g. outer space, the bottom of the ocean.
c Various answers
d Various answers
e Various answers

3. Some fun games to play to improve your knowledge of the nervous

system. http://www.anatomyarcade.com/games/gamesNervous.html (3)

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 4. Further revision with Worksheet 8.10: Sense and control Wordfind from
Science Focus 3 Homework Book

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 5. Further revision with Worksheet 8.11: The senses crossword from
Science Focus 3 Homework Book

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 6. Compile a glossary of key words using Worksheet 8.12: Sci-words from
Science Focus 3 Homework Book

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 (2)

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Glossary – Practice the spelling and meanings of these terms (2)
• adrenal glands – endocrine glands situated on the kidneys
• adrenaline – common name for the hormone epinephrine
• axon – nerve fibre that sends nerve impulses away from the cell body
• brain stem – part of the brain where the spinal cord enters the skull;
controls body’s vital functions e.g. breathing, blood pressure and
heart rate
• cell body – part of a neuron that contains the nucleus
• central nervous system (CNS) – brain and spinal cord
• cerebellum – part of the brain that is responsible for coordination
and balance
• cerebrum – part of the brain that controls conscious thoughts,
movement of each body part, and receives sensory messages from each
body part
• dendrites – branches from the cell body that receive messages from
other neurons
• ectothermic - organism NOT able to maintain constant body
temperature
• effectors – muscles or glands that put the messages into effect
• endocrine glands – glands that produce hormones
• endocrine system – all of the endocrine glands of the body
• endothermic – organism able to maintain constant body temperature
• enzyme – chemical that speeds up a rate of reaction
• hormone – chemical substance that acts as a messenger in the body
• hypothalamus – a portion of the brain that constantly checks the
internal environment of the body
• insulin – hormone produced in the pancreas that causes the liver and
muscles to extract glucose from the bloodstream and store it in the
liver and muscles
• medulla – lower half of the brain stem
• metabolism – all the chemical reactions occurring in the cells

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 • motor neuron – nerve cell that carries messages from the CNS to
effectors
• myelin sheath – the insulating layer that covers a neuron
• nerve impulse – electrical message carried by a nerve cell
• neuron – nerve cell
• neurotransmitter – chemical message released at the end of an axon
to be received by the next neuron’s dendrites
• optic nerve – nerve that carries messages from the retina to the
brain
• peripheral nervous system (PNS) – nerves that carry messages to and
from the CNS and other parts of the body
• pituitary gland – endocrine gland that controls the activities of the
other endocrine glands – ‘master gland’
• receptor – specialised cell that detects stimuli
• reflex actions – quick, automatic actions that protect the body from
danger – also known as the reflex arc or reflexes
• reflex arc – nerve pathway operating in a reflex action
• sensory neuron – nerve cell that carries messages from cells in the
sense organs to the CNS
synapse – space between two neurons
• stimulus – factor that stimulates a receptor and brings about a
response

THE END

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