Year 9 Science STUDY GUIDE: Unit 2 Human Coordination Here is a summary of the knowledge areas and learning activities you will undertake during this Focus Study. The Study commences on Monday, st February and finishes on Monday, 5 th February 26. The reference for this Study is Pearson Science 9 Chaptesr 6 and 7. This study investigates the concept that multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their environment. The focus is on the coordination of a human body by the brain and sensory system and the hormone or endocrine system Students: a. describe some examples of how multicellular organisms respond to changes in their environment b. describe how the coordinated function of internal systems in multicellular organisms provides cells with requirements for life, including gases, nutrients and water, and removes cell wastes c. outline some responses of the human body to infectious and non-infectious diseases d. describe the role of, and interaction between, the coordination systems in maintaining humans as functioning organisms e. discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research, eg the occurrence of diseases affecting animals and plants, an epidemic or pandemic disease in humans or lifestyle related non-infectious diseases in humans f. describe the range of functions carried out by some endocrine (hormonal) glands in humans During the study you will be given a Research task to be completed in class and your own time. A copy of this task is attached below. The Task will have levels of challenge. This Task will be part of your Formative Assessment. You will also be required to submit a Practical Report. This will completed in class time and for homework, and is also part of your Formative Assessment. Finally you will complete various homework tasks, which you will submit as part of your Formative Assessment. The details are attached below, the task will have levels of challenge. Your completion of homework tasks is vital as it forms the basis of knowledge and understanding for the Topic Test. Page
Assessment There will be no Summative Assessment tasks for this Unit. Formative assessment will have three components,. Research task 2. Practical report 3. Homework questions 4. Topic Test All of these items will be submitted at the end of the study, Monday 5 th February 26. All assessment items will be recorded on your formal school report. Grading For this Unit of study you will also be given an indicative Board of Studies Grading from A to E, for each of your Formative assessment activities. Page 2
Year 9 Science Unit 2 Human Coordination: Research task Over history Humans have been exposed to disease threats that have caused huge loss of life. These catastrophic events are now known as Pandemics, historically they were often called epidemics or plagues. They caused so much human death because the human coordination system was unable prevent their impacts. Over time scientists began to understand how these diseases caused so much death, why they affected so many people, how they spread through the human population, and in most instances how to prevent them from causing too much harm to individuals and populations. Some of the better known events in history were the Black Death, sometimes caused The Bubonic Plague that occurred in Europe in the 4 th Century, the AIDS epidemic that occurred in the late 2th Century, the Spanish Influenza (Spanish Flu) epidemic that occurred just after the First World War, and most recently the SARS and Ebola events. Directions From the list below choose one historical pandemic event and answer the list of questions for your choice. Page 3
The list includes the better known pandemic events but you may also want to consider events such as the impacts of European diseases of indigenous populations around the world, in particular the impact of smallpox, cholera or measles on native peoples Pandemic list The Black Death HIV/AIDS SARS (Severe acute respiratory syndrome) Ebola (or any other heamorrhagic fever) Spanish Influenza (Spanish Flu of 98-99) Questions FOUNDATION. name the pandemic you will research and use this as your title 2. define the year or period the pandemic was affecting people 3. describe the locations or counties where it was active 4. describe the symptoms of the disease 5. identify what caused the disease, in other words, was it bacteria, virus or some other organisms 6. list the number of people it affected STANDARD 7. explain how it caused people to die Page 4
8. describe how it spreads from one person to another and from one place to another 9. identify how long it took to cause the death of a person. identify what, if any treatments, were available to be used to help infected people. identify if there is any modern treatment for the disease and describe the treatment ADVANCED 2. describe in detail how the disease affects people at the cellular level 3. describe how a modern treatment was developed and discuss it s application and effectiveness 4. evaluate the impact the pandemic had on the society or group of people it affected 5. describe how modern pandemics are managed 6. Present a report of your Research to the class (3 5 minutes) Glossary of Key Words Verb Definition Points to remember in your answer Classify Arrange or include in classes/categories Give the reason for your classification scheme. Use a table if appropriate. Page 5
Compare Show how things are similar or different State both sides (advantages and disadvantages, this technique vs. the other). Use a table. State the reasons don t just name them. Define State meaning and identify essential Define the whole term. qualities Describe Provide characteristics and features State the characteristics separately. Explain Evaluate Relate cause and effect; make the relationships between things evident; provide why and/or how Make a judgement based on criteria, determine value of Include the statement and the consequence. Identify what is valuable in the argument then weight up the +ive and ive points. Write a conclusion. Identify Name and recognise State as clear points don t merge ideas/examples. Identify essential qualities. Recount Retell a series of events. List in order. Leave spaces between in case you need to add a point. Dot point or number when finished. Outline Sketch in general terms; indicate the main features of Cover the idea in dot points. Page 6
Examples of General Marking Guidelines ** Verb Marks Requirements Classify 2 Compare 4-3 2 Define 2 Describe 3-2 -2 Draw 3-2 2- Explain 4-3 2 Evaluate 6-5 4-3 2 - Identify 2 Recount 2 Outline 2-3 -2 Correct information and incorrect use of a verb. Correct information and incorrect use of a verb. Correct information and diagram labelled, adequate size for easy interpretation. Correct information and diagram not labelled or size not adequate. Incorrect diagram or no diagram Correct information and incorrect use of a verb. Correct information and incorrect use of a verb. Page 7
** These are general guidelines but keep in mind that greater or lesser values may apply depending on the content required. Page 8
9 Science Unit 2 Human Coordination: Homework and Assignment task Reference : Pearson 9 Science Chapters 6 and 7 Challenge Level Questions to be answered Foundation 6. Unit Review p.223 Q, Q4 6.2 Unit Review p.232 Q 6.3 Unit Review p.242 Q, Q 6.4 Unit Review p.25 Q6a 7. Unit Review p.263 Q Q4, Q6 Standard 6. Unit Review p.223 Q, Q2, Q4, Q 6.2 Unit Review p.232 Q Q6, Q3 Q5 6.3 Unit Review p.242 Q - Q6, Q8 6.4 Unit Review p.25 Q - Q3, Q5 7. Unit Review p.263 Q Q4, Q6, Q9, Q 7.2 Unit Review p.273 Q, Q2, Q4 Q8 7.3 Unit Review p.284 Q, Q2, Q4, Q5 Advanced 6. Unit Review p.223 Q2, Q4, Q - Q2 Page 9
6.2 Unit Review p.232 Q Q6, Q3 Q5, Q6 6.3 Unit Review p.242 Q - Q6, Q8, Q9, Q8 6.4 Unit Review p.25 Q - Q3, Q5, Q8, Q9 7. Unit Review p.263 Q Q4, Q6, Q9, Q, Q2b 7.2 Unit Review p.273 Q, Q2, Q4 Q8, Q6 7.3 Unit Review p.284 Q, Q2, Q4, Q5, Q Page