Year 9 Science STUDY GUIDE: Unit 2 Human Coordination
Here is a summary of the knowledge areas and learning activities you will undertake
during this Focus Study. The Study commences on Monday, 1st February and finishes on
th​
Monday, 15​
February 2016.
The reference for this Study is Pearson Science 9 Chaptesr 6 and 7.
This study investigates the concept that multicellular organisms rely on coordinated and
interdependent internal systems to respond to changes in their environment. The focus is
on the coordination of a human body by the brain and sensory system and the hormone
or endocrine system
Students:
a. describe some examples of how multicellular organisms respond to changes in
their environment
b. describe how the coordinated function of internal systems in multicellular
organisms provides cells with requirements for life, including gases, nutrients and
water, and removes cell wastes
c. outline some responses of the human body to infectious and non-infectious
diseases
d. describe the role of, and interaction between, the coordination systems in
maintaining humans as functioning organisms
e. discuss, using examples, how the values and needs of contemporary society can
influence the focus of scientific research, eg the occurrence of diseases affecting
animals and plants, an epidemic or pandemic disease in humans or lifestyle related
non-infectious diseases in humans
f. describe the range of functions carried out by some endocrine (hormonal) glands
in humans
During the study you will be given a ​
Research task​
to be completed in class and your own
time. A copy of this task is attached below. The Task will have ​
levels of challenge​
. This
Task will be part of your​
Formative​
Assessment.
You will also be required to submit a ​
Practical Report​
. This will completed in class time
and for homework, and is also part of your F​
ormative​
Assessment.
Finally you will complete various homework tasks, which you will submit as part of your
Formative​
Assessment. The details are attached below, the task will have ​
levels of
challenge.
Your completion of homework tasks is vital as it forms the basis of knowledge and
understanding for the ​
Topic Test.
Page 1
Assessment
There will be no​
Summative​
Assessment tasks for this Unit.
Formative​
assessment will have three components,
1.
2.
3.
4.
Research task
Practical report
Homework questions
Topic Test
th​
All of these items will be submitted at the end of the study, Monday 15​
February 2016.
All assessment items will be recorded on your formal school report.
Grading
For this Unit of study you will also be given an indicative Board of Studies Grading from A
to E, for each of your ​
Formative a​
ssessment activities.
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Year 9 Science Unit 2 Human Coordination: Research task
Over history Humans have been exposed to disease threats that have caused huge loss of
life.
These catastrophic events are now known as Pandemics, historically they were often
called epidemics or plagues.
They caused so much human death because the human coordination system was unable
prevent their impacts.
Over time scientists began to understand how these diseases caused so much death, why
they affected so many people, how they spread through the human population, and in
most instances how to prevent them from causing too much harm to individuals and
populations.
Some of the better known events in history were the Black Death, sometimes caused The
th​
Bubonic Plague that occurred in Europe in the 14​
Century, the AIDS epidemic that
occurred in the late 20th Century, the Spanish Influenza (Spanish Flu) epidemic that
occurred just after the First World War, and most recently the SARS and Ebola events.
Directions
From the list below choose one historical pandemic event and answer the list of
questions for your choice.
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The list includes the better known pandemic events but you may also want to consider events
such as the impacts of European diseases of indigenous populations around the world, in
particular the impact of smallpox, cholera or measles on native peoples
Pandemic list
▪
▪
▪
▪
▪
The Black Death
HIV/AIDS
SARS (Severe acute respiratory syndrome)
Ebola (or any other heamorrhagic fever)
Spanish Influenza (Spanish Flu of 1918 - 1919)
Questions
FOUNDATION
1.
2.
3.
4.
5.
name the pandemic you will research and use this as your ​
title
define the year or period the pandemic was affecting people
describe the locations or counties where it was active
describe the symptoms of the disease
identify what caused the disease, in other words, was it bacteria, virus or some
other organisms
6. list the number of people it affected
STANDARD
7. explain how it caused people to die
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8. describe how it spreads from one person to another and from one place to
another
9. identify how long it took to cause the death of a person
10. identify what, if any treatments, were available to be used to help infected people
11. identify if there is any modern treatment for the disease and describe the
treatment
ADVANCED
12. describe in detail how the disease affects people at the cellular level
13. describe how a modern treatment was developed and discuss it’s application and
effectiveness
14. evaluate the impact the pandemic had on the society or group of people it
affected
15. describe how modern pandemics are managed
16. Present​
a report of your Research to the class (3 – 5 minutes)
Glossary of Key Words
Verb
Classify
Definition
Arrange or include in classes/categories
Points to remember in your answer
Give the reason for your classification
scheme.
Use a table if appropriate.
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Compare
Show how things are similar or different
State both sides (advantages and
disadvantages, this technique vs. the other).
Use a table.
State the reasons don’t just name them.
Define
Describe
Explain
Evaluate
State meaning and identify essential
qualities
Provide characteristics and features
Define the whole term.
Relate cause and effect; make the
relationships between things evident;
provide why and/or how
Make a judgement based on criteria,
determine value of
Include the statement and the
consequence.
State the characteristics separately.
Identify what is valuable in the argument
then weight up the +ive and –ive points.
Write a conclusion.
Identify
Name and recognise
State as clear points don’t merge
ideas/examples.
Identify essential qualities.
Recount
Retell a series of events.
Outline
Sketch in general terms; indicate the
main features of
List in order.
Leave spaces between in case you need to
add a point.
Dot point or number when finished.
Cover the idea in dot points.
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Examples of General Marking Guidelines **
Verb
Marks
Requirements
Classify
2
Correct information and correct use of the verb.
1
Incorrect information and/or incorrect use of a verb.
0
Question not answered.
Compare
4-3
2
1
0
Correct information and correct use of the verb.
Correct information and incorrect use of a verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
2
1
0
Correct information and correct use of the verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Describe
3-2
1-2
1
0
Correct information and correct use of the verb.
Correct information and incorrect use of a verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Draw
3-2
2-1
0
Correct information and diagram labelled, adequate size for easy
interpretation.
Correct information and diagram not labelled or size not adequate.
Incorrect diagram or no diagram
Explain
4-3
2
1
0
Correct information and correct use of the verb.
Correct information and incorrect use of a verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Evaluate
6 -5
4 -3
2 -1
0
Correct information and correct use of the verb.
Correct information and incorrect use of a verb​
.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Identify
2
1
0
Correct information and correct use of the verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Recount
2
1
0
Correct information and correct use of the verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Outline
2-3
1-2
0
Correct information and correct use of the verb.
Incorrect information and/or incorrect use of a verb.
Question not answered.
Define
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** These are general guidelines but keep in mind that greater or lesser values may apply
depending on the content required.
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9 Science Unit 2 Human Coordination: Homework and Assignment task
Reference​
: Pearson 9 Science Chapters 6 and 7
Challenge Level
Questions to be answered
Foundation
6.1 Unit Review p.223
Q1, Q4
6.2 Unit Review p.232
Q11
6.3 Unit Review p.242
Q1, Q11
6.4 Unit Review p.250
Q6a
7.1 Unit Review p.263
Q1 – Q4, Q6
Standard
6.1 Unit Review p.223
Q1, Q2, Q4, Q10
6.2 Unit Review p.232
Q1 – Q6, Q13 – Q15
6.3 Unit Review p.242
Q1 - Q6, Q8
6.4 Unit Review p.250
Q1 - Q3, Q5
7.1 Unit Review p.263
Q1 – Q4, Q6, Q9, Q10
7.2 Unit Review p.273
Q1, Q2, Q4 – Q8
7.3 Unit Review p.284
Q1, Q2, Q4, Q5
Advanced
6.1 Unit Review p.223
Q2, Q4, Q10 - Q12
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6.2 Unit Review p.232
Q1 – Q6, Q13 – Q15, Q16
6.3 Unit Review p.242
Q1 - Q6, Q8, Q9, Q18
6.4 Unit Review p.250
Q1 - Q3, Q5, Q8, Q9
7.1 Unit Review p.263
Q1 – Q4, Q6, Q9, Q10, Q12b
7.2 Unit Review p.273
Q1, Q2, Q4 – Q8, Q16
7.3 Unit Review p.284
Q1, Q2, Q4, Q5, Q10
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