Students learn how the human body self-regulates to maintain a stable internal environment despite changes in the external environment.
This interactive simulation of human homeostasis provides students the opportunity to explore how our body maintains a stable internal environment in spite of of the outside conditions, within certain limits. This simulation allows students to investigate a phenomenon that may in real life, be dangerous to humans. Students are asked to regulate the internal body temperature of an individual using clothing, exercise, and perspiration. A four- page exploration sheet guides students through the simulation, including a short prior knowledge piece providing information on how to use the simulation and introductory questions. Two separate activities are included: one that helps students understand the how each external factor affects initial body temperature and another that allows students to explore effects on body temperature after one hour. In the second portion of the interactive simulation students try to maintain a stable body temperature when the factors are changed. Students choose the factors of exercise level, sweat level, body position, clothing, and nutrients in terms of both water and food to maintain homeostasis. The simulation generates data tables and graphing during specific time intervals of outside temperature and body temperature. Students may also alter the outside temperature as part of the simulation. Students adjust the exercise level, amount of clothing, and sweating levels. Water level, sugar level, and fatigue level are influenced by the students choices and are illustrated by bar graphs and line graphs. This simulation can provide an introduction to a lesson or unit that explores how body systems interact. This simulation provides a good foundation for continued study of how the body systems interact and would be an excellent starting point for a lesson or unit on this concept. This interactive simulation provides students with a strong introduction to how body systems interact as the simulation illustrates how to maintain body temperature, sugar level and fatigue level and students are made aware of the consequences of not maintaining those levels. The importance of water and food are also emphasized. Students can rerun the simulation making different choices to determine the effects on homeostasis. Student exploration sheets provide guides for different runs with students setting their own parameters for the runs and drawing conclusions from the resulting changes. Teachers can view student assessment responses by assigning the simulation to a class created within the ExploreLearning site. Access to the teachers guide is provided with the free 30 day access and is helpful and complete. Vocabulary of dehydration, heat stroke, homeostasis, hypothermia, and involuntary, voluntary and thermoregulation are explained in detail in the accompanying teachers vocabulary guide.
Using ordinary household materials, student “biomedical engineering” teams design prototype models that demonstrate semipermeability under the hypothetical scenario that they are creating a teaching tool for medical students. Working within material constraints, each model consists of two layers of a medium separated by material acting as the membrane. The competing groups must each demonstrate how water (or another substance) passes through the first layer of the medium, through the membrane, and into the second layer of the medium. After a few test/evaluate/redesign cycles, teams present their best prototypes to the rest of the class. Then student teams collaborate as a class to create one optimal design that reflects what they learned from the group design successes and failures. A pre/post-quiz, worksheet and rubric are provided.
Students learn about the form and function of the human heart through the dissection of sheep hearts. They learn about the different parts of the heart and are able to identify the anatomical structures and compare them to the all of the structural components of the human heart they learned about in the associated lesson, Heart to Heart.
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan
By the end of this section, you will be able to:
Describe the difference between the central and peripheral nervous systems
Explain the difference between the somatic and autonomic nervous systems
Differentiate between the sympathetic and parasympathetic divisions of the autonomic nervous system
By the end of this section, you will be able to:
Describe how hunger and eating are regulated
Differentiate between levels of overweight and obesity and the associated health consequences
Explain the health consequences resulting from anorexia and bulimia nervosa
By the end of this section, you will be able to:
Understand what is meant by consciousness
Explain how circadian rhythms are involved in regulating the sleep-wake cycle, and how circadian cycles can be disrupted
Discuss the concept of sleep debt
A narrated lesson examining the structure, function, and production of new red blood cells. [5:20]
An easy-to-understand explanation of what it means to either hot- or cold-blooded.
Students learn about homeostasis and create models by constructing simple feedback systems using Arduino boards, temperature sensors, LEDs and Arduino code. Starting with pre-written code, students instruct LEDs to activate in response to the sensor detecting a certain temperature range. They determine appropriate temperature ranges and alter the code accordingly. When the temperature range is exceeded, a fan is engaged in order to achieve a cooling effect. In this way, the principle of homeostasis is demonstrated. To conclude, students write summary paragraphs relating their models to biological homeostasis.