Preface S · 2019. 7. 12. · iii Preface S ynergy for Success in Science 9 Teacher’s Manual is designed for educators teaching Grade 9 Science. This book is based on the science

iii

Preface

Synergy for Success in Science 9 Teacher’s Manual is designed for educators teaching Grade 9 Science. This book is based on the science curriculum framework in Singapore, and it meets the standards and

competencies that the Philippine Department of Education prescribes for the K to 12 science curriculum. The curriculum framework aims to enable students to acquire in-depth knowledge, understanding, and skills for mastery and application of science concepts that are relevant to daily life, society, and the environment.

Both the teacher’s manual and the textbook aim to develop students into lifelong learners with deep appreciation of scientific knowledge and processes and to equip them with scientific values and attitudes.

The features of the manual are the following:

Unit Opener

This feature gives an overview and an introduction of the topics to be discussed in the unit. It also establishes connections among the lessons presented in the unit.

Unit 1

BODY1 (Shift+Num 1)The body of an organism is an interesting creation

that can carry out many fascinating works and

activities. It is like a machine that is able to function

with proper organization of parts and systems. It

has circulatory and respiratory systems, which are

responsible for transporting oxygen-rich blood and

nutrients to the different parts of the body. This is

discussed in Chapter 1.

The fundamental role of chromosomes and genes in

heredity and variation and the role of DNA in the

transmission of trait are topics discussed in Chapter 2.

Biodiversity, its importance, the changes in the

environment that may affect species extinction, and

the relationship of species extinction to the failure

of populations of organisms to adapt to abrupt

changes in the environment are some of the concepts

discussed in Chapter 3.

The structure and function of plant parts and the

organelles involved in photosynthesis and cellular

respiration as well as the factors that affect the rate of

food making and cellular respiration are discussed

in Chapter 4.

As the science teacher, your task is to help the

students appreciate the world of living things by

providing a deeper understanding of the natural

processes involved in the biological realm.

Living Things and Their

Environment

SSS 9 TM_Chapter 1_LE-Rev2-1_Monique_09042017.indd 1

9/4/2017 2:59:44 PM

Chapter 1

Topics

1.1 Parts of the Human Respiratory System and Their Functions1.2 Breathing Mechanism1.3 Parts of the Human Circulatory System and Their Functions

1.4 Mechanisms of Blood Circulation1.5 Effects of Unhealthy Lifestyle on the Respiratory and Circulatory Systems

Learning Goals

• Describe the parts and functions of the human respiratory and circulatory systems.• Describe the breathing mechanism.• Explain the mechanism that enables the human circulatory

system to transport nutrients, gases, and other molecules to and from the various parts of the body.• Describe the different blood groups.• Explain how harmful substances affect the human

respiratory and circulatory systems.• Explain how lifestyle affects the functioning of the human respiratory and circulatory systems.• Make a chart of diseases affecting the human respiratory and circulatory systems, and their detection, prevention, and treatment.

The Human Respiratory and Circulatory Systems

Topics

This part gives the list of topics covered in the chapter.

Learning Goals

This feature states the overall competencies the students must acquire at the end of the chapter.

iv

Key Concepts

This feature facilitates easy understanding of the science concepts. Important key words and concepts in the lesson are defined, clarified, compared, and differentiated.

Learning Objectives

This feature states the specific competencies the students must acquire at the end of each lesson.

Learning Instructions

This part covers a detailed and student-centered instructional procedure. It includes fun and relevant activities, small group discussions, games, and class builders, and the experiments that the students will perform.

Materials

This part gives the list of materials that will be used in the study of the lesson. The list also includes Web links of images, videos, and articles.

3

Chapter 1 • The Human Respiratory and Circulatory Systems

1.1 Parts of the Human Respiratory System and

Their Functions

Textbook Page Numbers: 3–10

Time Allotment: 2 sessions

Learning Objectives

At the end of the lesson, the students should be able to:

1 explain the functions of the human respiratory system;

2 identify the parts of the respiratory system and explain their roles

in respiration;

3 construct a model of the human respiratory system using common

household materials;

4 provide examples of common respiratory diseases or disorders; and

5 enumerate ways on how one can maintain a healthy respiratory

system.

1 The main functions of the respiratory system are to obtain oxygen

from the external environment, supply oxygen to the cells in

various tissues of the body, and remove from the body the carbon

dioxide produced by cellular respiration.

2 Cellular respiration is the process by which chemical energy in food

molecules, such as carbohydrates, fats, and proteins, is released

and captured in the form of ATP.

3 The respiratory system is composed of the lungs, airways (bronchi,

bronchial tubes, larynx, nose, pharynx, and trachea), and the

muscles and chest walls that are involved in respiration.

Key Concepts

Materials

computer with Internet connection, LCD projector, balloons, plastic cups,

clean straw, modeling clay

1 “Respiratory System”, http://www.innerbody.com/anatomy/respiratory

2 “Heroic Ants”, http://reviewgamezone.com/games3/ants.php?test_id=6063

&title=Respiration1


9/4/2017 2:59:45 PM

41Chapter 2 • Heredity: Inheritance and Variation

Materials

computer with Internet connection, LCD projector, PowerPoint presentation, worksheets, cotton swabs, culture tubes, ether, plastic cups, ripe bananas, yeast grains, white paper, cotton materials (for breathable tube stoppers), dissecting microscopes, plastic wrappers, rubber bands, paint brushes (small and soft)

“Sex Determination: More Complicated Than You Thought”, https://www.youtube.com/watch?v=OZK8RMVXZXs

Learning InstructionsDays 1–2Part 1: Introduction1 Show the students pictures of white, red, and pink flowers. Ask them

to individually infer how the flowers inherited their colors.2 Organize the students into pairs. Let them share their inferences with

a partner. 3 Let some pairs share their inferences with the class. Discuss their

inferences. 4 Show them pictures of cats with white, black, spotted or striped coat.

Ask the pairs to infer how the animals inherited their color. 5 Let some pairs share their inferences with the class. Discuss their

inferences.

Part 2: Main Discussion6 Introduce the concepts through the activity in the introduction. Focus

on how the 3rd phenotype (pink and striped or spotted) was inherited. Explain that this pattern of inheritance is called intermediate inheritance.

7 Explain what intermediate inheritance means, how it happens, and how it is different from Mendelian inheritance previously discussed.

8 Explain that the color of the flowers in the first set of pictures are inherited through a pattern of inheritance called incomplete dominance; and the color of the cats' coats in the 2nd set of pictures are inherited through a pattern of inheritance known as codominance.9 Enhance the students understanding of incomplete dominance and codominance by comparing and contrasting them using a table.

10 Demonstrate how to solve problems related to intermediate pattern of inheritance using a Punnet Square.


9/4/2017 2:44:05 PM

v

Suggested Activities

This part focuses on suggested experiments, interviews, surveys, and trips that the teacher may use to promote independent learning.

6 Unit 1 • Living Things and Their Environment


1 Organize the students into groups with three members each. Have

the group answer the following question: Pollutants are all around us,

from secondhand cigarette smoke to car or factory exhaust. What are

the different ways that our respiratory system filters those pollutants

from the air that we breathe?

2 Have students research on the effects of cigarette smoking to the

respiratory system. Tell them to look for pictures showing the effects

of cigarette smoking to the respiratory system. Have them make a

brochure on the effects of cigarette smoking using the pictures and

their research findings. Have the groups present their brochure in

class. Discuss their brochures.

3 Let the students do an advertisement analysis: Ask the students to look

online for a cigarette print advertisement of a cigarette that involves

people. Have them answer the following questions:

(a) Does the ad show the effects of smoking?

(b) Do the activities shown in the advertisement realistically reflect a

smoker’s lifestyle? Elaborate.

Quiz

Multiple Choice Questions: Circle the letter that corresponds to the correct

answer.

1 In which of the following parts of the respiratory system does the

exchange of oxygen and carbon dioxide during respiration takes place?

A Alveoli

B Lungs

C Bronchioles

D Nose

2 Which of the following processes cannot be associated with respiration?

A inhalation and exhalation

B diffusion of oxygen and carbon dioxide to and from the body cells

C filtration of blood by the kidney to remove impurities

D release of energy from food

3 A tissue that moves over the trachea to prevent food from entering it.

A Sphincter

B Pharynx

C Epiglottis

D Cilia

4 Inside each of your lungs there are tubes called bronchi. These tubes

branch to even smaller tubes much like the branches of a tree. Which

of the following are attached to the branches of the bronchi?

A Alveoli

B Cells

C Capillaries

D Diaphragm

45

Chapter 2 • Heredity: Inheritance and Variation

QuizA. True or False Test: Write True on the before the number if the statement

is incorrect. Otherwise, write False if it is incorrect.

____ 1 In codominance, both alleles expressed themselves equally in the

phenotype of the organisms.

____ 2 Hemophilia is an example of a sex-influenced trait.

____ 3 Genes controlling inheritance of colorblindness are found in the

autosomes.____ 4 X-linked traits appear most often in men than in women.

____ 5 There are traits whose genes are found only in the Y chromosome.

B. Problem Solving: Solve the following problems. Draw a Punnet square

to prove your answers.6 A woman homozygous for blood type B marries a man that is

heterozygous for blood type A. State the possible phenotypic ratios of

the offspring. 7 A man with blood type O marries a woman with blood type AB. State

the possible phenotypic ratios of the offspring.

8 In mice, agouti coat color (BW) is co dominant. Hairs when viewed

under the microscope are grey at the base and white at the tip. An

agouti mouse will result from a cross between black (B) parent and a

white (W) parent. What will 2 agouti mice produce?

9 Hemophilia in humans is due to an X-chromosome mutation. What

will be the results of mating between a normal (non-carrier) female

and a hemophiliac male?10 A human female carrier who is heterozygous for the recessive, sex-

linked trait causing red-green color blindness marries a normal

male. What proportion of their male progeny will have red-green

colorblindness?AnswersA

1 True2 True

3 True4 True

5 TrueB6 xxx (Answer to follow)

7 xxx (Answer to follow)8 xxx (Answer to follow)

9 xxx (Answer to follow)10 xxx (Answer to follow)

Quiz

This part enables teachers to evaluate students’ knowledge and understanding of the concepts presented in the lesson.

17

Chapter 1 • The Human Respiratory and Circulatory Systems

Worksheet 1.3a

Name: _____________________________________ Score: __________

Year & Section: _____________________________ Date: ___________

Blood Vessels

Directions: Compare and contrast the structures and functions of the

three blood vessels. Fill out the table below.

Blood Vessel Structure Function

Arteries

Capillaries

Veins

Worksheet

This part provides exercises to enrich the students’ understanding and mastery of the concepts presented in the lesson.

vi


Test Item BankMultiple Choice Questions: Circle the letter that corresponds to the correct answer.1 Which of the following is regarded as the process by which chemical energy in food molecules, such as carbohydrates, fats, and proteins, is released and captured in the form of ATP?

A cellular respirationB lung contractionC saliva productionD sweat excretion

2 Which of the following is not part of the human repiratory system?A larynxB nasal cavityC tongueD trachea

3 What do you call the physical process of getting air in and out of the lungs?A breathingB expirationC inhalationD inspiration

4 Which of the following is the correct average respiratory rate for a 6-year-old child?A 12–18 breaths per minuteB 15–20 breaths per minuteC 18–25 breaths per minuteD 20–30 breaths per minute

5 These are known as networks of hollow tubes that carry blood and nutrients throughout the bodyA arteriesB blood vesselsC capillariesD veins

6 Which of the following is also known as leucocytes?A erythrocytesB hemoglobinC red blood cellsD white blood cells

7 He was the first to accurately describe how the blood circulates through the human body in his work 'De Motu Cordis' (also known as 'On the Motion of the Heart and Blood').A Gregor Johann MendelB Friedrich MeischerC Karl LandsteinerD William Harvey

8 This circulation involves blood flow around the body.A double circulationB pulmonary circulationC single circulationD systemic circulation


Answer Key

Let’s Review

page 62

1 The role of DNA in heredity is to carry and pass the hereditary

information of the cell to new cells.

2 DNA is considered a polynucleotide because it is made up of a long

chain of nucleotides linked by hydrogen bonds.

3 A DNA nucleotide is made up of a five carbon sugar called deoxyribose,

a phosphate group, and a nitrogen-containing base.

4 Complementary base pairing explains Erwin Chargaff's findings.

Nucleotides containing Adenine (A) would only interact with

nucleotides containing Thymine (T), while nucleotides containing

Cytosine (C) would only interact with nucleotides containing Guanine

(G). This means that only two kinds of base pairs are possible: GC

(or CG) and AT (or TA). Hence, the two strands of DNA are said to

complement each other.

5 A gene is the structural and functional unit of heredity. Genes, which are

made up of DNA, are instructions to make proteins. Genes are located

within the DNA strands of chromosomes. In genetics, the specific

location of a gene on a chromosome is called a locus (plural loci).

page 79

1 Incomplete dominance is a pattern of inheritance in which one allele

for a specific character is incompletely dominant over the other allele,

resulting to another phenotype in which the expressed physical

character is a combination of the dominant and recessive allele.

Codominance, on the other hand, is a pattern of inheritance in which

different alleles for a hereditary character are equally expressed.

2 There are two possible genotypes for an individual with blood type B.

They are IB IB and IBi.

3 There are two sex chromosomes, namely the X chromosome and Y

chromosome. During fertilization, the mother always gives an X

chromosome and the father gives either another X chromosome or a Y

chromosome. Therefore, all humans have at least one X chromosome.

4 Females have two X chromosomes, whereas males have one X

chromosomes and one Y chromosomes. During meiosis the male

XY sex chromosome pair separates and passes on an X and Y to

separate gametes. Half of the male gametes produced contains the X

chromosomes and the other half contains the Y chromosomes. Since

females have two X chromosomes, all female gametes have one X

chromosomes. An egg fertilized by an X-carrying sperm develops

into a female (XX), whereas an egg fertilized by a Y-carrying sperm

develops into a male (XY).

Answer Key

This part provides answers to the questions in Let’s Review, Let’s Do This, and Chapter Test features of the textbook.

Test Item Bank

Consisting of multiple choice questions, this feature enables teachers to evaluate students’ knowledge, understanding, mastery, and skills related to the concepts presented in the chapter.

vii

unit 1 Living Things and Their Environment The Human Respiratory and Circulatory Systems

Parts of the Human Respiratory System and

Their Functions 3

Breathing Mechanism 8

Parts of the Human Circulatory System and

Their Functions 12

Mechanism of Blood Circulation 19

Effects of Unhealthy Lifestyle on the Respiratory and

Circulatory Systems 23

Answer Key 27

Test Item Bank 32

Heredity: Inheritance and Variation

Molecular Basis of Heredity 34

Non-Mendelian Patterns of Inheritance 38

Answer Key 44

Test Item Bank 47

Biodiversity

Causes of Species Extinction 50

Philippine Biodiversity 53

Answer Key 56

Test Item Bank 59

Flow of Energy in Ecosystems

Photosynthesis 62

Cellular Respiration 67

Answer Key 72

Test Item Bank 77

Chapter 1

1.1

1.2

1.3

1.4

1.5

Chapter 2

2.1

2.2

Chapter 3

3.1

3.2

Chapter 4

4.1

4.2

Table of Contents

viii

Electronic Structure of Matter The Development of the Atomic Theory 81

Orbitals 90

Ways of Distributing Electrons 96

Answer Key 105

Test Item Bank 113

The Power of a Bond Elements, Molecules, Compounds, and Ions 116

Lewis Electron Dot Symbols, Octet Rule, and

the Nature of Bonds 123

Ionic Bond and Ionic Compounds 129

Covalent Bond and Covalent Compounds 137

Electronegativity and Polarity 142

Metallic Properties and Bonding 147

Answer Key 151

Test Item Bank 158

Compounds of Carbon

Carbon and Its Bonds 160

Hydrocarbons 164

Functional Groups and Other Families of

Carbon Compounds 172

Answer Key 178

Test Item Bank 183

Mole Concept

Mole 186

Calculating Molar Masses 190

Calculations Involving the Mole 195

Percentage Composition 201

Answer Key 206

Test Item Bank 223

Chapter 5

unit 2 Matter

5.1

5.2

5.3

Chapter 66.1

6.2

6.3

6.4

6.5

6.6

Chapter 7

7.1

7.2

7.3

Chapter 8

8.1

8.2

8.3

8.4

ix

Fiery Vents Deep in Earth Inside a Volcano 227

Volcanic Activity 232

Volcanic Energy 237

Answer Key 241

Test Item Bank 245

Climate: A Global Concern Factors Affecting Climate 248

World Climates 257

Climate Change 270

Answer Key 282

Test Item Bank 285

Constellations Characteristics of Stars 288

Position and Arrangement of Stars 300

Answer Key 307

Test Item Bank 309

Chapter 9

unit 3 Earth and Space

9.1

9.2

9.3

Chapter 10

10.1

10.2

10.3

Chapter 11

11.1

11.2

x

Motion in Two Dimensions Projectile Motion 313

Impulse-Momentum Theorem 318

Answer Key 324

Test Item Bank 327

Work, Power, and Energy Mechanical Energy 330

Conservation of Mechanical Energy 335

Answer Key 338

Test Item Bank 340

Heat, Work, and Efficiency Heat and Work 342

Efficiency 345

Answer Key 349

Test Item Bank 351

Electricity Renewable Energy Sources 354

Nonrenewable Energy Sources 357

Electrical Energy Transmission and Distribution 360

Answer Key 363

Test Item Bank 365

Chapter 12

unit 4 Force, Motion, and Energy

12.1

12.2

Chapter 13

13.1

13.2

Chapter 14

14.1

14.2

Chapter 15

15.1

15.2

15.3

Unit 1

BODY1 (Shift+Num 1)The body of an organism is an interesting creation that can carry out many fascinating works and activities. It is like a machine that is able to function with proper organization of parts and systems. It has circulatory and respiratory systems, which are responsible for transporting oxygen-rich blood and nutrients to the different parts of the body. This is discussed in Chapter 1.

The fundamental role of chromosomes and genes in heredity and variation and the role of DNA in the transmission of traits are topics discussed in Chapter 2.

Biodiversity, its importance, the changes in the environment that may affect species extinction, and the relationship of species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment are some of the concepts discussed in Chapter 3.

The structure and function of plant parts and the organelles involved in photosynthesis and cellular respiration as well as the factors that affect the rate of food making and cellular respiration are discussed in Chapter 4.

As the science teacher, your task is to help the students appreciate the world of living things by providing a deeper understanding of the natural processes involved in the biological realm.

Living Things and Their Environment

Chapter 1

Topics

1.1 Parts of the Human Respiratory System and Their Functions1.2 Breathing Mechanism1.3 Parts of the Human Circulatory System and Their Functions1.4 Mechanism of Blood Circulation1.5 Effects of Unhealthy Lifestyle on the Respiratory and

Circulatory Systems

Learning Goals

• Describe the parts and functions of the human respiratory and circulatory systems.

• Describe the breathing mechanism.• Explain the mechanism that enables the human circulatory

system to transport nutrients, gases, and other molecules to and from the various parts of the body.

• Describe the different blood groups.• Explain how harmful substances affect the human

respiratory and circulatory systems.• Explain how lifestyle affects the functioning of the human

respiratory and circulatory systems.• Make a chart of diseases affecting the human respiratory

and circulatory systems, and their detection, prevention, and treatment.

The Human Respiratory and Circulatory Systems

3Chapter 1 • The Human Respiratory and Circulatory Systems

1.1 Parts of the Human Respiratory System and Their FunctionsTextbook Page Numbers: 3–10Time Allotment: 2 sessions

Learning Objectives

At the end of the lesson, the students should be able to:1 explain the functions of the human respiratory system;2 identify the parts of the respiratory system and explain their role

in respiration;3 construct a model of the human respiratory system using common

household materials;4 provide examples of common respiratory diseases or disorders; and5 enumerate ways on how one can maintain a healthy respiratory

system.

1 The main functions of the respiratory system are to obtain oxygen from the external environment, supply oxygen to the cells in various tissues of the body, and remove from the body the carbon dioxide produced by cellular respiration.

2 Cellular respiration is the process by which chemical energy in food molecules, such as carbohydrates, fats, and proteins, is released and captured in the form of ATP.

3 The respiratory system is composed of the lungs, airways (bronchi, bronchial tubes, larynx, nose, pharynx, and trachea), and the muscles and chest walls that are involved in respiration.

Key Concepts

Materials

computer with internet connection, LCD projector, balloons, plastic cups, clean straw, modeling clay

1 “Respiratory System”, http://www.innerbody.com/anatomy/respiratory2 “Heroic Ants”, http://reviewgamezone.com/games3/ants.php?test_id=6063

&title=Respiration1



Part 1: Introduction

1 Ask the students the following questions: (a) Have you been to a crowded place? How did you feel? (b) Did you think of getting out of the place and be in a place where

you can move freely? (c) How is the experience similar to the process in which air moves in

and out of the lungs? 2 Call on some students and let them share their answers in class. Discuss

their answers.3 Tell the students that the following lesson will make them understand

how the parts of the respiratory system function.

Part 2: Main Discussion

4 Ask the students to close their eyes and inhale and exhale five times. Ask them to feel the air as it comes in and out of their body. Ask them to follow the direction of air from the outside to the inside of their body and vice versa.

5 Explain that air comes in and out of our body through our respiratory system when we inhale and exhale. In the process our body takes in oxygen and brings out carbon dioxide.

6 Call on some students and ask them to name the parts of the respiratory system through which air passes inside the body.

7 Show the students a diagram of the parts of the respiratory system. Refer them to Figure 1.1 on page 3 of the textbook.

8 Call on some students and ask them to name the parts of the respiratory system. Then call on students and ask them to explain the function of each part in respiration.

9 Thoroughly discuss with the students the functions of the airways and muscles involved in respiration. Refer them to pages 3 to 6 of the textbook.

10 Give the students balloons and ask them to blow air into the balloons. Ask the students, "Which organ of the respiratory system is similar to the balloons?" Discuss their answers.

11 Focus the discussion on the parts and functions of the lungs in respiration. Refer the students to pages 7 and 8 of the textbook.

12 Discuss with the students the information presented in Know More! on page 7 of the textbook. Explain how the lungs are naturally protected from bacteria that enter the body through the air.

13 To enhance the students' understanding of the parts of the respiratory system and their functions, have them explore an interactive on respiratory system in this link: “Respiratory System”, http://www.innerbody.com/anatomy/respiratory.


14 Organize the students into groups with five members each. Let the students do the Let’s Do This activity on pages 9 and 10 of the textbook. Give them time to complete the activity.

15 Have the students answer the questions at the end of the activity. Discuss their answers. Have them submit their outputs at the end of the session.

16 Organize the students into pairs. Have the pairs research about diseases or disorders associated with the respiratory system. Provide the students the following guide questions: (a) What are the part/s of the respiratory system that is/are affected

by the disease or disorder?(b) What are the symptoms of the disease or disorder?(c) How is the disease or disorder diagnosed? (d) What are the available treatments for the disease or disorder?(e) What are the ways to prevent the occurrence of the disease or

disorder? 17 Call on some pairs and let them share their research findings in class.

Discuss their findings. 18 Organize the students into groups according to their interests. Have

the groups make a creative output (e.g. role play, song, poem, essay, poster, etc.) on how one can maintain a healthy respiratory system.

19 Discuss with the students the information presented in Know More! on page 5 of the textbook. Explain how laryngeal cancer caused by cigarette smoking can be treated by laryngectomy.

20 Discuss with the students the importance of self-discipline in maintaining a healthy respiratory system.

Part 3: Check for Understanding

21 Have the students answer the questions in Let’s Review on page 8 of the textbook. Discuss the answers with the students.

22 Ask the students to compose riddles for each part of the respiratory system. Call on some students and let them share their riddles in class. Have the class solve the riddles. Example: I protect the lungs. I am made up of 12 sets. I am connected to your spine. What am I? (The answer is rib cage)

23 Have the students do an interactive activity in this link: “Heroic Ants”, http://reviewgamezone.com/games3/ants.php?test_id=6063&title= Respiration1.



1 Organize the students into groups with three members each. Have each group answer this question: Pollutants are all around us, from secondhand cigarette smoke to car or factory exhaust. What are the different ways that our respiratory system filters those pollutants from the air that we breathe?

2 Organize the students into pairs. Have the pairs research on the effects of cigarette smoking on the respiratory system. Tell them to look for pictures showing the effects of cigarette smoking on the respiratory system. Ask them to make a brochure on the effects of cigarette smoking using the pictures and their research findings. Have each pair present their brochure in class. Discuss their brochures.

3 Ask the students to do an advertisement analysis: Ask the students to look online for a cigarette print advertisement. Have them answer the following questions: (a) Does the advertisement show the effects of smoking? (b) Do the activities shown in the advertisement realistically reflect a

smoker’s lifestyle? Elaborate.

Quiz

Circle the letter that corresponds to the correct answer.1 In which of the following parts of the respiratory system does the

exchange of oxygen and carbon dioxide during respiration takes place?A alveoliB bronchioles

C lungsD nose

2 Which of the following processes cannot be associated with respiration? A inhalation and exhalationB release of energy from food C filtration of blood by the kidney to remove impuritiesD diffusion of oxygen and carbon dioxide to and from the body cells

3 A tissue that moves over the trachea to prevent food from entering it. A ciliaB epiglottis

C pharynxA sphincter

4 Inside each of your lungs there are tubes called bronchi. These tubes branch to even smaller tubes much like the branches of a tree. Which of the following are attached to the branches of the bronchi? A alveoliB capillaries

C cellsD diaphragm


5 Which double layer membrane protects the lungs?A hilusB pericardium

C pleuraD septum

6 Which disorder of the respiratory system is caused by the destruction of alveolar walls?A asthmaB bronchitis

C emphysemaD pneumonia

7 If someone smokes cigarettes constantly for a long period of time, their alveoli will eventually be coated with tar. This is bad because:A It is not as good as when they are not coated.B It is more difficult to diffuse things in and out of the alveoli.C The alveoli cannot move when they are coated.D The alveoli do not have room to grow.

8 Which part of the respiratory system protects the lungs from injury or trauma?A cartilageB diaphragm

C rib cageD tiny sacs

9 Which of these parts of the respiratory system surround each alveolar sac?A arteriesB capillaries

C cartilagesD muscles

10 A large muscle that separates the chest cavity from the abdominal cavity and helps with breathing.A cartilageB diaphragm

C larynxD trachea

Answers

1 A2 C3 B4 A5 C6 C7 B8 C9 B

10 B


Breathing MechanismTextbook Page Numbers: 11–15Time Allotment: 1 session

1.2

Learning Objectives

At the end of the lesson, the students should be able to:1 explain how the breathing mechanism facilitates gas exchange

between the external environment and body cells;2 make a simulation that demonstrates breathing mechanism and

gas exchange; and3 measure the tidal volume and the vital capacity of their own lungs.

1 Breathing is a physical process of getting air in (inspiration) and out (expiration) of the lungs.

2 Inspiration also known as inhalation, is the movement of air from the external environment, through the airways, and into the alveoli.

3 Expiration, also known as exhalation, is the movement of air out of the lungs and to the external environment.

4 Respiratory rate is the number of breaths taken within a set amount of time, typically within 60 seconds.

Key Concepts

Materials

computer with internet connection, LCD projector, PowerPoint presentation, round balloons, metric ruler, meterstick, bathroom scale (optional)

1 “Mechanism of Breathing Part 01”,https://www.youtube.com/watch?v= OZK8RMVXZXs

2 “The Blood Typing Game”, https://www.nobelprize.org/educational/medi-cine/bloodtypinggame




1 Call on four volunteers to play a simple game. In the game the volunteers will compete for the longest vowel sound made.

2 After the game, ask the volunteers what they felt.3 Call on some students and ask them to explain what happens when we

breathe air in and out. Discuss their answers.


4 Call on some students and ask them to explain the importance of breathing or the mechanism of gas exchange in the respiratory system. Discuss their answers.

5 Show the students Figures 1.10 (showing the inspiration process) and Figures 1.11 (showing the expiration process) on pages 11 and 12 of the textbook, respectively. Have the students make inferences on how the process of breathing occurs using the diagrams.

6 Call on some students and ask them to explain the diagrams. Discuss their explanations.

7 To enhance the discussion on the mechanism of breathing, let the students watch a video in this link: “Mechanism of Breathing Part 01”, “https://www.youtube.com/watch?v=OZK8RMVXZXs.

8 Organize the students into groups with three members each. Ask each group to make a simulation of the breathing process using household materials. Give each groups time to discuss, plan, design, and make the simulation.

9 Call on each group and let them present in class their simulation of the breathing mechanism. Encourage each groups to be constructively critical of the other groups’ works and ask questions. Let them provide recommendations or suggestions to help improve the other groups’ works. Discuss their questions, recommendations, and suggestions.

10 Refer the students to Know More! on page 12 of the textbook. Call on some students and ask them to differentiate tidal volume from vital capacity. Discuss the difference between the two terms.

11 Using the same grouping, let the students do the Let’s Do This activity on pages 13 to 15 of the textbook. Give them time to complete the activity.

12 Ask the students to answer the guide question at the end of the activity. Discuss their answers. Have the students submit their outputs at the end of the session.



13 As homework, ask the students to do the following writing activity: Imagine that you are an oxygen molecule. Using what you have learned in lessons 1.1 and 1.2, describe in paragraphs your journey from the atmosphere into the respiratory system and into a body cell of a healthy person. Then, in reverse, imagine that you are a carbon dioxide molecule and describe your journey from a body cell to the atmosphere.

14 Have the students answer the questions in Let’s Review on page 13 of the textbook. Discuss their answers.

15 Have the students answer the Quiz in this manual. Discuss the answers with the students.


1 Ask the students to write a short story describing the journey of an oxygen or carbon dioxide molecule as it passes through the airways of an asthmatic person as he or she breathes air. The student may also describe the experience of an oxygen or carbon dioxide molecule as it passes through the airways of a smoker as he or she breathes air.

2 Let the students use the respiratory system model that they made in lesson 1.1 to demonstrate in class the breathing mechanism.

Quiz

Match the description in column A with the term in column B by writing the letter that corresponds to the term on the line preceding the description.

Column A Column B_______ 1 A physical process of getting

air in and out of the lungsA breathing

_______ 2 The movement of air from the external environment through the airways and into the alveoli

B carbon dioxide

_______ 3 The muscles attached to the rib cage; helps move the chest wall

C diaphragm

_______ 4 A large flat muscle that separates the thoracic cavity from the abdominal cavity

D expiration

_______ 5 Large spongy organs located on the thoracic cavity

E inspiration


_______ 6 The movement of air out of the lungs to the external environment

F intercostal muscles

_______ 7 The number of breaths taken within a set amount of time, typically within 60 seconds

G lungs

_______ 8 The amount of air that moves in and out of the lungs while breathing normally

H respiratory rate

_______ 9 The maximum amount of air moved in and out of the lungs

I tidal volume

_______ 10 The gas contained in an exhaled air

J vital capacity

Answers

1 A2 E3 F4 C5 G6 D7 H8 I9 J

10 B


1.3 Parts of the Human Circulatory System and Their FunctionsTextbook Page Numbers: 16–30Time Allotment: 3 sessions

Learning Objectives

At the end of the lesson, students should be able to: 1 describe the structure of the heart and explain its function in blood

circulation;2 differentiate the three kinds of blood vessels—arteries, veins, and

capillaries—from one another; 3 identify and describe the components of blood—plasma and

blood cells;4 identify and describe the composition of the blood—red blood

cells, white blood cells, and platelets; and5 identify and describe the different blood groups.

1 The primary function of the circulatory system is to transport substances to and from the body cells.

2 The heart, the blood, and the blood vessels make up the circulatory system. The heart is the pumping organ, the blood is the transport fluid, and the blood vessels are the transport ducts.

3 The blood is composed of plasma and blood cells. Plasma is mostly water while blood cells are classified into three: red blood cells, white blood cells, and platelets. These vary in terms of function, size, and life span.

4 The blood vessels are the arteries, veins, and capillaries. Each functions for transport of substances but they vary in terms of structure.

Key Concepts

Materials

computer with internet connection, LCD projector, worksheets, sodium iodide, silver nitrate, lead nitrate, barium chloride, distilled water, glass slides with two depressions, medicine droppers, microscope (binocular with light) or hand lens, milk cartons, plastic straws or rubber tubes, modelling clay


1 “How the Heart Works”, https://www.youtube.com/watch?v=oHMmtqKgs50 2 “Types of Blood Vessels”, https://www.youtube.com/watch?v= CjNKbL_-

cwA3 “Blood Typing Game”, https://www.nobelprize.org/educational/medicine/

bloodtypinggame/



1 Show the students a map of your city. Then ask them if they have used the map to move in and out of the city. Discuss their answers.

2 Call on some students and let them explain in class how a city map can be likened to the circulatory system. Let them based their explanation on what they previously know about the circulatory system. Discuss their explanations.

3 Referring to the city map, explain that cars or people move in and out of the city through its many roads or streets. People, usually in their cars, go to the city to get supplies like fuel and groceries and bring them back home outside the city.

4 The city is like the circulatory system: the city streets are like the blood vessels of the circulatory system; the cars or people are like the blood cells; and the city center, which is usually called heart of the city is like the heart.


5 Ask the students, "What are the primary functions of the circulatory system?" Let them based their answers on their comparison of their city to the circulatory system. Discuss their answers.

6 Present the three primary organs of the circulatory system—heart, blood vessels, and blood. Explain that these organs are working together to efficiently carry out the functions of the circulatory system.

7 Show the students Figure 1.15 (chambers and valves of the heart) on page 18 of the textbook. Call on some students and ask them to identify the parts. Discuss their answers

8 Call on some students and ask them to describe the parts identified by the first group of students. Discuss their answers.

9 To enhance the discussion on the parts of the heart and their functions, let the students watch a video in this link: “How the Heart Works”, https://www.youtube.com/watch?v=oHMmtqKgs50.


10 After showing the video, organize the students into pairs and ask them to discuss how the heart works by answering the following questions: (a) Where is the heart located in the body?(b) What is the function of the heart in blood circulation?(c) What are the parts of the heart? What are their functions in blood

circulation?(d) What are the blood vessels that are connected to the heart? What

are their functions in blood circulation?(e) How does the heart pump blood?

11 Call on some pairs and let them share in class their answers to the questions. Discuss their answers.

12 Discuss with the students the information presented in Know More! on page 17 of the textbook.

13 Distribute to each pair worksheet 1.3a and ask them to compare the structures and functions of the three blood vessels—arteries, capillaries, and veins. Tell them to fill out the table in the worksheet. Refer them to pages 19 to 22 of the textbook.

14 Call on some pairs and let them share their outputs in class. Discuss their outputs.

15 To enhance the students' understanding of the structure and functions of blood vessels, let them watch a video in this link: “Types of Blood Vessels”, https://www.youtube.com/watch?v=CjNKbL_-cwA. Discuss the video with the students.

16 Ask the students, "What is blood made up of?" Call on some students and let them answer the question. Discuss their answers.

17 Discuss with the students the composition of blood. Refer them to Figure 1.18 (composition of blood) on page 23 of the textbook.

18 Have the students work with their partners to fill out the table in worksheet 1.3b. Ask them to compare the structures and functions of the three kinds of blood cells. Refer them to pages 23 to 26 of the textbook.

19 Organize the students into groups with five members each and let each group do the Let’s Do This activity on pages 29 and 30 of the textbook. Let them find out the blood type of their group mates. Give them time to complete the activity.

20 Have them answer the question at the end of the activity. Call on some groups and let them share in class their outputs. Discuss their outputs. Have the students submit their outputs at the end of the session.

21 Discuss with the students the different blood groups. Enhance the students' understanding of the blood groups by discussing how the blood groups were discovered. Refer the students to Know More! on page 26 of the textbook.


22 You may also let the students play an interactive game in this site: “The Blood Typing Game”, https://www.nobelprize.org/educational/medicine/bloodtypinggame/.

23 Let them understand the value of charity by integrating the importance of donating blood to people who are in need and/or to the Red Cross.


24 To check for students’ understanding of the lesson, ask them to answer the question in Let’s Review on page 28 of the textbook. Discuss their answers.

25 You may also let the students do the Concept Swapping activity. (a) Ask the students to individually write in an index card one

important concept they have learned from the lesson. Then ask them to each find a partner and share the concepts they have written in their index cards. After sharing concepts, ask them to swap their index cards with their partners and find new partners and share the concepts shared to them by their previous partners.

(b) After sharing concepts, ask the students to swap their cards with their new partners and then look for new partners. Repeat the process as long as the time permits.


1 Ask the students to make a model of the human heart using milk cartons and plastic straws or rubber tubes. Ask them to label the chambers and valves of the heart. Also ask them to label the arteries and veins.

2 Ask the students to make a short video summarizing the parts of the circulatory system and their functions.

3 Ask the students to make clay models showing the structural differences of the blood vessels.

Quiz

Write True in the space before the number if the statement is correct. Write False if the statement is incorrect.

_________ 1 Blood carries carbon dioxide, digested food, and water to all cells of the body.

_________ 2 The average person’s body contains about five liters of blood.

_________ 3 Blood usually contains more white blood cells than red._________ 4 Plasma is mostly made up of water._________ 5 White blood cells are the body’s first line of defense against

diseases.


_________ 6 Platelets are tiny colorless bodies that help control breathing.

_________ 7 In humans, blood from the left chambers of the heart cannot mix with blood from the right chambers.

_________ 8 Red Blood cells are made in the bone marrow._________ 9 Blood in the heart flows from the ventricles to the atria._________ 10 Hemoglobin gives red blood cells their red color, and help

carries oxygen to the cells in the body._________ 11 Antibodies are produced when foreign substances enter

the blood vessels._________ 12 The largest vein in the body is the aorta._________ 13 The lub-dub sound of a beating heart is produced by the

closing and opening of the valves in the heart._________ 14 Blood type is determined by a special protein on the surface

of the red blood cells._________ 15 The heart is a membrane-bound organ enclosed within a

cavity called pericardium.

Answers

1 False2 True3 False4 True5 False6 False7 True8 True9 False

10 True11 True12 True13 True14 True15 True


Worksheet 1.3a

Name: _____________________________________ Score: __________Year & Section: _____________________________ Date: ___________

Blood VesselsDirections: Compare and contrast the structures and functions of the three blood vessels.

Blood Vessels Structure Function

Arteries

Capillaries

Veins


Worksheet 1.3b

Name: _____________________________________ Score: __________Year & Section: _____________________________ Date: ___________

Blood CellsDirections: Compare and contrast the structures and functions of the three blood cells.

Blood Cell Structure Function

Red blood cell (RBC)

White blood cell (WBC)

Platelet


Mechanism of Blood CirculationTextbook Page Numbers: 31–35Time Allotment: 1 session

1.4

Learning Objectives

At the end of the lesson, students should be able to: 1 differentiate an open circulatory system from a closed circulatory

system;2 differentiate single from double circulation; and3 explain the mechanism of blood circulation in which gases,

nutrients, and other molecules are transported to and from different parts of the body.

1 The flow of blood through the circulatory system is called blood circulation.

2 The circulatory system is either open or closed. An open circulatory system is common among invertebrates such as arthropods and mollusks. On the other hand, a closed circulatory system is common among vertebrates like us.

3 Circulation can be single or double. In single circulation, the blood flows through the heart once during each circulation while in double circulation, the blood flows through the heart twice.

4 Circulation can be either pulmonary or systemic circulation. In systemic circulation, blood moves to all body organs to deliver the much needed substances and pick up wastes. In pulmonary circulation, the blood goes to the lungs for oxygenation.

Key Concepts

Materials

computer with internet connection, LCD projector, PowerPoint presentation, glass slides, petri dish, microscope, cotton, fish, aquarium, water

1 “Blood Flow Through the Human Heart”, http://www.sumanasinc.com/webcontent/animations/content/humanheart.html


2 “Human Circulatory System”, https://www.youtube.com/watch?v=_qmNCJxpsr0



1 Let the students watch a video on blood circulation in this link: “Human Circulatory System”, https://www.youtube.com/watch?v=_qmNCJxpsr0.

2 Call on some students and ask them to explain the meaning of blood circulation. Let them base their explanation on the video they have watched. Discuss their explanations.


3 Explain that blood circulation is the flow of blood through the circulatory system. Blood circulation can happen in an open circulatory system or in a closed circulatory system.

4 Call on some students and ask them to differentiate an open circulatory system from a closed circulatory system. Discuss their answers.

5 To explain the difference between open and closed circulatory system, refer the students to the table on page 31 of the textbook.

6 Refer the students to Figure 1.24 on page 32 of the textbook to further explain the difference between an open circulatory system and a closed circulatory system.

7 Show the students Figure 1.25 on page 32 of the textbook and ask them to infer on the difference between a single blood circulation and a double blood circulation. Discuss their inferences.

8 Ask the students to differentiate systemic and pulmonary circulations. Refer them to Figure 1.26 on page 33 of the textbook.

9 Let the students use an interactive activity that shows how blood circulation takes place in the human body. This is an example of a link that the students can check: “Blood Flow Through the Human Heart”, http://www.sumanasinc.com/webcontent/animations/content/humanheart.html.

10 Ask the students to make a concept map summarizing the flow of blood through the circulatory system.

11 Call on some students and ask them to share their concept maps in class. Discuss their concept maps.

12 Organize the students into groups with five members each. Let the groups do the Let’s Do This activity on page 35 of the textbook. Give the groups time to complete the activity.


13 Have the students answer the questions at the end of the activity. Call on some students and let them share their outputs in class. Discuss their outputs. Have the students submit their outputs at the end of the session.



15 Ask each of the students to write a short story following a red blood cell as it passes through the circulatory system. Tell them to use the major parts of the circulatory system as main characters in their story. Let them read their short stories in class. Discuss their stories.


1 Ask the students to write a short story following a red blood cell through the circulatory system. Include the major parts of the circulatory system as characters in the story. Let them create pictures to go along with the story.

2 Ask the students to research about the role of stem cell technology in cardiovascular diseases.

Quiz

A Fill in the blanks in the sentences with the correct words.

1 In an open circulatory system, blood flows through open spaces called and .

2 Some animals, like fish, have a circulation in which blood flows through the once during each circulation.

3 In a circulatory system, flows through blood vessels.

4 Mammals like humans have a double , in which blood passes through the heart in one complete circulation.

5 The double circulation in mammals consists of the and circulations.

B Identify the correct order of the following events in relation to the flow of blood. Use letters A to E.

6 The heart receives oxygen-deficient blood from the body into the right atrium.

7 After the exchange, the blood containing fresh oxygen flows into the left atrium.


8 When the heart contracts, the left ventricle will force the blood out to the body parts through a network of arteries.

9 When the heart contracts, the right ventricle will pump the blood into the lungs, where the carbon dioxide is exchanged for oxygen.

10 Oxygen-rich blood flows from the left atrium into the left ventricle.

AnswersA

B

1 lacunae, sinuses2 single, heart3 closed, blood4 circulation, twice5 pulmonary, systemic

6 A7 C8 E9 B

10 D


Effects of Unhealthy Lifestyle on the Respiratory and Circulatory SystemsTextbook Page Numbers: 36–45Time Allotment: 1 session

1.5

Learning Objectives

At the end of the lesson, students should be able to: 1 explain how harmful substances affect the human respiratory and

circulatory systems;2 explain how lifestyle affects the functioning of the human and

circulatory systems;3 make a chart of diseases affecting the human respiratory and

circulatory systems, and their detection, prevention, and treatment.

1 Lifestyle can make or break a person’s health. Healthy lifestyles such as having a healthy diet and regular exercise make the body healthy.

2 Avoiding nicotine and alcohol intake can help prevent diseases of the body’s respiratory and circulatory systems.

Key Concepts

Materials

computer with internet connection, LCD projector, PowerPoint presentation, bromothymol blue, graduated cylinder, beaker, sodium hydroxide (NaOH) solution, straw, water, stopwatch



1 Ask the students, "Is it more important for athletes to be in good health condition than it is for students?"

2 Organize the students into groups with three members each. Let the students discuss their answers with their group mates.

3 Call on each group and let each share their answers in class. Discuss their answers.

4 Explain that having a well-balanced diet and regular physical activities help maintain a healthy body.



5 Organize the students into pairs. Ask the pairs to make a list of healthy habits or practices that make a person's body healthy. Give them time to share their ideas.

6 Call on some pairs and let them share in class their outputs. Discuss their outputs.

7 Then ask the pairs to identify from their list healthy habits or practices that can make the respiratory and circulatory systems healthy. Discuss their answers.

8 As homework, ask the pairs to research on habits or practices that cause respiratory- or circulatory-related diseases.

9 Call on some pairs and let them share in class their outputs. Discuss their outputs.

10 Explain how unregulated diet, lack of physical exercise, smoking, and drinking alcohol can increase the risk of developing certain respiratory- and circulatory-related diseases.

11 Refer the students to Figure 1.28 on page 36 of the textbook. Discuss the negative effects of smoking on the respiratory and circulatory systems.

12 Refer the students to pages 38 to 42 of the textbook. Discuss how the common respiratory- and circulatory-related diseases that are caused by smoking are diagnosed, prevented, and treated.

13 Discuss some preventive measures against respiratory and circulatory diseases. Refer the students to pages 42 and 43 of the textbook.

14 Organize the students into groups and let them do the Let’s Do This! activity on pages 44 and 45 of the textbook. Give the groups time to complete the activity.

15 Have the groups answer the questions at the end of the activity. Call on some groups and let them share their answers in class. Discuss their answers. Have the groups submit their outputs at the end of the session.

16 Let the students review the concepts summarized in Key Ideas and Concept Map on pages 46 and 47 of the textbook.



18 Have the students make a concept map summarizing the concepts that they have learned in this lesson.

19 Organize the students into groups with four members each. Have each group make a poster with a slogan about maintaining healthy respiratory and circulatory systems.

20 Have the students answer the Chapter Test on pages 48 and 49 of the textbook. Discuss the answers with the students.



1 Ask the students to make a table summarizing the symptoms, diagnoses, prevention, and treatment of diseases and disorders affecting the respiratory and circulatory systems.

2 Ask the students to research on how smoking affects the lungs, heart, and blood vessels.

3 Ask the students to write an essay entitled Why I don’t smoke?4 Ask the students to make a month-long dietary and physical activity

plan according to their daily activities.

Quiz

A Circle the letter that corresponds to the correct answer.

1 These practices raise the risk of developing respiratory or circulatory diseases, except.A having an unbalanced dietB drinking alcohol

C lack of physical exerciseD managing daily stress

2 Which of the following is not a symptom of chronic obstructive pulmonary disease?A chest discomfort or painB discomfort after eating

C nasal congestionD shortness of breath

3 Which of the following conditions causes the aortic valve to become calcified and restricted?A aortic stenosisB chronic bronchitis

C emphysemaD lung cancer

4 Which examination or procedure is used to diagnose chronic obstructive pulmonary dieases?A angiogramB echocardiogram

C electrocardiogramD spirometry

5 Which food contains unsaturated fats?A avocadoB butter

C sausagesD tallow

B Write True in the space before the number if the statement is correct. Write False if the statement is incorrect.

6 Managing daily stress reduces the risk of developing certain respiratory and circulatory diseases.


7 Replacing unsaturated fats with saturated fats in one’s diet lower the cholesterol level in the blood.

8 Magnetic resonance angiography is used to detect calcium deposits in the coronary arteries.

9 The condition in which plaque builds up in the artery is known as atherosclerosis.

10 Emphysema occurs when the air sacs at the end of the bronchioles in the lungs are gradually destroyed.

AnswersA

B

1 D2 B3 A4 D5 A

6 True7 False8 False9 True

10 True


Answer Key

Let’s Reviewpage 81 The primary function of the respiratory system is to supply the blood

with oxygen. The blood then delivers oxygen to all parts of the body.2 There are three major parts of the respiratory system, namely, the

airway, the lungs, and the muscles needed for respiration. The airway, which includes the nose, mouth, pharynx, larynx, trachea, bronchi, and bronchioles, carries air between the lungs and the body’s external environment. The lungs pass oxygen into the body and carbon dioxide out of the body. Finally, the muscles used for respiration, which include the diaphragm and intercostal muscles, act as pumps, pushing air into and out of the lungs during breathing.

3 The gases carbon dioxide and oxygen are exchanged between the alveoli and the pulmonary capillaries through diffusion. Gas molecules move from an area of high concentration to an area of low concentration.

page 131 The various parts of the respiratory system, such as the lungs, the

airway, and the accessory organs coordinate to carry out various functions such as causing the cooling effect during breathing, exchange of respiratory gases, metabolism, and vocalization.

2 Gas exchange occurs in the lungs between the alveoli and a network of tiny blood vessels called capillaries, which are located at the walls of the alveoli.

3 The process of respiration involves two major processes: inspiration and expiration. Inspiration, which is also known as inhalation, is the movement of air from the external environment through the airways and into the alveoli. On the other hand, expiration, which is also known as exhalation, is the movement of air out of the lungs and to the external environment.

page 281 The primary function of the circulatory system is to transport materials

such as oxygen and nutrients to body cells and to carry away cell wastes like carbon dioxide.

2 The circulatory system is made up of the heart, blood, and blood vessels. Blood vessels may be arteries, capillaries, or veins. The heart pumps blood throughout the body via the blood vessels. Blood delivers oxygen and nutrients to the cells and carries away carbon dioxide and other waste materials.


3 The heart is the primary organ in the circulatory system. Its function is to pump blood throughout the body.

4 The heart pumps blood throughout the body via the circulatory system, supplying oxygen and nutrients to the cells and removing carbon dioxide and other waste materials. On the other hand, the lungs carry oxygen from the air into the bloodstream and remove carbon dioxide, which is released during expiration.

5 Red blood cells and white blood cells are completely different. Although both are necessary for the proper functioning of the body, they have different roles. Red blood cells carry oxygen. They are responsible for the characteristic color of the blood. They are responsible for transporting oxygen and for picking up carbon dioxide from the blood. White blood cells, on the other hand, are primarily responsible for fighting foreign organisms that invade the body. These include everything from bacterial and parasitic infections to allergic responses.

page 341 Pulmonary circulation carries blood from the heart, to the lungs, and

back to the heart again. Deoxygenated blood leaves the heart via the right ventricle to the pulmonary artery, goes to the lungs, and re-enters the heart. From the right atrium, blood is pumped through the tricuspid valve, into the right ventricle. Blood is then pumped from the right ventricle through the pulmonary valve and into the pulmonary artery. Systemic circulation, on the other hand, carries oxygenated blood away from the heart, to the body, and returns deoxygenated blood back to the heart. Oxygenated blood from the lungs enters the left atrium. As the left atrium relaxes, blood flows into the left ventricle via the bicuspid valve. From the left ventricle, blood flows into the aorta via the aortic valve. The aorta branches into other arteries, which also branch into arterioles. The arterioles meet with capillaries where oxygen and carbon dioxide are exchanged.

2 The lungs work with the heart to circulate oxygen throughout the body. As the heart circulates blood via the cardiac cycle, deoxygenated blood returning to the heart is pumped to the lungs. The pulmonary artery transports blood from the heart to the lungs, where blood picks up oxygen. The oxygenated blood is returned to the heart via the pulmonary veins. Carbon dioxide is expelled from the lungs by exhalation.

page 441 A lifestyle characterized by lack of physical activities, unregulated diet,

smoking cigarettes, and drinking alcohol raises the risk of respiratory and circulatory diseases.


2 Chemicals such as carbon monoxide and nicotine in cigarette smoke damage the structure and normal functions of the heart and blood vessels. The damage raises the risk of atherosclerosis, a disease in which a waxy substance called plaque builds up in the arteries. Over time, the plaque hardens and narrows the arteries. This limits the flow of oxygenated blood to the organs and other parts of the body. Coronary heart disease (CHD) occurs if plaque builds up in the coronary arteries.

3 Answers may vary. Sample Answers:Coronary heart disease (CHD) is caused by the build up of plaque in the coronary arteries, the blood vessels that supply oxygenated blood to the heart. CHD is diagnosed based on the a person’s medical history, risk-factors, physical examination, and results from diagnostic examinations and procedures such as electrocardiogram (ECG or EKG), echocardiogram, exercise stress test, etc. Prevention and treatment include lifestyle modifications, medicines, and surgery, which include angioplasty, coronary artery bypass grafting (CABG), and cardiac rehabilitation.

Let’s Do This!pages 9–101 The process of inhalation is demonstrated by slowly pulling down the

rubber sheet, causing the small balloon inside the cup to inflate. The process of exhalation, on the other hand, is demonstrated by pushing up the rubber sheet, causing the inner balloon to deflate.

2 When the rubber sheet is pulled down, the volume in the cup increases, bringing the pressure down. Low pressure pushes the air into the tubes and inflates the balloon. The process demonstrates inhalation.

3 When the rubber sheet is pushed up, the volume in the cup is reduced and the pressure is increased, pushing the air out of the balloon inside the cup and deflating the balloon. The process demonstrates exhalation.

4 Once inside the lungs, oxygen is picked up by the blood, which carries it to different organs and other parts of the body.

5 Carbon dioxide is the main substance in the gas that you exhale.

pages 13–151 It is important to measure the tidal volume and vital capacity three

times to ensure the accuracy of the measurements. 2 Many of the differences are due to an individual’s sex, height, and

weight. Males' lungs are larger than females’ lungs, hence vital capacity differs. Likewise, the sizes of lungs vary with people's height and weight.


3 Results may vary depending on how fast or slow an individual breathes. Using the formula will be more accurate because these numbers are not likely to change. No matter how many times you test the vital capacity, the number will not be wrong. Measuring your own vital capacity, however, might make you prone to error.

4 A person who is physically in shape will have a higher vital capacity than one who is not. An athlete's breath is meant to last for longer periods of time and he or she is forced to breathe while performing activities. Athletes usually have bigger body sizes also so their lungs could be bigger in size.

pages 29–301 Blood samples 1, 2, 3, and 4 are represented by blood types A, B, AB,

and O respectively.2 The agglutination reaction in each sample produces a precipitate. The

presence of a precipitate indicates a positive reaction. The absence of a precipitate, on the other hand, indicates a negative reaction.

3 The activity shows how blood types are determined by proteins called antigens on the surface of red blood cells (RBC). There are two antigens, A and B. If a person has A antigen on his/her RBC, then he/she has type A blood. When B antigen is present, he/she has type B blood. When both A and B antigens are present, he/she has type AB blood. When neither is present, he/she has type O blood.

page 351 The blood cells are red and oval-shaped.2 The blood in the blood vessels moves at a constant rate.3 The blood in the blood vessels moves in both directions.4 The blood in the blood vessels moves at a constant rate and in both

directions.5 In both fish and humans, blood flows in a closed circulatory system.

Their blood vessels are passageways through which blood moves throughout their bodies.

pages 44–451 Answers may vary.

Sample answer:The number of NaOH drops needed for the water to turn yellow is less when the body is resting. The number of drops increases during exercise depending on the type of physical activity.


2 Answers may vary.Sample answer:There is a significant difference in the number of NaOH drops needed to turn the water to yellow after doing each activity.

3 The result indicates that our body releases more carbon dioxide when we do physical activities.

4 There will be less number of NaOH drops needed to turn the water yellow. Smoking decreases the rate of blood circulation in the body.

5 Poor eating habits.

Chapter Testpages 48–49I Multiple Choice Questions

1 D2 A3 A4 B5 B6 B7 B8 A9 C

10 D

II Structured Questions

LBMDH

F

C

AJ

KEI

G


Test Item Bank

Circle the letter that corresponds to the correct answer.1 Which of the following is

regarded as the process by which chemical energy in food molecules is released and captured in the form of ATP?A cellular respirationB lung contractionC saliva productionD sweat excretion

2 Which of the following is not part of the human repiratory system?A larynxB nasal cavityC tongueD trachea

3 What do you call the physical process of getting air in and out of the lungs?A breathingB expirationC inhalationD inspiration

4 Which of the following is the correct average respiratory rate for a 6-year-old child?A 12–18 breaths per minuteB 15–20 breaths per minuteC 18–25 breaths per minuteD 20–30 breaths per minute

5 These are known as networks of hollow tubes that carry blood and nutrients throughout the bodyA arteriesB blood vesselsC capillariesD veins

6 Which of the following is also known as leucocytes?A erythrocytesB hemoglobinC red blood cellsD white blood cells

7 He was the first to accurately describe how the blood circulates through the human body in his work 'On the Motion of the Heart and Blood'.A Gregor Johann MendelB Friedrich MeischerC Karl LandsteinerD William Harvey

8 This circulation involves blood flow around the body.A double circulationB pulmonary circulationC single circulationD systemic circulation

9 Which is not included in the effects of cigarette smoke in the circulatory system?A raised blood pressureB permanent damage to the

air sacs of the lungsC reduced blood flow to

extremities–fingers and toesD increased risk of stroke

and heart attack because of blockages of the blood supply

10 It refers to diseases in which abnormal cells divide out of control and invade other tissues.A cancerB coronary heart diseaseC chronic bronchitisD emphysema

Documents

Preface S · 2019. 7. 12. · iii Preface S ynergy for Success in Science 9 Teacher’s Manual is designed for educators teaching Grade 9 Science. This book is based on the science