Ceara Tee kerry in their surroundings? a ete Ramer uae aii Rey eee aot Cierra ey dapted, over the long term, to conditions in Cen catsy Dee a Eero tke es eet ete n our dally lives ~ requires Wt Figure 6:1 Our success both on the court and ple or other living things that we can espond to change in our suroundings. perceive and respond to their oa i surre Dare te 2 IN THIS CHAPTER as Ce) Find out the systems and mechanisms that alow organisms to respond to ome cea) thelr surroundings SUT Explore the scientific innovations that have altered our ability to respond, i and adapt to our surroundings Pere srg eri rng Take action by producing a mini-documentary about scientific innovation ENO aes that enhance our perception of and response to stimuli ) partner, or with the whole class. Sciences for the IB MYP 2: by Concept(SAIC Cea ill reflect on this leamer Teed Pac TSR ee ure as Crue ta pe elvg lus (stimuli) ve 1 do we respond to our work? The survival of ling things depends on their ability to ‘modify thei behawnours according to the conditions: in their surroundings. In humans, sometimes these modified behaviours come from conscious, active decisions, but usually they are the result of automatic Uuncontrollable responses In this chapter, we will explore how living things are to perceive and respond to the conditions that in their surroundings. We wil consider how the bilty to perceive and respond to the environment impacts not only the immediat but aso the long-term evolution of species. We will also inquire into how responding, or not responding, to survival of individuals environmental conditions can give rise to new species. Finally, we will consider people's ability to perceive Conditions in the environment, and how scientific innovations have changed those abilRFECT SENSE! How do we become aware do we know what is arou into things of our surroundings? How ind us so that we don't walk 8? How do we know there is something is happening behind us that we dowe ed to move for? How {avoid burning ourselves when we are cooking? How do we know what we can eat or drink? Of course, we use our eyes, ears, skin, nose, and mouth Our Sense organs ~ in order to sense the things that {fe all around us. In other words, we use our senses of 1 Figure 6.2 To safely cross the street, we use many of our senses: we see and hear the cars p sight, heanng, touch, smell, and taste to perceive the things we come in contact with. in addition to our sense cxgans, we aso use our brain and spinal cord, which rake up the central nervous system, to process ang understand what the stimulus is and how to respond But how does this actually happen? What is it about, our eyes, ears, skin, nose, and mouth that makes it possible fr us to be aware of what is around us — and then for us to take action or make decisions as a result? passing by so we know vwihien is a good time to cross, and we see and feel the street under our feet so we don’t trip on somthing, What senses do we use when we are eat 19 something? Sciences for the 18 MY 2: by Concept etACTIVITY: Seeing (and sme ling, feeling, nearing, and tasting) is be! ieving ATL ‘Work with a partner to copy and complete J catical-thinking skl: Table 6.1. Make your responses as detailed as aeons ; Possible - take the time to really tink deeply about each of the questions and go beyond an immediate, ‘superficial response. What can you think of that is less obvious, but also relevant, for each question? snthis activity, YOu will consider the pave as humans to perceive differen environment. Adaptations we It things in our Because you must not eat in the science lab, some of ‘the first row has been done for you as an example. Cor Petey Corry ornate toperceive these | you could not perceive | to better perceive things? ced Ean sing |Whenteatan | When put food | Jonge. ttmes [rer Bat | sweet. and sour | ang, ‘chev, | can, Abtol beste [ste onthe frat and [senses tos ht “Sting | “Feaing reir Toole 6.1 Perceiving our jonment Now consider which of the senses you think is least Share your mini-presentation with the class. How imp: ‘ant to survival. If humans had to ‘lose’ one does your argument compare with your classmates! ‘of thse senses, which one would have the least _ideas? Discuss: can you come to an agreement? rege ve impact on survival? Mak: a mini-presentation of your argument. Be sure 0 use scientific reasoning to support your poin’ of view. rom eM Ione hairs Seeker eu a an Ei Meret) 16 How do we respond to our world?7 Each of our sense organs has specialized cells that are activated leis Remember in Chapter 3, we learned that different genes are 2 ins Gifferent types of cels so that they can perform special ee We will explore the special functions ofthese cel in order tou how each of the sense organs worksge €-THINK-WONDER wot wih 4 partner, copy the See-Th att qe Res a cor link Wonder , ook carefully at each sense organ i Mique 63. Read the key words ther neal {ith each illustration. Then, fil n each column of the chart, using these questions to guide your gee: What are some patterns that you notice g you may have noticed that all of the sense organ pat nerves ae connected tothe bran. You terse organ has different, specaized suc ACTIVITY: What is a nerve? ned cals, cleo spond to ‘A speciatzed cell that | Part ofthe cei Feceive and send signals about the tings we between all the sense organs? What differences do you notice between the sense organs? Think: Based on your prior learning or what you ‘observe in the illustrations, what do you think you know about how our sense organs work? Based on your prior learning or what you observe in the ilustrations, how do you think the sense organs work? Wonder: What do you wonder about sense ‘organs and how they work? What questions do you have about how sense organs work? What puzzles you about how sense organs work? Share your responses in your See-Think Wonder chart with the dass. Add new ideas to your chart as you listen to your dassmates’ responses. i are connected to nerves, and ight also have noticed that each 5, and diferent kinds of nerves. ‘With your das or a partner, read the definitions related to nerves in Table 6.2, and then make 2 connection for each to the illustrations in Figure 6.3 Ina copy of Table 6.2, write in the key term that is related to each definition Each sense organ is able to sense a differe stimulus using its specialized sensory receptor cells, Copy and complete Table 6.3. hat hunction to send gna havea sytem that Goonects tha bran wth som pees, ete p ‘A nerve thats spealzed to send information from the nose tothe bain about things that we sme! 7A nee hat padded oan ran ete Aner at spedled wo ser loreton fom nerve tis specaled io send foraton fom the 1m Table 6.2 Definitions related to nerves and nerve cells rice about things that we see (othe bra hat we taste arate oi pal cet eee Ae ee eis 3d using Criterion A: Knowing BecACTIVITY: Perception pathway Using your ideas from the See-Think Wonder activity ‘on the previous page, the types of nerves from Table 6.2, and the sense organs and their related stimuli from Table 6.3, describe how each sense organ, in Figure 6.3 works. Be sure to use, and describe, all Of the key words that are noted in the illustrations. From the thinking and activities you have done, you have developed an understanding of how we are able to perceive stimuli that surround us. Here is a brief summary forall sense organs in genera: 1 Asstimulus comes in contact with the sensory receptor cals of a sense organ, 2. The sensory receptor cells send a signal through anerve 3. The signal travels along the nerve to the brain or spinal cord, 4 The brain or spinal cord processes the signal and identifies what the stimulus i. i Saheary Newer Motor neuron 1m Figure 6.4 Summary of how we respond to stimuli rH ‘You may choose to make a numbered or bulleted your description your classmates and teacher. list of steps or write a short paragraph for it \dd to oF modi Share your ideas with your class. A ity wnat you have written according to feedback from nonsessen vd: « In this activity, you have practised skills that Peper re rcie ae) 1) Prenenacy ‘We know, however, that in order for our sense organs to really fulfl their purpose, its not enough just to perceive stimuli - we also need to be able to respond to what we perceive around us. The central nervous system (CNS) the brain and spinal cord ~ not only processes signals from sensory nerves and percewes what the stimulus i,t also determines and coordinates a response that willbe benetical for the persons welh-being or survval Figure 6.4 But what does this mean, exactly? In some cases, it is obvious - if you pick up something hot, your spinal cord sends a signal to your arm and hand muscles so that you drop the hot abject and you do not get ‘burned. But what about responses that are less- ‘obviously beneficial or advantageous to our wel being W Association neuron OF survival? Sciences for the 8 MYP 2: by ConceptIVITY: What's the acrantage of that? Q Pah knowledge ti Pere es Cer race seed ie REIN Seta oortee), er Pupil contract so. | that your pup gets ae ‘woavale ecsonehing Glands in your mou and you fel tke you You see a large og off feash runing toward you ‘ns around each pu Sq 5 \ ae You elie | cold a when , you dnt wear 9 your jacket, the haes on your arms contract so th the hats stand up You smell or taste something very sour The muscles in you you ‘rnkle’ et Th “The fire ala in your schoo! suddenly goes off fora fre ell y beg to beat fast ee SAG) bs. ‘want to eat more of ject | Racal muscles im the In pairs or as a class, consider the possible advantages of some typical responses that come from the CNS (Table 6.8, Write down what you think the advantage of the response is-in other words, write down in what way(s) the response is favourable, beneficial or advantageous for survival, Then use the visible thinking strategy of ‘What makes you say that?’ to explain your thinking, The first one has been done as an example oy eRe ns the response CSR) ‘When the pup | Sunight can cose sunburt smal, ess | cals Les sunight entering [sat vig | sro of damage tocsin neg aes to youreys | not necessary or te pitt ane because theres nought ose deny and damage the eyes means i contact othe pups | get ger to let ore |i wanes nto your The muscles around 1m Table 6.4 Advantages of typical responses to stimull {16 Now do we respond to our world? Ss eee an Br ener ears Eat understanding