Curriculum Module-Physiological Inquiry

Overview of NASA/STEP Curriculum Module-Summer 1999

I. Title of Module:

Inquiry into the Physiology of Life and Space

II. Author(s):

Miriam Rivas

III. Grade Level:

High School 9-12

IV. Nature of The Students:

Urban Minority

V. Purposes:

To promote an inquiry based learning approach to scientific investigations.
To expose students to the steps of the scientific method.
To understand the major concepts of the physiology of life and survival.
To apply principles of physiology to life in space.
To use group presentations as a tool to promote and achieve the national standards.
To introduce students to the use of rubrics as a self - assessment tool.

VI. Overview: This program will use an inquiry based learning approach to have:

Students formulate hypotheses and perform experiments using small invertebrates in order to investigate underlining physiological principles.
Students discover physiological principles and present their discoveries to their peers for discussion.
Students relate these principles to survival in space.

VII. Curricular Content Development

Science content knowledge.

The student will be provoked to use their background knowledge to develop concepts in physiology, anatomy, biology, chemistry, environmental and earth science.

Technological and Societal Context of Inquiry.

Students will perform many hands-on experiments that involve the use of many scientific procedures; and also work collaboratively with the internet component of this program to research many appropriate topics.

VIII. Teaching and Learning Approaches

Brainstorm experimental procedures to investigate key questions (Teacher must approve protocol).
Hands on experiments in groups of 2-3.
Group presentations for sharing of information and data.
Whole class discussions, interpretation of data and developing of physiological and scientific concepts.

NASA/STEP Module – Physiological Inquiry - Lesson 1/Day 1 : Introduction to Physiology and Microgravity

Objectives:

Examine the biotic and abiotic factors necessary to maintain life.
Examine necessary physiological mechanisms for life among all organisms.
Correlate maintenance of life on Earth with Space.
Examine the concept of microgravity.
Understand the need for an artificial environment in space.

Skills to be developed: Following this activity the students will be able to:

Understand the difference between anatomy and physiology; and biotic and abiotic factors.
Identify the biotic and abiotic factors necessary to maintain life.
Understand the concepts of gravity and microgravity.
Give group presentations that promote class discussions.

Concepts: Students will become familiar with the following concepts:

Anatomy and Physiology – structure versus function.
Abiotic factors required to keep all organisms alive.
Biotic factors required to keep all organisms alive.
Physiological mechanisms / the life functions.
Gravitational force and microgravity / possible effects on organisms.
Adaptations for life on Earth.
Giving a presentation and using a rubric for self-assessment.

Teaching and Learning Approaches:

Students will be given several critical thinking questions; and asked to examine the concept of microgravity.
Students will work in groups of 2-3, they will brainstorm and discuss with each other.
Presentations will be used to provide answers, explain models, and concepts.
Students will then discuss answers and provide summary.

Materials and Resources:

Student hand-out sheets with investigation questions.
Newsprint pads, rulers, markers, and masking tape for presentations.
Paper cup, string, wooden bead, and hand-out for microgavity demonstration.

Activities and Procedures:

NASA/STEP Module – Physiological Inquiry - Lesson 1/Day 1 : Introduction to Physiology and Microgravity

Chronological TimeSequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
Day 1 10 mins	Whole class	Students will be encouraged to ask questions about course.	Introduce outline of course and types of activities involved.
20 mins	Whole class	Students will be able to suggest several reasons for the importance of the study of physiology and how it is different from anatomy.	Lead discussion on the definition of physiology and its importance. Elicit definitions for anatomy, biotic, and abiotic.
90 mins	Group of 2-3	Students will work together to brainstorm answers to questions that explore biotic and abiotic factors, and the requirements for life on Earth and in Space. Students will also do the microgravity demonstration. Students will prepare presentation boards the answer all questions.	Walk among students to make sure that students are actively engaged on task. Stimulate their minds by posing thought provoking questions. Facilitate their discoveries and redirect all questions towards self discoveries.
40 Mins	Group of 2-3 and whole class	Students will present to class. Class should use rubric to judge presentations and offer constructive criticism.	Give out hand-out on rubric, keep time for presentations, and offer constructive comments.
15 mins	Whole class	Students lead discussion on summary and application to space.	Monitor summary and make sure that key concepts are correctly identified and addressed.
05 Mins	Group of 2-3	Clean up	Help in clean-up

NASA/STEP Module – Physiological Inquiry - Lesson 2 / Day 2- 4: Physiology and small invertebrates

Objectives:

Use small invertebrates to discover common physiological principles.
Design and perform controlled experiments using these organisms.
Determine the physiological effect of certain variables on these organisms.
Monitor and collect data on one specific experiment for the course of the 7 days (with 2 week span).
Apply physiological concepts to life in space.

Skills to be developed: Following these activities students will be able to:

Identify and use small invertebrates to study physiology.
Develop an acceptable protocol / experiment to be tested in the classroom.
Collect, interpret, analyze data, and display results.
Observe the physiological effects of certain drugs/chemicals.
Discuss how life in space might change these results.
Give group presentations and participate in class discussions.

Concepts:

Similarities among all living organisms and the distinguishing characteristics among them.
Small invertebrates are easy to use in the lab and they model important physiological principles.
Different adaptations present in different organisms.
Determining the effect of specific factors on these organisms.
Preparing serial dilutions, and the use of appropriate viewing and measuring devices.
Survival in space and consequences.
Giving a presentation and using a rubric for self-assessment.

Materials

Chemicals such as caffeine, aspirin, vitamin C; graduated cylinders, beakers, and spatula.
Newsprint pads, rulers, markers, and masking tape for presentations.
Drosophila melanogaster: plus food medium, vials, plugs, and water.
Tenebrio: plus oaks, shoebox, petri dishes, and forceps
Lumbriculus variegatus: plus Petri dishes, pipettes, air pump, plastic container, spring water, brown paper towels, and fish food (sinking pellets).
Stereomicroscopes or hand magnifiers, stop watches, thermometers, ice, and hand-outs where appropriate.

Activities and Procedures:

NASA/STEP Module – Physiological Inquiry - Lesson 2 / Day 2-4: Physiology and small invertebrates

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, Individual)	Student Activity	Teacher Activity
Day 2 30 mins	Whole class	Student will develop an understanding of how to identify and handle fruit flies (Drosophila). Students should also be thinking of experiment they wish to perform on fruit flies.	Introduce class to friut flies: their life cycle, care and handling. Inform students that they will be monitoring fruit flies daily and give presentations on the final day.
120 mins	Groups of 2-3	Students will decide which experimental variable they want to test on the fruit flies. Students will practice handling, transferring, and setting up their control vials. Students will seek approval for their experimental design from the teacher. Students will set up all experimental and control vials. Student will need to do serial dilutions in order to use the chemicals chosen as their variables. Students will count and record all characteristics of flies in each vial. Students will label and place vials in designated area.	Assist students. Check experimental design and give approvals.
10 mins	Group of 2-3	Clean up.	Help in clean up.
20 mins	Group of 2-3	Students will be reviewing the rubric and providing a written outline of the hypothesis, the materials, the procedure, and the preliminary data; and turning it in for review.	Give out rubric and discuss. Assist students with their outlines. Collect, comment on, and return outlines.
Day 3 20 mins	Whole class	Student will develop an understanding of how to identify and handle Tenebrio (mealworms). Students should be thinking about an experiment they wish to perform in Tenebrio.	Introduce class to Tenebrio: life cycle, care, and handling. Inform students that they are to do experiment, collect data, and present that day.
100 mins	Groups of 2-3	Students will decide which experimental variable they want to test on the mealworms. Students will practice handling, sexing the mealworms, and setting up their controls. Students will seek approval for their experimental design from the teacher. Students will set up all experimental protocol and perform all necessary calculations. Students will collect and record all data pertinent to their experiment and work Students will follow rubric and put together a presentation. Students will also check their fruit flies in order to record data.	Assist students. Check experimental design and give approvals.
10 mins	Groups of 2-3	Clean up	Help in clean-up.
40 mins	Groups of 2-3 and whole class	Students will give presentations.	Keep time for presentations and manage class interaction.
10 mins	Whole class	Lead discussion on summary and application to space.	Monitor summary and make sure that key concepts are correctly identified and addressed.
Day 4 20 mins	Whole class	Student will develop an understanding of how to identify and handle Lumbriculus variegatus. Students should be thinking about an experiment they wish to perform on Lumbriculus.	Introduce class to Lumbriculus: care and handling. Inform students that they are to do experiment, collect data, and present that day.
100 mins	Groups of 2-3	Students will decide which experimental variable they want to test on Lumbriculus. Students will practice handling Lumbriculus, and setting up their controls. Students will seek approval for their experimental design from the teacher. Students will set up all experimental protocol and perform all necessary calculations. Students will collect and record all data pertinent to their experiment and work Students will follow rubric and put together a presentation. Students will also check their fruit flies in order to record data.	Assist students. Check experimental design and give approvals.
10 mins	Groups of 2-3	Clean up	Help in clean-up.
40 mins	Groups of 2-3 and whole class	Students will give presentations.	Keep time for presentations and manage class interaction.
10 mins	Whole class	Lead discussion on summary and application to space.	Monitor summary and make sure that key concepts are correctly identified and addressed

NASA/STEP Module – Physiological Inquiry - Lesson 3 / Day 5-8 – Physiology and the Human Body

Objectives:

To understand the function of the circulatory system.
To examine the relationship between the radii and the length of blood vessels to blood flow.
To examine the relationship between pulse rate and circulation; before and after exercise.
To take blood pressure readings and understand their significance.
To understand the function of the nervous system.
To describe the path of a reflex arc.
To recognize the different neurons.
To describe the role of the brain.
To examine visual acuity.
To relate physiological concepts to life in space.
To understand the possible consequences and effects to these physiological systems with prolong expose in space.
To discuss applications of space technology and research on Earth.

Skills to be developed: Following these activities, students will be able to:

Understand what factors affect blood flow.
Measure pulse rate and blood pressure.
Compare pulse and blood pressure before and after exercise.
Understand what neurons are involved in a reflex arc, and what is the role of the brain in reflexes.
Measure visual acuity and relate it to the nervous system.
Discuss the consequences of microgravity on physiological system.
Give group presentations to promote class discussions.

Concepts:

Pulse rate
Blood pressure: systolic / diastolic.
The size of blood vessels and it effect on blood flow.
Parts of the brain and their function.
Reflex arc, sensory neuron, motor neurons, interneuron, spinal cord, stimulus, and response.
Visual acuity and astigmatism.
Effect of microgravity.
Giving a presentation and using a rubric for self-assessment.

Teaching and Learning Approaches:

Hand-on experiments.
Students will collect data using each other as models.
Compare data and reach conclusions.
Presentations to provide answers, models, and concepts.
Class discussion for evaluation and interpretation.

Materials

Newsprint pads, rulers, markers, and masking tape for presentations.
Hand-outs, rolls of butcher paper, meter sticks, penlights, and percussion mallets.
Blood pressure kits, stop watches, Snellen charts, Astigmatism charts.
Graduated cylinders, beakers, vinyl tubing of various width, y-connectors, clamps, funnels, and water.
Data sheets and hand-outs.

Activities and Procedures:

NASA/STEP Module – Physiological Inquiry - Lesson 3 / Day 5-8 – Physiology and the Human Body

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
Day 5 20 mins	Whole Class	Students will brainstorm and ask questions pertinent to how blood vessels function.	Introduce the circulatory system and its function. Guide students to propose investigative questions.
100 mins	Groups of 2-3	Student will use different width and length of vinyl tubing with water to simulate the blood flow through blood vessels. Students will propose investigative questions and design experiments to answer the questions. Students will set up experimental protocol and perform all necessary calculations. Students will collect and record all data. Students will follow rubric and put together a presentation. Students will also check their fruit flies in order to record data.	Monitor students. Check experimental designs and give approvals.
10 mins	Group of 2-3	Clean up	Help in clean-up.
40 mins	Groups of 2 /3 and whole class	Students will give presentations	Keep time for presentations and manage class interaction.
10 mins	Whole class	Lead discussion on summary and application to space.	Monitor summary and make sure key concepts are correctly identified and addressed
Day 6 20 mins	Whole Class	Students will brainstorm and ask questions pertinent to how blood pressure and pulse rate.	Demonstrate how to take pulse rate and blood pressure. Guide students to propose investigative questions.
100 mins	Groups of 2-3	Student will perform a variety of activities to monitor the effect on pulse rate and blood pressure. Students will collect and record all data. Students will follow rubric and put together a presentation. Students will also check their fruit flies in order to record data.	Monitor students.
10 mins	Groups of 2-3	Clean up	Help in clean-up.
40 mins	Groups of 2-3 and whole class	Students will give presentations.	Keep time for presentations and manage class interaction.
10 mins	Whole class	Lead discussion on summary and application to space.	Monitor summary and make sure key concepts are correctly identified and addressed
Day7 20 mins	Whole Class	Students will brainstorm and ask questions pertinent to how the nervous system works.	Introduce the brain and the nervous system. Demonstrate knee jerk, and eye reflex . Guide students to propose investigative questions.
100 mins	Groups of 2-3	Student will perform a variety of activities to determine visual acuity, reflexes, and draw a model of a member of the group to show the brain, spinal cord, and reflex arc and the neurons . Students will represent as much accurateness / creatively as possible. Students will follow rubric and put together a presentation. Students will also check their fruit flies in order to record data.	Monitor students.
10 mins	Groups of 2-3	Clean up	Help in clean-up.
40 mins	Groups of 2-3 and whole class	Students will give presentations.	Keep time for presentations and manage class interaction.
10 mins	Whole class	Lead discussion on summary and application to space.	Monitor summary and make sure key concepts are correctly identified and addressed
Day 8 05 mins	Whole class	Students will be gathering information, data, and materials.	Direct students to prepare final presentation on fruit flies.
35 mins	Groups of 2-3	Student will prepare presentations.	Monitor students.
40 mins	Groups of 2-3 and whole class	Students will give presentations.	Keep time for presentations and manage class interaction.
10 mins	Whole class	Lead discussion on summary and application to space.	Monitor summary and make sure key concepts are correctly identified and addressed

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Last Updated August 3, 1999 by Roz Krakowsky
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