Human Body Systems Graphic Organizer



Measuring Lung Capacity

The amount of air that you move in and out of your lungs while breathing normally is called TIDAL VOLUME. This amount of air provides enough oxygen for a person who is resting. It is possible to inhale and exhale more forcefully - the maximum amount of air moved in and out of the lungs is called the VITAL CAPACITY. In this activity, you will be measuring the vital capacity and the tidal volume of your own lungs, this actual number can then be compared with a number derived from an equation that measures vital capacity. In effect, you are measuring an actual number, based on laboratory measurements, to a theoretical number, based on an equation. If you have any breathing difficulties (asthma or other condition), you should not participate in this activity, instead only take the data on your lab partner or group.

Materials - Balloons, metric ruler, meter stick, bathroom scale (optional)

How to Take Measurements with a Balloon

1. Measuring Tidal Volume -- Stretch a round balloon several times to stretch it out. Inhale normally and then exhale normally into the balloon. Do not force your breathing. Pinch the end of the balloon and measure its diameter. Repeat this so that you have 3 total measurements and can take the average and record in the data table.

2. Measuring Vital Capacity - Repeat the procedure, only this time inhale as much air as you can and exhale forcefully. Record three measurements in the data table.

3. Convert the diameters to a volume using the graph and record this in your table.

[pic]

4. Estimated Vital Capacity

Research has shown that the capacity of a person's lungs is proportional to the surface area of his or her body. To find the surface area, you will need to know your height and weight. There are a couple of different ways to calculate your body surface area mathematically. Either use the equation below or go to a website that has an automatic calculator. (A google search on "body surface area calculator will yield many pages that have these calculators)

Once you have calculated your surface area, a second equation will calculate your estimated vital capacity.

Males: SA x 2500

Females SA x 2000

 

DATA TABLE

| |Tidal Volume |Vital Capacity |Estimated Vital Capacity |

| |Balloon |Volume |Balloon |Volume |Height (cm) |

| |Diameter |(from graph) |Diameter |(from graph) |  |

| | | | | | |

| | | | | |Mass (kg) |

| | | | | |  |

| | | | | | |

| | | | | |Surface Area |

| | | | | |  |

| | | | | | |

| | | | | |Vital Capacity |

| | | | | |  |

| | | | | | |

|Trial |[pic] |[pic] |[pic] |[pic] | |

|1 |[pic] |[pic] |[pic] |[pic] | |

|2 |[pic] |[pic] |[pic] |[pic] | |

|3 |[pic] |[pic] |[pic] |[pic] | |

|Average |[pic] |[pic] |[pic] |[pic] | |

 

ANALYSIS

1. Why is it important to measure tidal volume and vital capacity three times and then get an average?

 

2. Compare your data to other members of the class. How can you account for differences?

 

3. How does your measured vital capacity compare to the vital capacity you estimated using the formula? Which do you think is more accurate and why?

 

4. How might an athlete's vital capacity compare to a non-athlete? Explain your reasoning.

 

APPLICATION

1. Examine the data table of a person who entered into a training program. This person's vital capacity was measured over a 60 day period. Use the data to construct a graph

|DATA |GRAPH |

|Day of Training |  |

|Vital Capacity |  |

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|0 |  |

|4800 |  |

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|10 |  |

|4840 |  |

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|20 |  |

|4890 |  |

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|30 |  |

|4930 |  |

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|40 |  |

|4980 |  |

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|50 |  |

|5180 |  |

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|60 |  |

|5260 |  |

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2. What happened to the person's vital capacity over the course of the training period?

 

3. What probably caused the change?

 

4. How might vital capacity be important to a musician?

Lab: Measuring the Monstrous Digestive System Name____________________________Hr__

Background:

You feel hungry because your brain receives signals that your cells need energy. But eating is only the beginning of the story. You body mush change a meal into substances that you can use. Your digestive system is a group of organs that work together to digest food so that it can be used by the body.

Look at the picture to the right of your digestive system. This system contains many parts & many of the parts are folded up inside your body. If you were to take your digestive system out of your body and lay it out flat, it would surprise you how long it is. In this lab you will make models of your own digestive system by measuring & cutting yarn to represent lengths of different parts of the system, and knotting the pieces of yarn together to from one long string.

Materials: metersticks, yarn (blue, red, green, yellow, purple), scissors, digestive system diagram

Procedure:

__1) Digestion begins in the mouth, so measure and cut a piece of red yarn from the front to the back of the mouth. (You can do this by stretching the yarn from the front of your lips to the back of your jaw along your cheek).

__2) Record this length in centimeters (cm) in the data table on the next page.

__3) The esophagus is a tube that connects the mouth and stomach. Measure & cut a piece of blue yarn the length of the esophagus. (Measure from your mouth to just below your rib cage). Tie the blue esophagus to the red mouth.

__4) Record the length of this blue string in centimeters (cm) in the data table on the next page.

__5) In the stomach, gastric juices break down solid food into a liquid. Find the length of the stomach by spreading the fingers of your hand and measuring the span from the thumb to the little finger. Measure and cut a piece of green yearn to match this length. Tie the green stomach to the blue esophagus.

__6) Record the length of this green string in centimeters (cm) in the data table on the next page.

__7) The small intestine is the longest part of the digestive system. It is folded up inside of you so it fits. Food is further digested and absorbed here. Measure your heights and multiply it by four. Use yellow yarn to represent the length of the small intestine. Tie the yellow small intestine to the green stomach.

__8) Record the length of this yellow string in centimeters (cm) in the data table on the next page.

__9) Last is the large intestine. It is much wider than the small intestine but much shorter. It is about as tall as you are. Undigested material form the small intestine moves to the large intestine before it leaves your body. Use purple yarn to represent the length of your large intestine. Then ties the purple large intesting to the yellow small intestine.

__10) Record the length of this purple string in centimeters (cm) in the data table on the next page.

__11) Label each segment of your digestive system model with masking tape like your teacher showed you.

|DIGESTIVE ORGAN |LENGTH (CM) |

| | |

|Mouth | |

| | |

|Esophagus | |

| | |

|Stomach | |

| | |

|Small Intestine | |

| | |

|Large Intestine | |

Follow-up Questions:

1) What is the TOTAL LENGTH of your digestive system? ______________________ cm

2) Why do you think your digestive system is so long? __________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2) Read back through the procedure. What are the jobs of the following digestive organs?

|DIGESTIVE ORGAN |FUNTION (JOB) |

| | |

|Mouth | |

| | |

|Esophagus | |

| | |

|Stomach | |

| | |

|Small Intestine | |

| | |

|Large Intestine | |

Observing Muscle Fatigue

Your muscles need Glycogen (muscle sugar) in order to function. When the glycogen is broken down into energy for the muscles a waste product called lactic acid is produced. A buildup of lactic acid decreases the muscles’ ability to contract and Muscle Fatigue sets in.

Objective: To explore muscular contraction and the resulting fatigue that follows and to pinpoint the cause of that fatigue

After reading the directions, make a hypothesis about what will happen with regards to muscle fatigue and muscle contraction.

Hypothesis:

Directions:

1. Hold the ends of the clothespin between the thumb and index finger of your right hand. Practice opening the clothespin by squeezing the ends together and releasing the pressure to allow the pin to close.

2. Using the second hand of the clock to keep time, count and record the number of times you can open and close the clothespin in one minute. Be sure to open and close the pin COMPLETELY between each repetition.

3. Without taking a break between trials, repeat the one-minute exercises until you have recorded a total of TEN trials. Record below

|Trial # |Right |Left |

|1 | | |

|2 | | |

|3 | | |

|4 | | |

|5 | | |

|6 | | |

|7 | | |

|8 | | |

|9 | | |

|10 | | |

4. Repeat steps 1-3 using your left hand. DO NOT ALTERNATE. You must do all of the right hand, then all of the left hand.

5. Return the clothespin to your right hand and repeat the one-minute exercise. Record the number of times you were able to open and close the clothespin ___________.

Questions:

1. How did the number of successful openings change for either hand as you completed more and more trials? Why do you think this happened?

2. Looking at the overall number of openings and at the endurance of your finger muscles, can you see the difference between your dominant hand and the opposite hand? Why would this factor make a difference in your results?

3. Describe the results from step 5 after the “rest period” of testing your left hand. Why were you able to complete more openings than in trial 10 of step 3?

4. Now, represent your data graphically using the graph paper provided. What kind of graph will you use? Remember, we are trying to show a trend.

Conclusion: Write a detailed conclusion of what is happening in this lab with regards to muscle fatigue.

Do this:

Hold a book in each hand. Raise one arm straight out parallel to the ground and the other arm down at your side.

Compare the feeling in each arm. Write your observations below.

Do this:

Sit against the wall with your knees bent at a 900 angle. Hold this position for as long as it takes to feel muscle fatigue.

(If it’s been more than 3 minutes you are not doing it right). Write your observations below.

Do this:

1. Hold a popsicle stick in front of you , parallel to the table top.

2. Place a bent paper clip on the stick.

3. Raise the stick until the legs of the paper clip just touch he table.

4. The top of the paper clip should rest on the stick.

5. Hold the stick as steady as you can for about 30 seconds and observe.

6. Grip the stick tighter and repeat step 5.

Write your observations below.

Nervous System Lab

Introduction: The human nervous system is composed of the brain and spinal cord (Central Nervous System, CNS) and the nerves which branch out from the CNS, the Peripheral Nervous System (PNS). Sensory neurons of the PNS carry information to the CNS. Signals from the brain are carried to motor neurons (PNS), which carry out responses by muscles.

In this lab, you will be comparing the rate at which sensory neurons, working through the brain, can elicit responses via motor neurons. We will also be mapping out the density of sensory neurons on the skin.

Purpose: To identify differences in the nervous system based on reaction response time and nerve density.

Part 1: Reaction time

Part A – Arm and shoulder. Each group will be equipped with a meter stick. Select a group member, and use the same person for ALL of the following tests in Part 1.

Have the group member stand upright, with their arms extended straight out in front of the body, palms of the hands facing each other. The palms should be 10 cm apart. Place the meter stick exactly in the middle of the palms, with the 50 cm mark at the TOP of the index finger. The meter stick should be oriented so that “0” end is down and the “100” end is up.

Once you are organized, another group member will hold the top of the stick, and then let go. The meter stick’s fall should be stopped by bringing the arms together to stock the fall of the meter stick. Record the distance that the stick fell by looking at the measurement lines on the meter stick that align with the index fingers as the palms hold the stick.

Final position cm - 50.0 cm = Distance traveled

Repeat this process three more times, recording your data in the table you have on your lab.

Part B – Thumb and Index finger. Have the group member stand upright, with their right arm extended straight out in front of the body, with the thumb and forefinger separated by 10 cm. As before, place the meter stick at the 50 cm mark between the finger and thumb, with the 50 cm mark aligned with the top of the index finger. Release the stick, and record the distance that the meter stick falls before the student catches it.

|Repeat this process three more times, recording your data in the table. |

|Fall Distance in centimeters (cm) |

| | Trial #1 |Trial #2 |Trial #3 |Trial #4 |Average |

| Part A – | | | | | |

|Arms and | | | | | |

|shoulder | | | | | |

| | | | | | |

| Part B – | | | | | |

|Thumb and | | | | | |

|forefinger | | | | | |

| | | | | | |

| | | | | | |

Nervous System Tests

Cerebellum: Function = balance and coordination

1) Knee Flexion.

a. Stand straight; hold onto table with one hand.

b. Slowly bend knee as far as possible, so foot lifts up behind you; hold this position.

c. Now, use one fingertip to hold onto the table.

d. Next, no hands.

e. Finally, with your eyes closed if you are steady. Why do you think closing your eyes makes this more difficult?

2) Hip Extension

a. Stand 12-18 inches from table

b. Bend at hips; hold onto table

c. Slowly lift one leg backwards (like an ice skater); hold this position

d. Now hold onto the table with one fingertip, then no hands, Finally with eyes closed!

Parietal Lobe (part of the cerebral cortex) Function = Sensory processes (touch); attention and language

1) Cutaneous (Skin) Sensations

a. Have your partner rest comfortably with his/her eyes closed and both forearms resting on the table. One arm should have the hand up, the other with hand facing down. Hair or clothing from the back of the neck should be pinned back so the surface of the neck is exposed. Do not allow your partner to open his/her eyes at any time during this part of the lab!

b. Perform the tests with the caliper in a random order. Measure the distance between the points, when your partner indicates he/she can feel only one stimulus instead of two.

Location Two-Point Distance (mm)

Mid-Foream

Tip of Pointer Finger

Tip of Little Finger

Palm of Hand

Back of Hand

Back of Neck

Cheeks

Forehead

Which areas of the skin are most sensitive to the two-point discrimination test? _______________________

Which areas of the skin are least sensitive to the test? ________________________________________

Temporal Lobe (part of the cerebral cortex) Function = auditory perception and speech

1) Tongue Twisters

* Six sick slick slim sycamore saplings. * Sam’s shop stocks short spotted socks.

* A box of biscuits, a batch of mixed biscuits. * Lesser leather never weathered wetter weather better.

* Red lorry, yellow lorry, red lorry, yellow lorry. * Fat frogs flying past fast.

· Six thick thistle sticks. Six thick thistles stick. * We surely shall see the sun shine soon.

· Toy boat. Toy boat. Toy boat. * Ed had edited it.

· What time does the wristwatch strap shop shut? * Are our oars oak?

Which tongue twister was the most difficult? ___________________ Why? _________________________

Occipital lobe: Function = Vision

Two eyes are better than one, especially when it comes to depth perception. Depth perception is the ability to judge objects that are nearer or farther than others. To demonstrate the difference of using one eye versus two to judge depth complete the following:

1. Depth Perception

a) Hold the ends of a pencil/pen in each hand, hold them vertically or horizontally facing each other

at arms length from your body.

b) Now, close one eye and try to touch the ends of the pencils together

c) Now try with two eyes: it should be much easier

It is easier with two eyes because each eye looks at the image from a different angle.

2. Why do you need two eyes?

a) With your arms fully extended, hold a plastic drinking straw in one hand and a pipe cleaner in the other.

b. With both eyes open, try to insert the pipe cleaner into the straw.

c. Now close your right eye. Try to insert the pipe cleaner into the straw. Repeat step c, but this time close your left eye instead.

How does closing one eye affect the ability to judge distances? ____________________________________

Frontal Lobe: Function = Decision making, problem solving and planning

If you were asked to design a test to stimulate the frontal lobe, what would you do? ______________________________________________________________________________________________________________________________________________________________________

Brain Stem: Function = Vital center (respiration, regulation of heart rhythms…)

Why didn’t we test this in lab? __________________________________________________________________________

Testing your Cranial Nerves

You have 12 pairs of Cranial Nerves.

Olfactory Nerve (1): This nerve carries smell messages from the nose to the brain.

Test: With your eyes closed, smell the items on the table one at a time. Can you identify the item? Was the odor strong, pleasant, or neutral? Which nostril did you use to identify the item?

Sample Identity of item Strong Pleasant Neutral Nostril used

A

B

C

D

E

Which specific lobe of the brain does the olfactory nerve (1) send information to? ______________________

Optic Nerve (II): This nerve (or brain tract) carries sight messages from the retina of the eye to the brain.

Test: Is this picture moving?

What specific lobe(s) does optic nerve (II) send information to? __________________________________

Oculomotor Nerve (III), Trochlear Nerve (IV), Abducens Nerve (VI): These nerves carry movement messages from the brain to the muscles controlling eyeball movement.

Test: Have your partner follow your finger with his/her eyes.

If you were to damage any of these three nerves, what activities would you have difficulty performing?

___________________________________________________________________________

Trigeminal Nerve (V): This nerve carries sensory information from the face to the brain, and movement (motor) messages from the brain to the muscles in the face.

Test: To test the sensory part of this nerve, lightly touch various parts of your face with your finger. To test the motor part of this nerve, close your jaws as if you were biting down on a piece of gum.

Which lobe(s) does trigeminal nerve (V) send information to? ______________________________________

Facial Nerve (VII): This nerve carries messages from the brain to the muscles controlling facial expression.

Test: To test the motor part of this nerve, make a funny face. To test the sensory part of this nerve, shake some sugar into your hand and taste it with the tip of your tongue.

If you were to damage you facial nerve (VII), what activities would you have a difficult time doing?

_____________________________________________________________________

Vestibulocochlear Nerve (VIII): Carries sound and movement (vestibular) messages from the inner

ear to the brain.

Test: Shake each of the film canisters on the table. Can you identify the item? Which ear did you use to hear?

A

B

C

D

Glossopharyngeal Nerve (IX) and Vagus Nerve (X): The Glossopharyngeal nerve carries messages to and from the tongue and pharynx. The vagus nerve also carries movement messages from the brain to the muscles of the pharynx and larynx. In addition, the vagus nerve carries messages that regulate heart rate, breathing, digestive activity, and blood pressure both to and from the brain.

Clinical Application: Inflammation of the glossopharyngeal nerve results in loss of sour and bitter tastes, and impaired swallowing. A complete destruction of the vagus nerve is fatal.

Test: Swallow.

Which lobe(s) do these nerves send information to? _______________________________

Spinal Accessory Nerve (XI): This nerve carries movement messages from the brain and brain stem to movement muscles in the larynx, pharynx, shoulders, head and neck.

Test: Move your head from side to side. Shrug your shoulders.

Hypoglossal Nerve (XII): This nerve carries movement messages from the brain to the tongue.

Test: Stick out your tongue and move it side to side.

If you were to damage the hypoglossal nerve (XII), what activities would you have a difficult time doing?

Digestion Lab

In this lab we are going to trace the journey of a carrot through the digestion system.

Introduction:

There are three steps in digestion:

▪ mechanical digestion

▪ chemical digestion

▪ absorption.

1. Mechanical digestion is the first step where food is mechanically broken into smaller pieces by the teeth and strong jaws. Next, saliva mixes into the chewed food to make a soft and pasty solution that will be easier to swallow. This solution is the beginning of chemical digestion.

2. Chemical digestion is the process in which different enzymes and chemicals are introduced in order for the digestive system to break-down sugars, proteins and to emulsify (change into smaller drops) fats.

3. The last stage is absorption. This is when the small intestine actually passes the nutrients through its lining into the bloodstream.

The wall of the small intestine is special. On its inner wall are small fingerlike structures called "villi", which increase the surface area by their long thin shape. Each villus (singular for villi) is formed of a single layer of cells. Some substances, like water, can pass easily through the thin one cell wall, others must first attach to a specialized carrier molecule that can pull them through. Inside the each villus is a thin , one-cell thick capillary. Capillaries are the smallest of our blood vessels, some are so small that they only let the blood cells travel in single file! This is where the nutrients from our breakfast, lunch, or dinner enter the bloodstream. From here, the blood in the capillaries carries these nutrients back to the heart in veins in order to get pumped to the lungs for more oxygen.

Procedure:

1. Each member of the group needs to read the introduction section

2. Use the following word bank to label the diagram below

Esophagus gall bladder large intestine liver mouth pancreas rectum small intestine stomach

3. Describe the order your group proposes the carrot will take as it travels through the labeled parts in the box below.

4. Now you will do a physical simulation of the carrot’s journey.

Safety Precautions

Avoid chemical contact with eyes and skin, gloves and safety lenses should be worn when handling alcohol. Simmering alcohol may cause nasal irritation, avoid inhaling direct fumes.

5. Step 1 of digestion is mechanical digestion. To simulate “chewing” use the plastic knife to chop the carrot into small pieces (about the size of a grain of rice or smaller)

6. Step 2 starts the chemical digestion of the food by enzymes in the saliva. It is then swallowed and carried down to the stomach. To simulate this you will place your chopped carrot into the small beaker at your table.

7. When the food is in the stomach, acid and enzymes break the food into smaller molecules. To simulate this, add alcohol into the beaker until it just covers the top of the carrot.

8. Fill approximately ¼ of the large beaker with tap water.

9. Carefully place the small beaker containing the carrot pieces and alcohol into the large beaker. (Caution: do not let the water overflow into the carrot /alcohol beaker- if it looks like it is going to do this as you are lowering the small beaker, remove it, pour out a little water into the sink then try again)

10. Place the large beaker on the hot plate and turn on the heat.

11. The alcohol will begin to boil before the water. When it does, lower the heat and allow the alcohol to simmer for 15 minutes, without letting the water come to a boil.

12. Carefully observe any changes in the carrot/alcohol mixture, as you will be writing a summary of your observations at the end of the lab.

13. After simmering, carefully remove from heat and place one tip of the coffee filter strip into the mixture, touching the top of the carrots.

14. What do you think the coffee filter represents? ____________________________________

____________________________________________________________________________

15. Describe in detail your observations, and discuss your group’s results in the space below.

Integumentary system

[pic]

Integumentary System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

| | |

|Epidermis | |

| | |

| | |

| | |

|Dermis | |

| | |

| | |

|Hair | |

| | |

| | |

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|Melanin | |

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|Sweat glands | |

| | |

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|Oil glands | |

| | |

Skeletal system

[pic]

[pic]

Skeletal System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

|Bones | |

| | |

| | |

|Ligaments | |

| | |

| | |

|Tendons | |

| | |

| | |

|Axial skeleton | |

| | |

|Appendicular skeleton | |

| | |

|Joints | |

| | |

| | |

|Marrow | |

| | |

Muscular System

[pic]

Muscular System

Function :

Interactions with 2 other systems:

Major parts/organs:

Examples:

| | | |

|Smooth | | |

| | | |

| | | |

|Cardiac | | |

| | | |

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|Skeletal | | |

| | | |

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|Involuntary muscle | | |

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|Voluntary muscle | | |

| | | |

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|Muscle fiber | |

| | |

Digestive System

[pic]

Digestive System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

|Mouth | |

| | |

|Esophagus | |

| | |

|Stomach | |

|Small intestines | |

|Large intestines | |

| | |

|Rectum | |

| | |

|Pancreas | |

| | |

|Gal bladder | |

| | |

|Liver | |

|Salivary glands | |

Endocrine System

[pic]

Endocrine System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

|Gland | |

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|Hormones | |

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|Pituitary | |

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|Hypothalamus | |

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|Thyroid | |

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|Adrenal Glands | |

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|Ovaries/ Testes | |

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|Target cell and receptors| |

| | |

Nervous System

[pic]

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Nervous System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

|Neurons | |

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|Dendrites | |

| | |

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|Axons | |

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|Response to a stimulus| |

|(Fig 36.2) | |

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|Central Nervous System| |

| | |

|Peripheral Nervous | |

|System | |

Respiratory System

[pic]

Respiratory System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

|Nasal cavity | |

| | |

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|Trachea/ | |

|epiglottis | |

| | |

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|Bronchus | |

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|Bronchiole | |

| | |

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|Lungs | |

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|Alveoli | |

| | |

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|Diaphragm | |

| | |

Circulatory System

[pic]

Circulatory System

Function :

Interactions with 2 other systems:

Major parts/organs:

| | |

|Heart | |

| | |

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|Arteries | |

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|Veins | |

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|Capillaries | |

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|Blood | |

|-RBCs | |

| | |

|-WBCs | |

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|-plasma | |

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|-platelets | |

| | |

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|Path of blood through | |

|the body | |

Urinary System

[pic]

Urinary

Function :

Location in the body:

Major parts/organs:

| | |

| | |

|Kidneys | |

| | |

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|Ureter | |

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|Urinary bladder | |

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|Urethra | |

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|Urine | |

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Immune/Lymphatic System

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Immune/Lymphatic System

Function :

Interactions with 2 other systems:

Major parts/organs:

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|Innate immunity | |

|-skin | |

|-secretions | |

|-inflammation | |

|-white blood cells | |

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|Acquired immunity | |

|-lymphatic system | |

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|Antibody immunity | |

|-antigens | |

|-antibodies | |

|-T cells and B cells | |

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|Passive immunity | |

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|Active immunity | |

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