Integration of Body Systems (IB Topic C3.1)

Essential Idea(s): The integration of body systems in multicellular organisms includes hierarchical organization, coordinated hormonal and nervous signaling, and feedback mechanisms to ensure the emergence of complex functions necessary for survival.

Unit Length: 2 Lessons (No AHL)

*The AHL Sections for C3.1 are included in the unit “Plant Systems”. The other missing C3.1 SL topics are covered in respective units for body systems.

Guiding Questions

◊ What are the roles of nerves and hormones in integration of body systems?

◊ What are the roles of feedback mechanisms in regulation of body systems?

Materials:

Self-Teaching Slides (SL)	Notes Template (SL)

IB Statement(s) and Objective(s)
C3.1.1: System integration Define system integration (of body systems) Explain why system integration is needed to perform the functions of life Compare a reductionist approach vs. systems approach to studying biology C3.1.2: Cells, tissues, organs and body systems as a hierarchy of subsystems that are integrated in a multicellular living organism Define tissue, organ and organ systems State examples of emergent properties at each level of organization within a multicellular organism C3.1.3: Integration of organs in animal bodies by hormonal and nervous signalling and by transport of materials and energy State the two primary mechanisms by which animals integrate organ systems State the function of the nervous system State the function of the following neuron cell parts: dendrites, axon and cell body State the function of the endocrine system State the function of hormones Compare the following between the nervous system and endocrine systems: signal speed, signal duration, signal mechanism of travel, effector response Outline the role of blood in the transport of material and energy between organs C3.1.4: The brain as a central information integration organ State the function of the brain List sources of information input to the brain Outline the processes of learning and memory in the brain C3.1.5: The spinal cord as an integrating centre for unconscious processes List organs of the central nervous system Outline the two main tissues types of the central nervous system Compare and contrast conscious and unconscious processing State that the spinal cord can only coordinate unconscious processes C3.1.10: Role of the cerebellum in coordinating skeletal muscle contraction and balance Identify the cerebellum on a diagram of the human brain State the function of the cerebellum

IB Statement(s) and Objective(s)

C3.1.1: System integration

Define system integration (of body systems)
Explain why system integration is needed to perform the functions of life
Compare a reductionist approach vs. systems approach to studying biology

C3.1.2: Cells, tissues, organs and body systems as a hierarchy of subsystems that are integrated in a multicellular living organism

Define tissue, organ and organ systems
State examples of emergent properties at each level of organization within a multicellular organism

C3.1.3: Integration of organs in animal bodies by hormonal and nervous signalling and by transport of materials and energy

State the two primary mechanisms by which animals integrate organ systems
State the function of the nervous system
State the function of the following neuron cell parts: dendrites, axon and cell body
State the function of the endocrine system
State the function of hormones
Compare the following between the nervous system and endocrine systems: signal speed, signal duration, signal mechanism of travel, effector response
Outline the role of blood in the transport of material and energy between organs

C3.1.4: The brain as a central information integration organ

State the function of the brain
List sources of information input to the brain
Outline the processes of learning and memory in the brain

C3.1.5: The spinal cord as an integrating centre for unconscious processes

List organs of the central nervous system
Outline the two main tissues types of the central nervous system
Compare and contrast conscious and unconscious processing
State that the spinal cord can only coordinate unconscious processes

C3.1.10: Role of the cerebellum in coordinating skeletal muscle contraction and balance

Identify the cerebellum on a diagram of the human brain
State the function of the cerebellum


Activities: ⓟ = podcast / ⍰ = inquiry 5 / ⓦ = Write it / Ӕ = The academy / Ⓡ = Read it
Ⓛ: Play-doh Modeling – Neurons (💁/ 👭 max 2) Use playdough to make a model of a reflex arc, complete with a sensory neuron, integration center (the CNS), motor neuron, and effector (AHL students, include myelination on the CNS neuron). Place your model on a piece of paper, and label: dendrites, cell body, nucleus, axon, synaptic terminus, motor end plates / synaptic buttons, Myelin, Schwann cell, Node of Ranvier. Take a photo of the model from above, then submit to G. Classroom. ⓟ: Feeling No Pain – A Gift, or a Curse? 👫 (max 3) Congenital Insensitivity to Pain (CIP) is a condition with a complicated-sounding name, but a simple effect: people who have it can feel little to no pain. Scientists are finding ways to help people with this condition feel pain for the first time. Is this a gift, or a curse? Together with your fellow podcasters, begin by explaining how pain works, including all terms and concepts from this unit. Then, discuss the benefit of pain – why does pain exist in the first place? Would humans and animals be better off without pain? Should scientists try to “fix” those who cannot feel pain? Ⓛ: Phototropism vs. Gravitropism 👫 (max 2) Get a hold of some basic bean or cereal seedlings, and design a lab demo to show the effects of phototropism and gravitropism. Try to show both positive and negative gravitropism, and brainstorm ways to show the effects on shoots (above ground) and roots (below ground). ⓟ/ⓦ: Case Studies in Hormones (💁/ 👭 max 2) Choose any one of the following case studies, and as a group, read and discuss the questions in each of the sections of the scenario you choose: Scenario 1: Hot and Bothered: A Case of Endocrine Disease Scenario 2: What’s Wrong with Timothy? A Case Study on the Endocrine System Scenario 3: Chemical Eric: Dealing with the Disintegration of Central Control ⓦ: “Inquiry 5”: The Hormones of Homeostasis (💁/ 👭 max 2) Create a list of 5 inquiry questions related to homeostasis. Remember that good inquiry questions are conceptual / open-ended…such as: “What role do feedback loops play in homeostasis?; NOT: “What is melatonin?” If working solo, write out answers to your own questions; if working in pairs, record yourselves asking each other your 5 questions. Ⓛ: Microscope It: Neurons 👭 (max 2) Grab a microscope and some slides of brain/nervous tissue. Sketch or photograph what you see, and write at least 5 good inquiry questions about the structure. How does its structure help fulfill its role? Answer your own questions, either in writing or in a recorded video. Try to explain using as many terms and concepts from B9.1 as possible. Ӕ: YouTube Narrator – The Nervous System 💁 Find a short video on YouTube with nice visuals of the human nervous system (try to find one that covers as much of B9.1 as possible, with visuals of the CNS, PNS, and diagrams of motor/relay/sensory neurons). Mute the audio and instead record yourself using the visuals to teach a brief lesson on how the nervous system works. Draw it Out: When Homeostasis Fails, Death Nears 👫 (max 2) Draw out (or search for a Google image) pictures of two separate people in two different environments – one at risk of hypothermia, and one at risk of heat stroke. For each person, label the specific parts of the body that are working to maintain homeostasis, and describe their functions. Explain how and why a failure of temperature control can result in a subsequent failure in systems integration. Ⓛ (AHL): Modeling Neurons with Black-Eyed Peas Complete the following cookbook lab to model the action of a neuron using black eyed peas. Answer each question at the end (remember that each person must answer their own questions!) (AHL) Plant hormones. Watch this video and answer these questions. 1) How do we know that auxin is produced at the tip of the shoot? 2) Where does the auxin travel to? 3) Where is the phytohormone cytokinin produced? 4) How is it transported up to the shoots in the plants? 5) If there is a greater ratio of auxin to cytokinin, what occurs? 6) If there is a greater ratio of cytokinin to auxin, what occurs? 7) What is the function of ethylene? 8) The more the fruit ripens, the more ethylene is produced. What type of feedback mechanism is this?