MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Which of the following sequences represents the correct order of organization from simple to most complex?

a. cell, organ, tissue, organ system, organism, population, community, ecosystem

b. muscle tissue, muscle, muscle cell, muscle man

c. heart cell, heart tissue, heart, circulatory system

d. organism, organ system, organ, tissue, cell, organic compounds, atoms

Correct Answer: c

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Match the following terms with their correct definition

a. amniocentesis

b. designer genes

c. fetus

d. genetic counseling

e. karyotype

f. pedigree

g. ultrasound

_____ The stage in humans that begins 10-14 weeks after conception

_____ Photograph of a personÕs chromosomes arranged in pairs

_____ A chart showing the distribution of a trait in members of a family

_____ A procedure in which amniotic fluid is sampled for diagnosis of fetal problems

_____ Advising people of their chances of having a child with a genetic disorder

Correct Answers:

1. c

2. e

3. f

4. a

5. d

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Trevor had his gallbladder surgically removed. In the future, he will be less likely to:

a. Digest starch

b. Produce bile

c. Store bile

d. Digest protein

e. Absorb water

Correct Answer: c

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

How would the total cross-sectional area of capillaries compare to arteries and veins?

a. Capillaries have more area than arteries.

b. Capillaries have less area than veins.

c. Capillaries have less area than arteries.

d. Capillaries have the same area as arteries.

e. Arteries and veins have equal area.

Correct Answer: a

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

1. In humans, where does the exchange of oxygen and carbon dioxide take place?

a. heart

b. skin

c. ovary

d. lungs

2. Where does egg production occur?

a. leaf

b. stem

c. root

d. ovary

3. In the plant, where does MOST of the photosynthesis take place?

a. leaf

b. stem

c. root

d. flower

Correct Answers:

1. d

2. d

3. a

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

1. While breathing, what feature of the alveoli makes it possible for the exchange of gases?

a. They are supported by cartilage rings.

b. They are composed of smooth muscle.

c. They contain rapidly dividing tissue.

d. They are composed of thin-walled sacs.

2. What feature of the skin allows it to protect the rest of the body?

a. It contains sweat and oil glands.

b. The hair follicles contain rapidly dividing cells.

c. The skin contains a rich supply of blood vessels.

d. It is composed of several cell layers.

Correct Answers:

1. d

2. d

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

During an asthma attack, the victim uses an inhaler to deliver medication to relax the smooth muscles so that he/she can breathe more easily. The medication is working on which of the following lung parts?

a. lungs

b. trachea

c. bronchioles

d. alveoli

Correct Answer: c

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Gills are the organs fish use to get oxygen from their environment for cellular respiration. Under a microscope, fish gills look somewhat like a feather with its many small, thin extensions. Why are fish gills feather-like rather than smooth?

a. The feather-like structure increases the surface area for oxygen and carbon dioxide exchange.

b. The feather-like structure makes more surface to beat the water and move the fish.

c. Solid gills would be too heavy and cause the fish to sink.

d. The feather-like structure stays moist better than a smooth surface would.

e. Feather-like gills decrease the amount of blood vessels in the gills.

Correct Answer: a

MC	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Sometimes the natural pacemaker of the heart fails to work properly and the ability of the heart to pump blood is impaired. When this happens, a battery-powered artificial pacemaker is surgically inserted into a personÕs body. The artificial pacemaker delivers electric shocks at regular intervals to make the heart beat. What part of the heart is simulated to beat?

a. aorta

b. blood vessels

c. valves

d. muscle tissue

Correct Answer: d

I	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

The following items refer to the following diagram:

1. What does each balloon represent?

a. Bronchus

b. Lung

c. Pharynx

d. Epiglottis

e. Trachea

2. What does each rubber membrane represent?

a. Bronchus

b. Lung

c. Diaphragm

d. Esophagus

e. Trachea

3. Let the diagram represent part of a normal adult human. What normally causes

the balloon to inflate?

a. Air is sucked into the balloons by the tube in the top stopper.

b. The stopper is removed from the jar.

c. The bell jar gets smaller.

d. The membrane on the bottom of the jar moves downward.

e. The membrane on the bottom of the jar moves upward.

4. What would happen if a hole were punched in the side of the bell jar while the membrane was pulled down?

a. The membrane would move upward.

b. The balloons would inflate immediately.

c. The balloons would deflate immediately.

d. The balloons would remain as they were before the hole was punched.

e. The tube at the top of the jar would collapse.

5. Maria inhaled a chunk of hot dog. Her friend, Melinda, quickly administered the Heimlich Maneuver as Maria could no longer breathe. Fortunately, the hot dog flew out of MariaÕs mouth and she was fine. If the diagram above represents Maria, which of the following best describes the action that dislodged the hot dog?

a. The bell jar was compressed.

b. The balloons inflated.

c. The hot dog was crushed.

d. The tube at the top of the jar was stretched.

e. The membrane was forced upward.

Correct Answers:

1. b

2. c

3. d

4. c

5. e

E	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Giving ∆ Mandatory or Choice?

In the United States, there is a law called the Uniform Anatomical Gift Act, which gives people the opportunity and choice to donate their organs after they die. Contrast this with a law in France that decrees that organs and tissues can be used from a dead person UNLESS the person has objected in writing. The French law make a continuous supply of organs available for transplants, which will save many lives by reducing the wait time for organs. Do you think a government should decide the fate of your body at death? Take a position and defend your answer.

Scoring Guide:

3 The response is an excellent answer to the question. It is correct, complete, appropriate and contains elaboration, extension, and/or evidence of higher order thinking and relevant prior knowledge. There is no evidence of misconceptions. Minor errors do not necessarily lower the score.

2 The response is a proficient answer to the question. It is generally correct, complete, and appropriate although minor inaccuracies are present. There may be limited evidence of elaboration, extension, higher-order thinking, and relevant prior knowledge or there may be significant evidence of these traits, but other flaws such as inaccuracies, omissions, inappropriateness, are evident.

1 The response is a marginal answer to the question. While it may contain some of the elements of a proficient response, it is inaccurate, incomplete or inappropriate. There is little, if any, evidence of elaboration, extension, higher-order thinking or relevant prior knowledge. There may be evidence of significant misconception.

0 The response, although on topic, is an unsatisfactory answer to the question. It fails to address the question, or it may address the question in a very limited way. There is not evidence of elaboration, extension, higher-order thinking, or relevant prior knowledge. There is evidence of serious misconception.

The rubric was taken from Science EducatorÕs Guide to Assessment by Rodney Doran, Fred Chan, and Pinchas Tamir. Published by the NSTA Press. Copyright 1998. p. 202

P	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Through the Heart

Instructions to the Teacher

After learning about the heart and how it pumps blood, students will show the path of blood flowing through the heart by threading a string through a dissected heart.

Materials

á One cow, sheep or pig heart for each group of students (can be obtained from a butcher or biological supply company). The heart will need to be cut in half (either by the teacher or by the students during a previous dissection lab) so that all 4 chambers and major vessels are visible and intact. Students will need to thread the string through the vessels, through the valves and chambers of the heart and out again through vessels. If the heart is cut open and lying in the dissection tray, the string can lay on top of open structures such as the ventricles and atria.

á yarn or twine

á dissecting tray

á dissecting equipment

á masking tape

á colored pencils

á "Through the Heart" test sheet

Instructions

1. Pass out test sheet "Through the Heart"

2. Have students collect materials and begin. You may wish to read the introduction and instructions with the students.

3. When students finish threading string through the heart, score and sign off that part of the test. You may need to remind them to finish the other parts of the test before cleaning up the lab equipment.

Scoring Guide

#2-3 String sequence through the heart:

(arrows should indicate direction of blood flow)

ÒFROM BODY---->Ó label, vena cava, right

atrium, valve, right ventricle, valve, pulmonary artery, ÒTO LUNGS ---->Ó label,

ÒFROM LUNGS ---->Ó label, pulmonary vein, left atrium, valve, left ventricle, valve, aorta, ÒTO BODY ---->Ó label.

2-3. Correct labels 8 points (2 points each)

String through correct 13 points (1 point each)

structures in correct order

4a. Arrows should follow the path of blood 7 points (approx. 7 arrows)

4b. Labels correct 4 points

4c. Red and blue correspond to oxygenated 6 points (approx 6 areas to color)

and deoxygenated blood in the heart and arteries

5a. Ventricle walls are thicker and more muscular than 2 points

atrial walls.

5b. Ventricles are more muscular because they need 2 points

the strength to pump blood to the different parts

of the body. Atria only need to pump blood into

the ventricles.

6a. Artery walls are thick, muscular and elastic. Vein 2 points

walls are thin and not as elastic.

6b. Thick, muscular artery walls expand and contract 2 points

to maintain blood pressure. They are also strong

to withstand the pressure.

7. They prevent the back flow of blood as different 2 points

parts of the heart contract and relax

8. When ventricles contract, blood moves 2 points

backward through the open valve. This results in a

less efficient heart. (A minor leak in a valve of the heart

is called a heart murmur)

TOTAL 50 Points

Through the Heart

Name______________________________________________________ Period_______ Date_______

Introduction

You have learned structures of the heart and how it pumps blood to various parts of the body. Now you will demonstrate your knowledge by threading a string through the heart to show the path of blood flow through the heart.

Materials

¥ heart (cut open) ¥ small beaker of water ¥ colored pencils

¥ string or twine ¥ dropper

¥ dissecting probe ¥ scalpel

¥ dissecting tray ¥ masking tape

Instructions

1. Obtain the materials listed above. Throughout the test, keep the heart wet with the dropper.

2. Place the heart in the dissecting tray so that the inside of the heart is visible. Thread the string into the heart, starting where deoxygenated blood returns from the body and enters the heart. Continue threading the string through the heart and surrounding vessels in the direction that blood flows. Your string should end where oxygenated blood leaves the heart and goes back out to the body.

3. Next, label the string with masking tape as it enters and leaves the heart. Attach the masking tape to the string in the appropriate places to create 4 labels by writing the following on the tape. Include the arrows to show the direction of blood flow.

Ex:

4 Labels

FROM BODY---->

TO BODY---->

FROM LUNGS ---->

TO LUNGS ---->

4. On the following diagram:

a. Using a green colored pencil, draw arrows that show where you threaded the string through the heart. Make sure your arrows show the direction of blood flow.

b. Label the diagram as you did the string:

From Body; To Body;

From Lungs; To Lungs

c. Color the structures that carry oxygenated blood red and the structures that carry deoxygenated blood blue.

When you have finished threading the string through the heart and labeling the direction of blood flow, raise your hand to have the instructor check off your heart. Keep the heart at your table until you finish the rest of the test.

______________/21 points

5 a. Contrast the walls of the ventricles and atria.

b. Describe how the structure of the atrial and ventricular walls is related to their function.

6 a. Contrast the walls of the veins and arteries.

b. How is the structure of the vein and artery walls related to their function?

7. Describe the function of valves in the heart.

8. Sometimes people have heart valves that don't close completely. What effect would this have on blood flow in the heart?

When you are finished with the test, clean and return all equipment and put the heart in the place specified by your instructor.

P	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

How Do Different Practices Affect Heart Rate?

Teacher Preparation

Student Objectives

Survey 100 individualÕs resting heart rates and practices, attitudes or physical characteristics that could affect heart rate.

Construct tables and graphs to present the data collected in the survey.

Research information about practices of characteristics that are related to heart rate.

Present the information found to the class in a group presentation.

Materials Needed

Watch with second hand

Advance Preparation

Inform students of scoring rubric before they begin the test (you may want to hand them a copy of the rubric). Check out resources that could be left in the room for research or reference.

Time

3 class periods; surveying and researching should be done outside of class time

Student Background

Students should know how to properly take a resting heart rate, conduct a survey, and construct tables and graphs.

You may wish to brainstorm ideas with students at the beginning of the activity. Some ideas might include gender, age, physical activity, activity at the time they take the heart rate, time of day, before or after eating, etc.

Scoring Rubric

	4 Excellent	3 Good	2 Fair	1 Poor
Survey
Surveyed 100 individuals
Controlled study; surveyed only one variable
Research Report
Information is from reliable sources
Resources listed and quoted in the report
Used at least 3 sources
2 pages double spaced
Group Presentation
Presentation is well organized and runs smoothly
A11 students participate in the presentation
Student speaks clearly and loudly
Student conveys information clearly
Student responds accurately to questions
Graphs, Charts and visual Aids
Visuals are neat and legible
Visuals effectively convey information
Color used to help clarify visuals

How Do Different Practices Affect Heart Rate?

Name________________________________________________ Period___________ Date_________

Objectives

1. Survey 100 individual's resting heart rates and one practice, attitude or physical characteristic that could affect heart rate.

a. Construct tables and graphs to present the data collected in the survey.

b. Research the practice or characteristic you chose that relates to heart rate.

c. Write a 2 page, double spaced written report that contains your research information and results of your survey.

2. Present the information found to the class in a group presentation.

Materials Needed

Watch with second hand

Instructions

1. Your research question is: Does ________________ affect heart rate? In groups of four, develop one survey question about a personal habit, practice, or physical characteristic that could affect people's heart rates. Make sure as you design your survey that you are surveying only ONE characteristic or habit. For example, if you want to survey heart rates of different genders, take the heart rates of 50 girls and 50 boys that are the same age, have similar eating habits and physical activity levels, and are all resting at the time you take their heart rate. In other words, make this a controlled study. Develop a method for collecting the data in a consistent and organized way. (A table might help you.) As a group, you need to survey 100 people, so at this point you may want to assign each person in the group to survey 25 people. No two groups may test the same characteristic, so when your group has decided, list your characteristic on the board with your names next to it.

2. For the second part of the survey, you will check the participant's heart rate. Make sure everyone in your group agrees on the way your group takes a heart rate. (For example, will you count heart rates for 10 seconds,15 seconds, or one minute?) At the end of this activity, you will compare the person's survey question response to that person's heart rate to see if there is any correlation between the two.

3. Administer the survey to 100 people. You will need to do this outside of class time. If your test limits the number of people you will be able to test (for example, very old age or a particular disease), talk to the teacher about possibly modifying the size of your test group.

4. Collect and analyze the data with your group.

5. Build charts and graphs that communicate the results of your survey in a visual, easy to understand format. Make sure the graphs and charts are neat and large enough to be used in your class presentation. Use color in your graphics to help make your information easy to understand.

6. Find out what current research tells us about the practice of characteristic your surveyed. Possible sources to use include the internet (The American Heart Association has a good home page), encyclopedias, books or magazines dealing with health issues, your textbook, etc. Be sure you quote your sources when you report your findings in your presentation and written report.

7. Compile your research information, results from your survey, charts and graphs into both a written report and a group presentation. Be sure you have visual aids to use in your presentation. Part of your grade on this assignment will come from how well you present your information to the class, so make sure your presentation is well organized and runs smoothly. Every member of the group should have a speaking part and be able to respond to questions.

8. Present your findings to the class. After your presentation, hand in your written report to the

teacher.

P	Biology	Standard: 03
Objective: 01. Describe the structure and function of organs.
ILO:

Measuring Lung Volumes

Teacher Instructions

The purpose of this performance test is to assess a studentÕs ability to correctly collect data, identify variables, make hypotheses and set up procedures to test their hypotheses.

Students should have a general knowledge of how the lungs work, and be familiar with the terms used to describe lung capacity.

Materials

8 lung volume bags

mouth pieces for everyone in the class

(lung volume bags and mouth pieces can be purchased from biological supply companies)

Instructions

Students should work in pairs when figuring out lung capacity. It takes each pair of students about 5-8 minutes to read the instructions and use the lung volume bags. It should take a class of thirty between 10-15 minutes to calculate lung capacities. You may need to demonstrate how to attach the mouthpiece to the bag, how to empty air from the bag, and how to correctly measure the volume of a breath.

Arrange students in teams (groups) of two. While waiting for a turn to use the bags, students can work on questions 3-7 on the analysis part of the test. Inform students that they are to work on the second part of the assignment once they are finished with the bags.

Scoring Guide

Instructions section:

Give 2 points if students successfully completed all 6 trials. Give 1 point for each average.

14 points for this section

Analysis section:

3. 3 points if they brainstormed 5 variables.

4. 1 point if they selected a variable

5. 2 points if they wrote a good ÒifÓ statement and 2 points for a logical ÒthenÓ conclusion.

6. 5 points if they came up with a logical way to test their hypothesis.

7. 1 point for creating a graph that would display their data, and 2 points for explaining how they would plot their data on the graph.

16 points for this section

Measuring Lung Volumes

Name________________________________________ Period_________

Date__________

Instructions

1. Use a lung volume bag to measure your tidal volume (amount of air inhaled and exhaled in a normal breath). Breathe the amount of air you exhale in a normal breath into the bag. Twist the bag downward so that all of the air is in the bottom-most part of the bag. Read the measurement at the top of the air in the bag to get the tidal lung capacity in liters. Repeat the procedure 3 times and then take an average of the three measurements. Record your information below. Then help your partner repeat the entire procedure.

trial #1__________________ trial #2_________________ trial #3__________________

average of the three trials_____________________

2. Use the same procedure to calculate your vital capacity, this time blowing the maximum amount of air you possibly can into the bag in one breath and record below. Repeat two more times, record your information, average the three trials and help your partner repeat the procedure.

trial #1__________________ trial #2_________________ trial #3__________________

average of the three trials_____________________

Analysis

1. What was your tidal volume?

2. What was your vital capacity?

3. Brainstorm at least 5 variables that might affect lung capacities.

4. From your list select a variable that you would like to test. Write the variable below.

5. Make a hypothesis about your variable and its relationship to lung capacity. State your hypothesis in an "If--Then" format.

6. Create a set of procedures that would test your hypothesis.

7. Create a graph that you would use to plot your data. For example, would you use a bar graph, a line graph, a pie graph, etc. Also include how you would plot your data. For example, if you were using a bar or line graph, what would be the X component and what would be the Y component?