Science GREEN Resources CH 13 - Circulation and Immunity PDF

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Glencoe Science
Chapter Resources
Circulation and Immunity
Includes:
Reproducible Student Pages
ASSESSMENT TRANSPARENCY ACTIVITIES
✔ Chapter Tests ✔ Section Focus Transparency Activities
✔ Chapter Review ✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity Teacher Support and Planning
✔ Laboratory Activities ✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet ✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
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Glencoe Science
Photo Credits
Section Focus Transparency 1: Gail Meese/Meese Photo Research
Section Focus Transparency 2: Gordon R. Gainer/The Stock Market
Section Focus Transparency 3: Juergen Berger,Max-Planck Institute/Science Photo Library/Photo
Researchers
Section Focus Transparency 4: S. Lowry/Univ. Ulster/Stone
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Circulation and Immunity program. Any other reproduction, for use or sale, is
prohibited without prior written permission of the publisher.
Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-867833-1
Printed in the United States of America.
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Reproducible
Student Pages
Reproducible Student Pages

■ Hands-On Activities
MiniLAB: Modeling Scab Formation . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Determining Reproduction Rates . . . . . . . . . . 4
Lab: Microorganisms and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Blood Type Reactions. . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Heart Structure. . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Blood Pressure . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■ Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
■ Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
■ Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 48
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Circulation and Immunity 1

Hands-On Activities
Hands-On
Activities
2 Circulation and Immunity

Name Date Class
Hands-On Activities
Modeling Scab Formation
Procedure
1. Place a 5-cm ✕ 5-cm square of gauze on a piece of aluminum foil.
2. Place several drops of a liquid bandage solution onto the gauze and let it
dry. Keep the liquid bandage away from eyes and mouth.
3. Use a dropper to place one drop of water onto the area of the liquid
bandage. Place another drop of water in another area of the gauze.
Analysis
1. Compare the drops of water in both areas.
2. Describe how the treated area of the gauze is like a scab.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Name Date Class

Hands-On Activities
Determining Reproduction Rates

Procedure
1. Place one penny on a table. Imagine that the penny is a bacterium that can
divide every 10 min.
2. Place two pennies below to form a triangle with the first penny. These
indicate the two new bacteria present after a bacterium divides.
3. Repeat three more divisions, placing two pennies under each penny in the
row above.
4. Calculate how many bacteria you would have after 5 h of reproduction.
Graph your data in the space below.
Data and Observations
Analysis
1. How many bacteria are present after 5 h?
2. Why is it important to take antibiotics promptly if you have an infection?

Name Date Class
Microorganisms and Disease
Hands-On Activities
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Which safety symbols are associated with this lab?
2. What is the source of microorganisms in this lab?
Microorganisms are everywhere. Washing your hands and disinfecting items

you use helps remove some of these organisms.
Real-World Question
How do microorganisms cause infection?
Materials
fresh apples (6) self-sealing plastic bags (6) paper towels soap and water
rotting apple labels and pencil sandpaper newspaper
rubbing alcohol (5 mL) gloves cotton ball
Goals
■ Observe the transmission of microorganisms.

■ Relate microorganisms to infections.
Safety Precautions
WARNING: Do not eat the apples. Do not remove goggles until the lab and cleanup are
completed. When you complete the experiment, give all bags to your teacher for disposal.
Procedure 6. Wash one apple with soap and water. Dry it
1. Label the plastic bags 1 through 6. Put on well. Put this apple in bag 5.
gloves. Place a fresh apple in bag 1. 7. Use a cotton ball to spread alcohol over the
2. Rub the rotting apple over the other five last apple. Let it air-dry. Place it in bag 6.
apples. This is your source of micro- 8. Seal all bags and put them in a dark place.
organisms. WARNING: Don’t touch your 9. On day 3 and day 7, compare all of the
face. apples without removing them from the
3. Put one apple in bag 2. bags. Record your observations in Table 1.
4. Hold one apple 1.5 m above the floor and
drop it on a newspaper. Put it in bag 3.
5. Rub one apple with sandpaper. Place this
apple in bag 4.

Name Date Class
(continued)
Hands-On Activities

Table 1
Apples Apple Observations
Number Condition Day 3 Day 7
1 Fresh
2 Untreated
3 Dropped
4 Rubbed with sandpaper
5 Washed with soap and water
6 Covered with alcohol
Conclude and Apply

1. Infer How does this experiment relate to infections on your skin?

2. Explain why it is important to clean a wound.
Communicating Your Data

Prepare a poster illustrating the advantages of washing hands to avoid the spread of
disease. Get permission to put the poster near a school rest room. For more help, refer to
the Science Skill Handbook.

Name Date Class
Design Your Own

Blood Type Reactions
Hands-On Activities
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Which simulated blood type will be used as the control?
2. Why is it important to NOT eat, taste, or drink laboratory materials?
Human blood can be classified into four main blood types—A, B, AB, and O.
These types are determined by the presence or absence of antigens on the red
blood cells. After blood is collected into a transfusion bag, it is tested to
determine the blood type. The type is labeled clearly on the bag. Blood is
refrigerated to keep it fresh and available for transfusion.
Real-World Question Test Your Hypothesis

What happens when two different blood types
Make a Plan
are mixed?
1. As a group, agree upon a hypothesis and
Form a Hypothesis decide how you will test it. Identify the
Based on your reading and observations, form results that will confirm the hypothesis.
a hypothesis to explain how different blood 2. List the steps you must take and the materi-
types will react to each other. als you will need to test your hypothesis. Be
specific. Describe exactly what you will do in
Safety Precautions each step.
3. Prepare a data table like the one in your
text on a separate sheet of paper to record
WARNING: Do not taste, eat or drink any your observations.
materials used in the lab. 4. Reread the entire experiment to make sure
Possible Materials all steps are in logical order.
simulated blood (10 mL low-fat milk and 5. Identify constants and variables.
10 mL water plus red food coloring) Blood type O will be the control.
lemon juice as antigen A (for blood types B
and O) Follow Your Plan
water as antigen A (for blood types A and AB) 1. Make sure your teacher approves your plan
droppers before you start.
small paper cups 2. Carry out the experiment according to the
marking pen approved plan.
10-mL graduated cylinder 3. While doing the experiment, record your
observations and complete the data table.
Goals
■ Design an experiment that simulates the
reactions between different blood types.
■ Identify which blood types can donate to
which other blood types.

Name Date Class
(continued)
Hands-On Activities
Analyze Your Data

1. Compare the reactions of each blood type (A, B, AB, and O) when antigen A was added to the
blood.
2. Observe where clumping took place.
3. Compare your results with those of other groups.
4. What was the control factor in this experiment?
5. What were your variables?
Conclude and Apply

1. Did the results support your hypothesis? Explain.

2. Predict what might happen to a person if other antigens are not matched properly.
3. What would happen in an investigation with antigen B added to each blood type?
Communicating Your Data

Write a brief report on how blood is tested to determine blood type. Describe why this is
important to know before receiving a blood transfusion. For more help, refer to the
Science Skill Handbook.

Name Date Class
Heart Structure
1 Laboratory
Hands-On Activities
Activity
Can you name the part of your body that is a muscle, works on its own without any reminder
from you, pushes about five liters of liquid through your body each minute, relaxes for only about
half a second, and squeezes or contracts 70 to 100 times a minute? The organ described is the
human heart.
Strategy
You will observe the outside and inside of a cow or sheep heart to locate and label the parts
of a heart.
You will study the direction of blood flow through the heart.
You will review the condition of blood on the right side of the heart as compared with the
blood on the left side.
Materials
2 colored pencils (red and blue)
dissecting pan
dissecting probe
heart (sheep or cow)
*narrow tongue depressors
*coffee stirrers (alternative)
Procedure Figure 1
Part A—Outside of Heart
1. Position your sheep or cow heart in a dis-
secting pan so that it matches Figure 1.
WARNING: Wash hands thoroughly after

handling heart.
NOTE: Use the description below and the
directions of arrows in Figure 2 to help
locate each part of the heart. Use Figure 2
to label each part as you identify it.
2. The superior and inferior vena cava return
blood to the right side of the heart from
body organs. Locate and label the superior
and inferior vena cava. The pulmonary
vein returns blood to the left side of the
heart from the lungs. Locate and label the
pulmonary vein. 5. Pumping action of the heart squeezes
3. Blood in veins enters the right and left atri- blood from the two ventricles. Blood leaves
ums, two small chambers at the top of the the heart on the left side by way of an
heart. Locate and label the right atrium and artery called the aorta. Locate and label the
left atrium. aorta, which carries blood to all body parts.
4. Pumping action of the heart squeezes Blood leaves the heart on the right side by
blood from the atriums into the right and way of another artery, the pulmonary
left ventricles, two large chambers at the artery. Locate and label the pulmonary
bottom of the heart. Locate and label the artery, which carries blood to the lungs.
right ventricle and left ventricle.
Name Date Class
Laboratory Activity 1 (continued)

Hands-On Activities
Figure 2
1. Blood from heart 6.
Blood to heart Blood to heart
2.
7.
3.
8.
4.
9.
10.
5.

Part B—Inside of Heart Part C—Condition of Blood in Heart
1. Your teacher will slice open the heart with 1. Use a blue pencil to color in the spaces on
a scalpel. Figure 2 to show where deoxygenated blood
2. Note the thickness of the muscle that would be. Blood returning to or
makes up the left and right ventricles. pumped from the right side of the heart is
3. Locate and label the heart valves between deoxygenated. This means that the amount
atria and ventricles. Valves keep blood of oxygen in the blood is low.
flowing in one direction. 2. Use a red pencil to color in spaces to show
4. Locate and label the valves where the where oxygenated blood would be.
pulmonary artery and aorta are joined to Oxygenated blood contains a large amount
the heart. of oxygen. Those vessels returning to or
leaving the left side of the heart carry
oxygenated blood.

Name Date Class
Hands-On Activities
1. Label and color Figure 2 as instructed in the Procedure. NOTE: Notice that Figure 2 shows the
left and right sides of the heart reversed. The diagram actually shows the position of the heart
in a person as it would appear if you were facing that person whose heart is shown.
2. Complete Table 1. Use the words oxygenated or deoxygenated to describe the condition of the
blood in each part. (See Part C of the Procedure.)
Table 1
Part Right side Left side
Atrium
Ventricle
Vena cava
Aorta
Pulmonary vein
Pulmonary artery
Questions and Conclusions

1. To what part of the body is blood pumped as it passes through the pulmonary artery?
2. From what part of the body is blood being returned to the heart as it passes through the
pulmonary veins? Through the vena cava?
3. If blood leaves the right side of the heart deoxygenated and returns to the left side oxygenated,
what gas has been added to the blood? Through what organ must the blood pass in order to
change in this way?
4. Explain why the muscle of the left ventricle is thicker than the muscle of the right ventricle.
5. Explain the function of the heart valves.

Name Date Class

Hands-On Activities
6. List in order those parts that determine the direction of blood flow through the heart. Start
with the vena cava and include the following: left atrium, right atrium, left ventricle, right
ventricle, pulmonary artery, pulmonary vein, aorta.
7. Use the data in the Data and Observations section to explain the condition of all blood in
a. the heart’s right side.
b. the heart's left side.
Strategy Check
Can you locate and properly label the following parts of the heart: vena cava, right atrium,
left atrium, pulmonary artery, pulmonary vein, left ventricle, right ventricle, aorta?
Can you rearrange the above parts in proper order starting with the vena cava to show
the direction of blood flow through the heart?

Can you compare the condition of the blood on the right side of the heart to the blood
on the left side?

Name Date Class
Blood Pressure
2 Laboratory
Hands-On Activities
Activity
The main blood vessels of the body are the arteries and the veins. The heart pumps blood to all
parts of the body by way of arteries. Veins carry blood back to the heart. Blood within your blood
vessels is under pressure. Do arteries and veins have the same blood pressure?
Strategy
You will build an artificial heart and blood vessels with a plastic squeeze bottle and glass and
rubber tubing.
You will measure and record the distance that water squirts from the glass tube and rubber tube.
You will compare the distance water squirts from each tube to the softness of the tubes.
Materials
food coloring (red) Figure 1
2 glass tubes, 20 cm long and 5 cm long, Squeeze bottle
5-mm inside diameter, inserted in a rubber Rubber stopper
stopper (2-hole) by your teacher Glass tube 20 cm long
meterstick
rubber tube, 18 cm long, 5-mm inside diameter
squeeze bottle
wash pan
Rubber tube 18 cm long
Procedure Short length of glass tube
1. Fill a squeeze bottle with water. Add several 4. While a classmate squeezes the bottle,
drops of red food coloring to the water and determine how far the water stream from
shake gently. each tube travels. Record your result
2. Put the rubber stopper, with tubes in Table 1.

attached, into the squeeze bottle opening. 5. Refill the bottle before each new trial and
The stopper should fit tightly. repeat steps 3 and 4 three more times.
3. Rest a meterstick lengthwise on the edges of a Again record the results in the table.
washpan. Hold the rubber tube on one edge
of the washpan. The rubber tube should be
level with the glass tube. See Figure 2.
Figure 2

Name Date Class

Hands-On Activities

1. Record your results in Table 1. Use centimeter units.
Table 1
Trial 1 2 3 4 Average
1. Glass tube
2. Rubber tube
2. Calculate the average distance water travels for each tube. Record the average in the table.
Questions and Conclusions
1. The higher the pressure in a tube, the farther water will travel when it comes out of the tube. In
which tube was water pressure higher? In which tube was water pressure lower?
2. Veins are soft and flexible, while arteries are tougher and less flexible. Which tube corresponds
to an artery? Which tube corresponds to a vein?
3. Using your results, compare blood pressure in arteries to blood pressure in veins.

4. What part of your body can be compared to the squeeze bottle? The water?

Name Date Class
Hands-On Activities
Blood pressure is described by measuring two events: (a) Systolic pressure—pressure when the
ventricles of the heart contract and push blood into arteries (b) Diastolic pressure—pressure
when the ventricles relax and blood in the arteries is not being pushed.
Blood pressure is a comparison of systolic to diastolic numbers. Figure 3 shows blood pressure
measured in mm of mercury compared with age in years. For example, the systolic pressure for a
10-year-old child is 100 mm of mercury. The diastolic pressure for this child is 65 mm of mercury.
Figure 3
200
180
Blood pressure (mm of mercury)
160
140
Systolic pressure
120
100
80
Diastolic pressure
60
40
20
0
0 5 10 15 20 25 30 35 40 45 50 55 60
Age (years)
5. a. What is the systolic pressure for a 20-year-old person?

b. What is the diastolic pressure for a 20-year-old person?
6. From the graph, determine the blood pressure for the following ages: (list systolic, then
diastolic.)
a. 15 years old ______________________________________________________________
b. 30 years old ______________________________________________________________
c. 40 years old ______________________________________________________________
7. a. How much change occurs in systolic pressure from age 0 to 60?
b. How much change occurs in diastolic pressure from age 0 to 60?

Name Date Class

Hands-On Activities
8. a. Does systolic blood pressure change more from age 0 to 20 than from age 20 to 60?
9. a. At what age is there the greatest difference between systolic pressure and diastolic pressure?
b. What is the blood pressure at this age? _________________________________________
10. The age of a person with a systolic pressure of 120 and diastolic pressure of 75 should be
close to what?
A person is said to have high blood pressure if systolic and diastolic pressures are higher than nor-
mal. A person is said to have a low blood pressure if systolic and diastolic pressure are lower than
normal. Record if the following people have high, low, or normal blood pressure by comparing the
pressure in Table 2 with those in the graph in Figure 3.
Table 2
Blood Pressure
Age Systolic Diastolic Pressure
45 140 83 11.

30 130 85 12.
60 140 80 13.
Strategy Check
Did you build an artificial heart and blood vessels?
Did you determine which tube, glass or rubber, allows the water to squirt out farther
when the bottle is squeezed?
Can you correlate the distance water squirts to the softness of the rubber and glass tubes?

Name Date Class
Circulation
Hands-On Activities
Directions: Use this page to label your Foldable at the beginning of the chapter.
Circulation
Pulmonary
Coronary
Systemic
the flow of blood to and
from the tissues of the heart
the flow of blood through

the heart to the lungs and
back to the heart
the flow of blood to all of

the organs and body tissues,
except the heart and lungs

Meeting Individual Needs
Meeting Individual
Needs

Name Date Class
Directed Reading for Overview

Content Mastery Circulation and Immunity
Directions: Use the following terms to complete the concept map below
heart arteries lungs
capillaries vena cava
1. which
which leads pumps blood
to the through the

4. which return
which pumps
oxygenated aorta
blood through the
blood to the
pulmonary veins pulmonary artery
which carry
to the to the and other
oxygen-poor
blood into the
5.
2.
veins
which connect to 3. and then to
Directions: Complete the following sentences using the correct terms.

6. Once tissue fluid diffuses into the lymphatic capillaries, it is called
____________________.
7. ____________________ are lymphatic organs that protect your mouth and nose
form harmful microorganisms.

Name Date Class
Directed Reading for Section 1 ■ Blood

Content Mastery Section 2 ■ Circulation
Directions: Use the following terms to correctly complete the sentences below.
arteries chambers white veins fibrin lymph nodes
1. The heart has four cavities called ____________________.

2. ____________________ move blood away from the heart, while
____________________ move blood to the heart.
3. ____________________ blood cells fight bacteria and viruses.

4. When you get a minor cut, platelets in your blood stick to the wound and cause
____________________ threads to form a clot.
5. ____________________ filter out microorganisms and foreign material that
have been engulfed by the lymphocytes.
Directions: The parts of the human blood are shown below. Write the function of each part on the lines below
the illustration. Use the following terms.
help clot blood contain hemoglobin

contains nutrients and minerals help fight infection
A. White blood cells B. Red blood cells C. Platelets D. Plasma
6. a.
b.
c.
d.

Name Date Class
Directed Reading for Section 3 ■ Immunity

Content Mastery Section 4 ■ Diseases
Directions: Study the following diagram. Then, fill in the table below with a description of what happens
during each stage of the diagram.
A. Helper T cell B.
White blood cell Antibody

Pathogen
B cell
D. C.
Memory B cell
Stage Description
Recognition:
A
Mobilization:
B
Disposal:
C
Immunity:
D
Directions: Circle the term in parentheses that correctly completes the sentence.
1. The use of chemicals to destroy cancer cells is (immunology/chemotherapy).
2. (Noninfectious/Infectious) diseases are NOT caused by bacteria or viruses.
Name Date Class
Directed Reading for Key Terms

Content Mastery Circulation and Immunity
Directions: Draw a line to connect the description on the left to the correct term on the right.
1. microscopic blood vessel that connects artery
arteries and veins
2. vessel that carries blood away from allergen

the heart
3. chemical that carries oxygen and carbon capillary

dioxide in the blood
4. upper chamber of the heart hemoglobin
5. liquid part of the blood that carries

nutrients and minerals lymph node
6. organ that filters out microorganisms

lymphocyte
and foreign materials

7. white blood cell carried in the
immune
lymphatic system
8. lower chamber of the heart pulmonary circulation
9. flow of blood from the heart to other

organs and tissues of the body except systemic circulation
the heart and lungs
10. flow of blood from the heart to the ventricle

lungs and back to the heart
11. system that defends the body against plasma

disease
atruim
12. substance that causes an allergic
response
Name Date Class
Lectura dirigida para Sinopsis

Dominio del contenido Circulación y sistema inmune
Instrucciones: Completa el mapa de conceptos usando los términos de la siguiente lista.
corazón arterias pulmones
capilares vena cava
1.
Satisface las necesidades individuales

que conduce(n) bombea sangre a
al o a la través de la
4. bombea sangre a
el(la) cual devuelve aorta
través de la
sangre oxigenada a las
venas pulmonares arteria pulmonar
y saca la sangre
de(l) de(l) y otros(as)
escasa en oxígeno
a través de las
5.
2.
venas
conectadas al (a los) 3. y luego al (a los)
Instrucciones: Completa las siguientes oraciones usando el término correcto.
6. Una vez que el fluido tisular se difunde en los capilares linfáticos, ésta se conoce
como _____________.
7. Los(Las)____________________ son órganos linfáticos que te protegen la nariz
y la boca de los microorganismos dañinos.
Circulación y sistema inmune 23

Name Date Class
Lectura dirigida para Sección 1 ■ La sangre

Dominio del contenidio Sección 2 ■ El sistema circulatorio
arterias cavidades blancos venas fibrina nódulos linfáticos
1. El corazón posee cuatro cavidades llamadas ____________________.

2. Los(Las) ____________________ sacan la sangre del corazón, mientras que
los(las) ____________________ llevan la sangre al corazón.
3. Los glóbulos ____________________ combaten las bacterias y los virus.

4. Cuando sufres una herida leve, las plaquetas en la sangre se adhieren a la herida y
hacen que se formen hebras de ____________________ para formar un coágulo.
5. Los(Las) ____________________ filtran los microorganismos y el material forá-
neo que engullen los linfocitos.
Instrucciones: A continuación se muestran las partes de la sangre humana. Escribe la función de cada parte en
las líneas en blanco debajo de cada ilustración. Usa los siguientes términos.
ayudan a coagular la sangre contienen hemoglobina
contiene nutrientes y minerales ayudan a combatir infecciones

A. Glóbulos blancos B. Glóbulos rojos C. Plaquetas D. Plasma
6. a.
b.
c.
d.
24 Circulación y sistema inmune

Nombre Fecha Clase
Lectura dirigida para Sección 3 ■ El sistema inmunológico

Dominio del contenidio Sección 4 ■ Enfermedades
Instrucciones: Estudia el diagrama. Llena la tabla con la descripción de lo que está sucediendo en cada fase.
A. Glóbulo blanco Célula T ayudante B. Anticuerpo

Patógeno
Célula B
D. Célula B de memoria C.
Etapa Descripción
Reconocimiento:
A
Mobilización:
B
Eliminación:
C
Inmunidad:
D
Instrucciones: Encierra en un círculo el término en paréntesis que completa correctamente cada oración.
1. El uso de sustancias químicas para destruir células cancerosas es
(inmunología/quimioterapia).
2. Las enfermedades (no infecciosas/infecciosas) NO son causadas por bacterias o
virus.
Circulación y sistema inmune 25

Nombre Fecha Clase
Lectura dirigida para Términos claves

Dominio del contenidio Circulación y sistema inmune
Instrucciones: Conecta la descripción con el término correcto.
1. vaso sanguíneo microscópico que arteria
conecta las arterias y las venas
2. vaso que saca la sangre del corazón alergénico

3. sustancia química que transporta oxíge-

no y dióxido de carbono en la sangre capilar
4. cavidad superior del corazón

hemoglobina
5. parte líquida de la sangre que lleva
nutrientes y minerales
ganglio linfático
6. órgano que filtra los microorganismos y
los materiales foráneos
linfocito
7. glóbulo blanco que se encuentra en el

sistema linfático
inmune
8. cavidad inferior del corazón

circulación pulmonar
9. flujo de sangre desde el corazón a otros
órganos y tejidos del cuerpo, excepto el
corazón y los pulmones circulación sistémica
10. flujo de sangre desde el corazón a los

pulmones y de regreso al corazón ventrículo
11. sistema que defiende al cuerpo de las

enfermedades plasma
12. sustancia que causa una respuesta

aurícula
alérgica
26 Circulación y sistema inmune

Nombre Fecha Clase
Blood
1 Reinforcement
Directions: Fill in the missing words in the following statements to describe the four functions of blood.
1. carries _____________________ to all body cells and removes _____________________
2. carries _____________________ of cell activity to _____________________ to be removed
3. transports _____________________ from the digestive system to all cells
4. carries materials that fight _____________________ and heal wounds
Directions: The parts of human blood are shown below. Use the following phrases to write what each part does

on the line below its picture: help clot blood; transport oxygen; contains nutrients and minerals; help
fight infection.
A. White blood cells B. Red blood cells C. Platelets D. Plasma
5. a. c.
b. d.
Directions: Complete the following table. Possible blood types of the donor are listed horizontally. The possible
blood types of the receiver are listed vertically. Make a check in the box if the receiver can receive blood from the
donor directly above. Then answer the questions below the table.
Donor (can give blood to)
Blood type O A B AB
6. O
Receiver
(can receive 7. A
blood from)
8. B
9. AB
10. Who can receive any blood type? ________________________________________________

11. Who can receive only O type blood? _____________________________________________

Nombre Fecha Clase
Circulation
2 Reinforcement
Directions: Fill in the blanks with the correct terms for questions 1–3.
1. Valves inside the veins prevent blood from flowing ____________________ the heart.
2. Blood in ____________________ carries wastes away from the cells of the body back to the heart.
3. The force of the blood on the walls of blood vessels is called ____________________.
4. What are three main functions of the lymphatic system?
5. What is pulmonary circulation and what is its function?_______________________________
Directions Label the diagram of the heart. Include the following terms on your diagram: right atrium, right
ventricle, left atrium, left ventricle, superior vena cava, inferior vena cava, pulmonary artery,
pulmonary vein, aorta. Use a pencil to draw arrows showing the path of oxygen-rich blood. Use a pen to
show the path of oxygen-poor blood.

6. 10.
11.
To lungs
From lungs
7.
12.
8.
13.
14.
9. To smaller arteries and capillaries

Name Date Class
Immunity
3 Reinforcement
Directions: Answer the following questions on the lines provided.

1. What is an antibody and how does it function?
2. What is one source of passive immunity?

3. What is the difference between active immunity and passive immunity?
4. What happens if disease-causing bacteria get through a break in the skin and enter the
circulatory system?
5. What are vaccines made from?
6. How are pathogens trapped by and expelled from the respiratory system?
7. What are your body’s first-line defenses against pathogens in general?
8. a. How do vaccines work?
b. What is this type of immunity called?
c. What is another way to get this type of immunity?
9. What defenses does the digestive system have against pathogens?
10. What is an antigen?

Name Date Class
Diseases
4 Reinforcement
Directions: Robert Koch developed a set of rules for figuring out which pathogen caused a particular disease.
Use the following terms to complete his rules listed below.
disease original organism present host
suspected culture same
1. In every case of a particular disease, the organism thought to cause the _____________________
must be _____________________.
2. The _____________________ pathogen must be separated from all other organisms and
grown in a _____________________ with no other organisms present.
3. When the suspected pathogen from the pure culture is placed in a healthy
_____________________, it must cause the same disease.
4. When the suspected pathogen is removed from the host and grown again, it must be compared
with the _____________________ to see if they are the _____________________.
Directions: Write the letter of the term or phrase that best completes the sentence.
5. Diseases that are not caused by pathogens are _____.

a. infectious b. chronic c. noninfectious d. viral
6. A tumor is usually located _____.
a. anywhere in the body c. near the surface of the body
b. deep inside the body d. on the skin
7. All of the following are noninfectious diseases EXCEPT _____.
a. asthma b. cancer c. heart disease d. AIDS
8. Substances that increase your chance of developing cancer are called _____.
a. lymphocytes b. carcinogens c. allergens d. antigens
9. When you come in contact with an allergen, your immune system forms _____.
a. hormones b. lymphocytes c. antibodies d. antigens
10. An allergy is a strong reaction of the _____.
a. immune system c. respiratory system
b. circulatory system d. digestive system
11. Some noninfectious diseases are called chronic diseases because _____.
a. they are present at birth c. they are short-lived
b. they are inherited d. they last a long time
12. Cigarette smoke has been linked with all of the following EXCEPT _____.
a. cancer b. lung diseases c. heart disease d. arthritis
Name Date Class
Sickle-Cell Anemia
1 Enrichment
One of the primary parts of blood is the red ents commonly develop the symptoms. These
blood cell (RBC). It is a cell shaped like a flat people may die from sickle-cell anemia, but
circle or inner tube. This cell contains an the people who have only one copy of the
important molecule called hemoglobin, which gene do not.
is the molecule that carries oxygen to tissues Malaria Resistance
and carbon dioxide away from them. Humans with either genetic combination
There is a genetic disorder called sickle-cell appear to be resistant to the deadly disease
anemia that changes the shape of the hemo- malaria. Malaria is caused by a small parasite
globin molecule. This causes the shape of the called Plasmodium. It is carried by a certain

RBC to change. Instead of having the flat cir- species of mosquitoes and transferred to
cular shape of a regular RBC, the cell becomes humans by the bite of this small insect. Plasmod-
long and pointed. The sides of the cell may ium lives in the RBCs of infected humans where
turn up and the shape of the sickle cell looks it can cause nausea, vomiting, diarrhea, and may
very much like a taco shell. lead to death in many children and adults.
A Painful Effect Plasmodium cannot live long in sickled
One of the main problems with these cells RBCs so infected people usually survive this
is that they do not flow easily through small disease. Sickle-cell anemia is found in people
capillaries. They tend to get clumped together who live in or have ancestors from tropical
and block parts of the circulatory system from climates, such as parts of Africa, the Mediter-
delivering oxygen. This can be very painful to ranean, and the West Indies. Malaria is very
the person with sickle-cell anemia. Many peo- common in these places. Sickle-cell anemia
ple carry the sickle-cell gene, but in people helps them to survive malaria, one of the
who have inherited the gene from only one deadliest diseases on Earth. Therefore, sickle-
parent, the gene is rarely expressed. Only indi- cell anemia is a good example of a genetic
viduals who inherited the gene from both par- adaptation.
1. What is the important function of red blood cells?
2. What does a sickle-cell blood cell look like?
3. Why is the shape of the sickle cell a problem?
4. What can be a benefit of having a gene for sickle-cell anemia?

Name Date Class
Exercise and Circulation

2 Enrichment
Design an experiment to test the circulation of six of your friends or family members. Choose
an exercise that will increase circulation, such as running in place or jumping jacks. Take a pulse
reading or a blood pressure reading for each person before and after exercising. Make sure the
exercise is not too strenuous for anyone you are testing.
Directions: Fill in the following table as you conduct your experiment. The rate in the table refers to the pulse
rate or blood pressure reading. If you need more space, use a separate sheet of paper.
Table 1
Person 1 Person 2 Person 3 Person 4 Person 5 Person 6
Name
Age of person
Rate before exercise
Type of exercise
Length of time
exercising
Rate after exercising

Rate after resting
Directions: Write a conclusion for your experiment. Include answers to the following questions.
1. Did the heart rate differ with age?
2. Did the heart rate go up by the same amount in all the people tested?
3. How long did each person rest after exercising? Had his or her heart returned to the first
measurement? Test yourself to see how long it takes for your heart rate to return to normal.
Conclusion

Name Date Class
Vaccines Through the Centuries

3 Enrichment
The first vaccine was developed in 1796 traditional vaccines. Subunit vaccines are
when Edward Jenner observed that milkmaids developed from part of a bacterium or virus
who contracted cowpox seemed unlikely to and are now available for hepatitis B and
contract deadly smallpox. He hypothesized typhoid.
that contracting cowpox prevented a person
from getting smallpox. To test his hypothesis, Conjugate Vaccines
Dr. Jenner took a few drops of cowpox fluid Another new kind of vaccine is a conjugate
from a milkmaid with the disease and vaccine. Conjugate vaccines offer new hope for
injected it into a boy who had neither cowpox immunizing babies against bacterial diseases like

nor smallpox. Six weeks later, the doctor pneumonia and meningitis. Babies have differ-
injected the boy with a few drops of smallpox ent immune responses than adults, so until con-
fluid. The boy did not develop smallpox, and jugate vaccines were developed, there was no
the first vaccine was born. In 1980, an way to immunize babies against these bacterial
updated version of Dr. Jenner’s vaccine led to diseases. Conjugate vaccines are really just com-
the elimination of the smallpox virus. bined vaccines. They are developed by linking
proteins or inactivated toxins from one organ-
Vaccines Today ism to the outer coat of the specific bacteria.
Since the development of the first vaccine,
more than 20 vaccines have been created that Genome Sequencing
protect us from such infectious and deadly Advances in biotechnology might allow
diseases as whooping cough, measles, mumps, scientists to develop DNA vaccines that could
rabies, tetanus, and polio. potentially offer lifelong protection against
Creating vaccines has come a long way, too. malaria, influenza, and HIV. Scientists also are
Since scientists learned to use vaccines to “trick” looking at using genome sequencing to develop
the body’s immune system into producing anti-
vaccines. Genome sequencing is a process by

bodies that protect against a real disease-causing
which scientists look at and try to understand
organism, vaccines have been created using
the genetic instructions of disease-causing
weakened or killed microbes, as well as
inactivated toxins. Now, however, scientists are microbes. Having more information about an
able to develop new and improved vaccines. organism could help them develop vaccines for
diseases such as tuberculosis and syphilis.
Subunit Vaccine Finally, scientists are working to create
One such vaccine is called the subunit vac- edible vaccines. By genetically engineering
cine. It works by creating an immune response potatoes, bananas, and tomatoes, scientists
in the body without causing potentially believe they can safely trigger an immune
dangerous extra immune reactions like some response to E. coli bacteria.
1. Explain how vaccines work.
2. What disease has been completely eliminated because of the use of vaccines?
3. How can genomic sequencing help to develop vaccines?

Name Date Class
Asthma: a Chronic Disease

4 Enrichment
More than 17 million Americans have Causes of Asthma

asthma. About 5 million of that number are Asthma attacks can be caused by many
children. In children, asthma leads to more things. These causes are usually specific for
school absences and hospital stays, and restricts each person and are often a combination of
more activities than any other disease. things. The following list includes most of the
It can be frightening to see a person having better-known “triggers” for asthma.
an asthma attack. The person may be wheezing, ■ allergies—to grasses, trees, weeds, pollens,
coughing, breathing rapidly, or even gasping mold, dust, animal fur, food, and drugs
for air. It is important to understand that ■ respiratory infections—colds, sore throats
although this disease is chronic, it can be ■ irritants—perfume, smoke, air pollution
controlled. Asthma is not contagious. ■ physical exercise
■ sudden change in air temperature or humidity

Developing Asthma ■ emotional stress
Anyone can develop asthma. In children,
the symptoms usually appear before age three. Asthma Medication
Some children seem to outgrow the disease, Several medications are available. Bron-
but often it reappears. In most cases, people chodilators relax the bronchial muscles in
learn how to prevent asthma attacks and how the lungs. Cortisone reduces the swelling.
to treat them when they do occur. Asthma Antibiotics fight infections. Allergy shots can
patients must learn what triggers their asthma reduce the sensitivity to allergens. Newer
attacks so that they can prevent them. medications help reduce the allergic response.
What happens during an attack? Also, a person can avoid things he or she is
During an asthma attack, the muscles allergic to. This may mean getting rid of pets
or avoiding certain foods. It is also wise to stay

around the bronchial tubes tighten and go
into a spasm. Extra mucus is produced and away from cigarette smoke.
interferes with breathing. The lining of the
bronchial tubes swells, making the airway
smaller. The person has trouble passing air in
and out and begins to wheeze or cough.
1. Do you know anyone who has asthma? Find out how that person deals with his or her chronic
disease. Is he or she able to participate in most activities?
2. Think about ways your school could make it easier for people with asthma to participate just like
everyone else. Keep in mind that many schools do not let children carry inhalers (for medicine)
with them. Why do you think this is a good or bad policy? In addition, many classrooms have
furry animals or birds. What options are there for children whose allergies to these animals could
trigger an asthma attack?

Name Date Class
Note-taking Circulation and Immunity

Worksheet
Section 1 Blood
A. Functions of blood
1. Blood carries ___________ from your lungs to your body cells, and carbon dioxide from
your cells to your lungs to be exhaled.
2. Blood carries ___________ from cells to your kidneys to be removed.
3. Blood transports ___________ to your body’s cells.

4. Cells and molecules in blood fight ___________ and heal wounds.
B. Parts of blood
1. Plasma—___________ part of blood
a. made mostly of ___________
b. ___________, minerals, and oxygen are dissolved in plasma.
2. ___________ supply your body with oxygen.
a. Red blood cells contain ___________, which is a chemical that can carry oxygen and
carbon dioxide.
3. ___________ fight bacteria and viruses.
a. Your body reacts to invaders by ___________ the number of white blood cells.
b. White blood cells enter infected tissues, destroy bacteria and viruses, and
absorb ___________
4. ___________ are irregularly shaped cell fragments that help clot blood.
C. Blood clotting—platelets and ___________ plug up a wound.

1. ___________ stick to a wound and release chemicals.
2. Threadlike fibers, called ___________, form a sticky net which helps make a ___________.
3. ___________ then begin the repair process.
D. Blood types—are chemical identification tags in the blood

1. Types A, B, and AB—based on ___________
2. Type _______ has no antigens, and can donate blood to any type.
3. Type _______ has no antibodies, so it can receive blood from any type.
4. ___________ is another chemical identification tag in blood.
Name Date Class
Note-taking Worksheet (continued)

E. Blood diseases
1. Anemia affects ___________ blood cells.
a. body tissues can’t get enough ___________ and are unable to carry on usual activities
b. causes include a loss of large amounts of blood, diet lacking in _________, or heredity
2. Leukemia—affects ___________
a. Immature white blood cells are made in ___________ numbers.
b. The excess cells don’t fight ___________ well; they fill the ___________ crowding out
normal cells.
Section 2 Circulation
A. Your ___________ system includes the blood, heart, and blood vessels.
B. ___________—controls blood flow through all parts of the body

1. Has four chambers
a. ___________—upper two chambers; ___________—lower two chambers
b. Blood ___________ only from an atrium to a ventricle.
c. A ___________ between the two atriums or the two ventricles separates oxygen-rich
from oxygen-poor blood.

2. Circulatory system—divided into ___________ sections
a. ___________ circulation is the flow of blood to and from the tissues of the heart.
b. In ___________ circulation, blood flows through the heart to the lungs, where carbon
dioxide and other waste materials diffuse out, oxygen diffuses in, and the blood goes
back to the heart.
c. ___________ circulation moves oxygen-rich blood to all the organs and body tissues,
except the heart and lungs, and returns oxygen-poor blood to the heart.
C. ___________ carry blood to every part of your body.

1. ___________ are blood vessels that move blood away from the heart.
2. ___________ carry blood back to the heart.
3. ___________ are microscopic blood vessels that connect arteries to veins.

Name Date Class

D. __________________________ is the force of the blood on the walls of the ___________.
1. Blood pressure is highest in arteries and lowest in ___________. A rise and fall of pressure
occurs with each ___________.
2. Your brain tries to keep your blood pressure _________. Your brain sends messages to your
heart to raise or lower your blood pressure by speeding up or slowing down your heart rate.
E. ___________—the ___________ cause of death in the United States

1. atherosclerosis—___________ build up on arterial walls and clog arteries

2. hypertension—___________ blood pressure
3. Prevention:
a. Follow a healthful ___________, exercise, and have regular checkups.
b. Avoid ___________; it increases carbon monoxide in the blood making the heart beat
faster.
F. The lymphatic system collects ___________ and returns it to the blood.
1. ___________–tissue fluid that contains ___________ and dissolved substances
a. contains ___________—type of white blood cell that helps the body defend itself
against disease causing organisms
2. ___________ nodes—bean-shaped organs of varying size found ___________ the body;

filter ___________ and foreign materials from lymphocytes
Section 3 Immunity
A. __________________________—complex set of defenses to protect the body from pathogens
1. Unbroken ___________ is a barrier that prevents many pathogens from entering the body.
2. The __________________________ traps pathogens with cilia and mucus.
3. The ___________ uses saliva, enzymes, hydrochloric acid, and mucus to kill bacteria.
4. The ___________ contains white blood cells that patrol the body and destroy pathogens.
B. Specific immunity—the immune system works against a ___________ antigen by producing an

antibody.
1. In ___________ immunity the body makes its own antibodies in response to an antigen.
___________ provides a form of an antigen to cause active immunity.

Name Date Class

2. ___________ immunity—results when antibodies produced in another animal are intro-
duced into the body. Passive immunity does not ___________ as active immunity.
Section 4 Diseases
A. Scientists did not understand how ___________ diseases were transmitted until the late 1800s
and early 1900s.
1. Louis Pasteur developed the ___________ process, which kills some bacteria in liquids.
2. Robert Koch developed a method to ___________ and ___________ one type of bacterium
at a time.
3. Joseph Lister learned to reduce surgery deaths by keeping his hands and instruments
___________.
B. An ___________ disease is caused by a virus, bacterium, protist, or fungus and is spread from
an infected organism or the environment to another organism.
1. Diseases can be carried by ___________ such as rats, birds, cats, dogs, mosquitoes, fleas,
and flies.
2. ___________ can also be disease carriers.

C. ___________ diseases (STDs) are infectious diseases spread during sexual contact.
1. ___________ STDs include gonorrhea and syphilis.
2. ___________ STDs include genital herpes and HIV (Human Immunodeficiency Virus).
a. HIV infection can lead to ___________ (Acquired Immune Deficiency Syndrome)
which attacks the immune system, causing the infected person to die of another disease.
b. AIDS has no ___________, but several medicines are used to treat it.
D. ___________ diseases are not spread from person to person; they may be
chronic and long lasting.
1. ___________ is a chronic disease associated with insulin production by the pancreas.
a. ___________ diabetes results from too little or no production of insulin.
b. ___________ diabetes results from improper insulin processing.
2. ___________ results from uncontrolled cell growth and can occur anywhere in the body.
a. Cancer can have many ___________ such as smoking, chemical exposure, radiation
exposure, diet, or heredity.

Assessment
Assessment

Name Date Class
Chapter Circulation and Immunity

Review
Part A. Vocabulary Review
Directions: Complete the following sentences using the vocabulary words listed below.
arteries capillaries hemoglobin
lymph plasma platelets veins
1. The blood vessels that move blood away from the heart are called ____________________.
2. The blood vessels that move blood in the direction of the heart are
called _____________________________
3. _____________________________ are microscopic blood vessels that connect arteries and veins.
4. _____________________________ is the liquid part of blood and is made mostly of water.
5. Red blood cells contain _____________________________ , a chemical that can carry oxy-
gen and carbon dioxide.
6. _____________________________ are the odd-shaped cell fragments that help clot blood.
7. Tissue fluid found inside lymphatic capillaries is known as _____________________________.
Directions: Write the correct term in the space beside each definition.
8. immunity that occurs when a body makes its own antibodies
Assessment
9. protein made in response to a specific antigen
10. immunity that occurs when antibodies come from another source
11. method of using heat to kill most bacteria in food
12. diseases that are long-lasting and non-infectious
13. substances foreign to the body
14. substance that causes an allergic reaction
15. diseases that cannot be spread
16. diseases that are spread by water, air, food, contact, and vectors

Name Date Class
Chapter Review (continued)

Part B. Concept Review
Directions: Answer the following questions on the lines provided.
1. List three diseases caused by viruses.
2. List three diseases caused by bacteria.
3. Briefly describe how HIV affects the immune system.
4. List five noninfectious diseases.
Directions: Answer the following questions using complete sentences.

5. What is the significance of Koch’s rules?

Assessment
6. Explain the natural defenses your body has against disease.

Transparency
Activities
Transparency Activities

Name Date Class
A Friend in Need
1 Section Focus
Transparency Activity
Do you know someone who has participated in a blood drive?
During a blood drive, people are asked to donate blood that will be
used to treat sick or injured people. The blood collected by blood
banks saves many lives each year.
1. What is the purpose of a blood bank?

2. Who do you think should or should not donate blood?

Name Date Class
How to Relax in Traffic

2 Section Focus
Venice is a city in Italy that includes over one hundred islands.
Because there’s so much water, Venetians use canals instead of streets
for transportation. There is a main canal, called the Grand Canal, and
many smaller canals branching off the main canal.
1. If you compared the canals in Venice to blood vessels, what would

the water represent?
2. What might the boats, called gondolas, represent?

Name Date Class
Here I Come to Save

3 Section Focus
Transparency Activity the Day!
This image shows a cell from the immune system at work. A white
blood cell is devouring an invading organism. The only part of the
organism that can be seen is at the lower right portion of the photo.
It is being sucked into the tube-like extension of the color-enhanced
white blood cell.

1. Describe what is happening to the invading organism.

2. What purpose do you think white blood cells serve?

Name Date Class
Ah-Chooo! (Gesundheit)
4 Section Focus
Organisms are not the only things that can make you sick. Matter
present in the environment, such as toxic chemicals, particles, and
certain types of fibers, also can cause disease. The spiny spheres you
see below are responsible for a certain type of allergic reaction that
afflicts many people. Can you guess what they are?
1. How do allergies affect people?
2. What kind of help is there for allergy sufferers?
3. If people work around materials such as asbestos, burning tar, or
smoke, what kinds of safety equipment should they use?

Name Date Class
Response of the Immune

3 Teaching Transparency
Activity System
Memory B cell
Antibody
Helper T cell
B cell
Pathogen
White blood cell
Nucleus

Name Date Class
Teaching Transparency Activity (continued)
1. What are molecules that are foreign to your body called?
2. What is an antibody?
3. How many kinds of antibodies are produced in response to one pathogen?
4. Why is it important for B cells to retain a memory of the pathogen?
5. What is present in a person’s blood when he or she is immune to a certain disease?
6. Identify and briefly explain the four steps of the immune system’s response to disease shown on
the transparency.

Name Date Class
Assessment Circulation and Immunity

Directions: Carefully review the table and answer the following questions.
Regional HIV/AIDS Statistics, December 1998

Individuals Individuals Women
Region living with newly infected with HIV
AIDS/HIV HIV (%)
South and
Southeast 6,700,000 1,200,000 25
Asia
Western
Europe 500,000 30,000 20
North
America 890,000 44,000 20
Sub-Saharan
Africa 22,500,000 4,000,000 50
Latin
1,400,000 160,000 20
America
1. According to the table, which region has the most people infected
and living with AIDS/HIV?
A Latin America C North America
B South & Southeast Asia D Sub-Saharan Africa
2. According to the table, in which region is 75 percent of the
HIV-infected population male? Transparency Activities
F Western Europe H South & Southeast Asia
G Sub-Saharan Africa J North America
3. The total world population of individuals living with HIV/AIDS
is 33.4 million. Approximately what percentage of these individuals
live in the Sub-Sahara African region?
A 5% B 10% C 70% D 100%

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Circulation and Immunity

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Reproducible Student Pages

Circulation and Immunity 1

2 Circulation and Immunity

Name Date Class

2. Describe how the treated area of the gauze is like a scab.

Circulation and Immunity 3

Name Date Class

Determining Reproduction Rates

Data and Observations

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2. Why is it important to take antibiotics promptly if you have an infection?

4 Circulation and Immunity

Name Date Class

Microorganisms and Disease

2. What is the source of microorganisms in this lab?

Microorganisms are everywhere. Washing your hands and disinfecting items

■ Observe the transmission of microorganisms.

Circulation and Immunity 5

Name Date Class

Data and Observations

4 Rubbed with sandpaper

5 Washed with soap and water

6 Covered with alcohol

Conclude and Apply

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Communicating Your Data

6 Circulation and Immunity

Name Date Class

Design Your Own

2. Why is it important to NOT eat, taste, or drink laboratory materials?

Real-World Question Test Your Hypothesis

which other blood types.

Name Date Class

Analyze Your Data

2. Observe where clumping took place.

3. Compare your results with those of other groups.

4. What was the control factor in this experiment?

5. What were your variables?

Conclude and Apply

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Communicating Your Data

8 Circulation and Immunity

Name Date Class

WARNING: Wash hands thoroughly after

Name Date Class

Laboratory Activity 1 (continued)

Blood to heart Blood to heart

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

10 Circulation and Immunity

Name Date Class

Laboratory Activity 1 (continued)

Questions and Conclusions

pulmonary veins? Through the vena cava?

5. Explain the function of the heart valves.

Circulation and Immunity 11

Name Date Class

Laboratory Activity 1 (continued)