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Course Description
The purpose of Human Sciences is to provide exploratory experiences; labs and real-life application to better understand the structure and function of human anatomy with an emphasis on homeostasis. There is a focus on disorders; disease; behaviors and chemicals that young adults will primarily be exposed to. Students will participate in hands-on activities and labs that utilize critical thinking skills and the scientific method.

State Standards
1. Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources. [S1C1]
2. Design and conduct controlled investigations. [S1C2]
3. Evaluate experimental design; analyze data to explain results and propose further investigations. Design models. [S1C3]
4. Communicate results of investigations. [S1C4]
5. Identify individual; cultural; and technological contributions to scientific knowledge. [S2C1] (medical advancements-vaccines; medications; bioethics-stem cells)
6. Develop viable solutions to a need or problem. [S3C2] (Bioethics)
7. Analyze social factors that limit the growth of a human population; including: affluence; education; access to health care; cultural influences. [S3C3P1] (reproduction)
8. Understand the role of the cell and cellular processes.[S4C1]
9. Describe the role of organic and inorganic chemicals important to living things. [S4C5P2]
10. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms?.[ S4C5P5]

Project 2061?s Benchmarks for Science Literacy
1. Both genes and environmental factors influence the rate and extent of development. 6B/H5** (SFAA)
2. Following fertilization; cell division produces a small cluster of cells that embeds itself in the wall of the uterus. As the embryo develops; it receives nourishment and eliminates wastes by the transfer of substances between its blood and the blood of its mother. 6B/H6** (BSL)
3. The immune system functions to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within. 6C/H1*
4. Communication between cells is required to coordinate their diverse activities. Cells may secrete molecules that spread locally to nearby cells or that are carried in the bloodstream to cells throughout the body. Nerve cells transmit electrochemical signals that carry information much more rapidly than is possible by diffusion or blood flow. 6C/H3*
5. Some drugs mimic or block the molecules involved in communication between cells and therefore affect operations of the brain and body. 6C/H5** (BSL)
6. The human body is a complex system of cells; most of which are grouped into organ systems that have specialized functions. These systems can best be understood in terms of the essential functions they serve for the organism: deriving energy from food; protection against injury; internal coordination; and reproduction. 6C/H6** (SFAA)
7. Some allergic reactions are caused by the body's immune responses to usually harmless environmental substances. Sometimes the immune system may attack some of the body's own cells. 6E/H1
8. Faulty genes can cause body parts or systems to work poorly. Some genetic diseases appear only when an individual has inherited a certain faulty gene from both parents. 6E/H2
9. New medical techniques; efficient health care delivery systems; improved diet and sanitation; and a fuller understanding of the nature of health and disease give today's human beings a better chance of staying healthy than their ancestors had. 6E/H3a*
10. Conditions now are very different from the conditions in which the species evolved. But some of the differences may not be good for human health. 6E/H3b
11. Some viral diseases; such as AIDS; destroy critical cells of the immune system; leaving the body unable to deal with multiple infection agents and cancerous cells. 6E/H4
12. Stresses are especially difficult for children to deal with and may have long-lasting effects. 6F/H1
13. Biological abnormalities; such as brain injuries or chemical imbalances; can cause or increase susceptibility to psychological disturbances. 6F/H2
14. Psychological distress may also affect an individual's vulnerability to biological disease. 6F/H6** (SFAA)

Approximately one formal lab/week will be completed. Additional lab/hands-on activities will also be completed.
Lab Write-Ups to include the following:
1- Objective/Hypothesis- Describe or provide a hypothesis or objectives addressed based upon background given.
2- Lab Procedure/Activity- Given to students to show how to perform lab activity.
3- Data- Quantitative data to include table with correct titles; labels; units; measurements; and sample calculation provided. Qualitative data to include specific descriptions and inferences based upon such.
4- Conclusion- Hypothesis/Objective restated. Support conclusion with data. Answer any conclusion questions within lab.
5- Evaluation- List weaknesses of lab and activity; how data is affected and how to conduct lab in order to avoid such weaknesses. Answer any evaluation questions within the lab.
Example Lab:
Introduction:
Digestion of starch normally begins in the mouth of humans where the enzyme salivary amylase is secreted. This enzyme breaks up the starch by hydrolysis. Starch is a polysaccharide made from thousands of sugar molecules. The smallest of these sugar molecules is glucose. Additional breakdown of starch occurs in the small intestine with the secretion of amylase by the pancreas.

This lab is broken into two parts. Part I explores the digestion of starch by salivary amylase. Part II explores variables that affect enzymatic activity. Read the entire lab before beginning. Always observe safety rules and ask your teacher for assistance if you have questions.

Before beginning the lab; define the following vocabulary terms:
1. Digestion-

2. Starch-

3. Hydrolysis-

4. Enzyme-

5. Salivary amylase-

6. Polysaccharide-
Part I: Digestion of Starch by Salivary Amylase
Materials:
? Eleven test tubes with white patch for marking (15 x 150)
? Test tube holder
? Thermometer
? Funnel; support; and filter paper
? Unsweetened saltine cracker (if not unsweetened it will interfere with determining whether or not amylase is able to convert the cracker's starch into sugar.)
? Benedict's or Fehling's solution
? Iodine solution (I2/KI)
? Hot water bath (electric hot plate or pot)
Procedure:
1. Crumble a piece of cracker (about 1 x 1 cm) into a test tube 1. Add warm water (about 37∫C) to a depth of about 5 cm.
2. Shake and pour into a funnel with filter paper.
3. Collect the fluid that runs through (the filtrate) in a second test tube to a depth of about 1 cm; and into a third tube to a depth of about 2 cm.
4. Test the filtrate in tube #2 for the presence of starch; using the iodine reagent. Add several drops of the solution to the filtrate. A blue-black color is a positive test for starch.
5. Test the filtrate in tube #3 for sugar by adding Benedict's or Fehling's solution; then heating until a green; orange; or yellow color appears. If there is no color change after heating for several minutes; the test is negative meaning no sugar is present.
6. Obtain salivary amylase (a student?s saliva) by chewing on a rubber band or a piece of paraffin wax. DO NOT CHEW GUM! Why not? _____________________________
7. After a few milliliters of saliva have been collected in test tube #4; test the saliva for sugar. If the test is positive for sugar; another person will have to provide the saliva.
8. The student who tests negative for sugar should next chew a piece of cracker; roughly 3 x 3 cm. After thoroughly chewing the cracker for several minutes; the wad of cracker and residual saliva should be deposited into a funnel lined with filter paper.
9. Add about 5 ml of warm water (37∫C) to the material in the filter paper; collecting about 3 ml of filtrate in a new test tube.
10. Test the filtrate for sugar.
Test Tube Condition Test Observations Conclusions
1 Cracker and water
2 Filtrate from TT1 (1 cm) Test for starch using iodine
3 Filtrate from TT1 (2 cm) Test for sugar with Benedict?s or Fehling?s; Heat
4 Saliva that is (?) for sugar Add to cracker and put in funnel; Add water
5 Filtrate from TT4 Test for sugar
Analysis of data:
1. What does a negative test mean?
2. What does a positive test mean?
3. What did you learn about the saliva?s role in digestion?
Part II: Variable Conditions for Enzyme Activity
Materials:
? Hydrochloric acid solution (pH 3 and 6; or 1x10-3M and 1x10-6M)
? Sodium hydroxide solution (pH 8 and 11; or 1x10-6M and 1x10-3M)
? Seven beakers; 250 ml
? Glass stirring rod
? pH test paper
? Starch solution (prepared by adding spray starch to warm water in a beaker)
? Timer
? Thermometer
? Hot water bath (electric hot plate or bath)
? Crushed ice
Procedure:
1. Collect saliva from the student who provided it in Part I. The amount of saliva to be collected must fill each of 7 test tubes to a depth of about 2 cm.
2. Using pH paper; measure the pH of the saliva.
3. In test tube #1; add a few drops of starch solution and place the tube in a beaker containing water at 37∫C for 10 minutes. Remove the tube and test for sugar.
4. Place test tube #2 with its saliva in a beaker containing boiling water. Add a few drops of starch solution and leave the tube in the boiling water for 10 minutes. Remove the tube and test for sugar.
5. Place tube #3 with its saliva in a beaker containing crushed ice and water. Add a few drops of starch and leave the tube in the ice water for 10 minutes. Remove the tube and test for sugar.
6. In test tube #4 with its saliva; add an equal amount of hydrochloric acid solution; pH 6. Mix the contents by gentle ?banging? of the tube bottom against the palm of the hand. Place the tube in a water bath at 37∫C and add a few drops of starch solution. Allow the tube to stand for 10 minutes; then remove and test for sugar.
7. In test tube #5 with its saliva; add an equal volume of hydrochloric acid solution; pH 3. Mix by hitting the tube bottom against the palm of the hand. Place the tube in a water bath at 37∫C and add several drops of starch solution. Allow the tube to stand in the water for 10 minutes after which the tube is removed and the solution is tested for the presence of sugar.
8. To test tube #6 with its saliva; add an equal volume of sodium hydroxide solution (NaOH) of pH 8 and mix. Add several drops of starch solution; then place in a water bath at 37∫C for 10 minutes after which the tube is removed and the solution tested for the presence of sugar.
9. To test tube #7 with its saliva; add an equal volume of sodium hydroxide; pH 11 and mix. Place the tube in a water bath at 37∫C and add several drops of starch solution. Allow the tube to stand for 10 minutes; after which the tube is removed and tested for the presence of sugar.
The pH of the saliva used for this part of the lab was __________________.

Test tube Condition/Test Observations Conclusions
1 Starch; heat @ 37oC x10 min
2 Starch; boiling water x 10 min
3 Starch;Crushed ice/water x 10 min
4 HCl pH 6; starch; heat @ 37oC x10 min
5 HCl pH 3; starch; heat @ 37oC x10 min
6 NaOH pH 8; starch; heat @ 37oC x10 min
7 NaOH pH 11; starch; heat @ 37oC x10 min
Analysis of Data:
1. Based on your data; what are the best conditions for amylase activity in terms of temperature and pH? Do any of these combinations apply to the human mouth?
2. Was there any enzymatic activity when the test tube was placed in boiling water?
3. Since amylase is a protein molecule; its activity dependents on maintaining a certain physical structure that is affected by temperature. Did boiling water affect the activity of the enzyme?
4. Did it increase; decrease; or stay the same compared with room temperature (23∫C) or body temperature (37∫C)?
5. Would any of these changes be related to the effect of temperature on the rate of a reaction (rate of molecular collisions)?

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• LBIO
• Biology

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Online / Virtual