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Education Kit This Education Kit has been developed to support a visit to Humanoid Discovery in the Sciencentre at Queensland Museum.

Teachers may copy material in this document for educational purposes.

Acknowledgements

Activities within this document have been developed by Queensland Museum Network, using material developed by Scitech and Scienceworks, Museum Victoria.

Humanoid Discovery is a travelling exhibition produced by Scitech, Perth, Western Australia and will be showing in the Sciencentre at Queensland Museum, from 13 December 2014 – 15 July 2015

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Contents Page Teacher Notes 3

Curriculum links 4

Description of individual exhibits 6

Activities

Activity 1: Mission to Earth 8

Activity 2: Uh oh! 9

Activity 3: The good, the bad and the ugly 9

Activity 4: That doesn’t look good! 10

Activity 5: Instant Earthling 10

Activity 6: Piece of junk! 11

Activity 7: The different uses key 11

Activity 8: Simply the best 12

Activity 9: Humanoid diaries 12

Activity 10: The what if key 13

Activity 11: Metaphorically speaking 13

Activity Cards Early Childhood 14

Web Resources 23

Mission to Earth Worksheets 24

Training Guide Worksheets 27

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Teacher Notes This Education Kit uses the narrative of the students being a visitor from outer space and investigating the human body from a different perspective. Humanoid Discovery Overview Take a look at the human body from a different perspective. Welcome to Humanoid Discovery. Your mission is to study the human beings which inhabit this planet called Earth. You will morph into a human and conduct several experiments to investigate these life forms. How do their muscles work under Earth’s gravity? What happens to their heart when they exercise? Can their brain control many functions at once? How do they taste the food they eat and where does that food go? Get the inside knowledge on how the human body functions. The human body is an amazing and complex thing. The interconnected systems, the different organs and functions all work together to produce a being that can walk, talk, breath, think, eat and play. Humanoid Discovery presents the human as a study object. Students to the exhibitions enter with a mission to study the human beings which inhabit Earth. This external view of the complex workings of the body systems, organs and functions will provide a different angle for students to learn about themselves and discover all about the human body. The exhibition explores:

• human senses and the brain • the circulatory system • the respiratory system • the digestive system • human development • human vision • muscles/movement

Each of the 22 interactive exhibits presents one or more bodily functions, explaining the physiology and science and providing facts, figures and intriguing information that will present the body in a whole new light. The interactive exhibits allow students to test aspects of their own bodies and develop an appreciation for how extraordinary their body actually is.

Schools and Groups will have 40 minutes in this exhibition, as part of their 2 hour Sciencentre visit.

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Curriculum Links The human body is something which is immediately familiar to students, yet also extraordinarily complex and detailed. While the exhibition Humanoid Discovery has been specifically designed for students aged 5 – 12 years, the themes and exhibits support aspects of the Australian Curriculum from Prep – year 11. This makes this exhibition a rich learning experience for all year levels. Direct curriculum links exist for Biological sciences in Year 8 & 9. Links also exist for Years 1 – 5. Biological

sciences Elaborations Human

Endeavour Inquiry Skills

Year 1

Living things have a variety of external features.

• Recognising common features.

• Describing the use of body parts for particular purpose.

Science involves asking questions about, and describing changes in, objects and events.

• Questioning • Guided investigations • Collection and

recording of observations

• Compare observations • Communicate

Year 2

Living things grow, change and have offspring similar to themselves.

• Representing personal growth and changes from birth.

• Recognising that living things have predictable characteristics at different stages of development.

Science involves asking questions about, and describing changes in, objects and events.

• Questioning and predicting

• Guided investigations • Collection and

recording of observations

• Compare observations and predictions

• Communicate observations and ideas

Year 3

Living things can be grouped on the basis of observable features and can be distinguished from non-living things.

• Recognising characteristics of living things such as growing, moving, sensitivity and reproducing.

Science involves making predictions and describing patterns and relationships. Science knowledge helps people to understand the effect of their actions.

• Questioning and predicting

• Plan and conduct investigations

• Use materials to make observations

• Compare results with predictions

• Communicate ideas and findings

Year 4

Living things have life cycles.

• Making and recording observations of living things as they develop through their life cycles.

Science involves making predictions and describing patterns and relationships. Science knowledge helps people to understand the effect of their actions.

• Identify questions, investigate, predict based on prior knowledge

• Plan and conduct investigations

• Use materials to make observations

• Compare results with predictions

• Communicate ideas and findings

Year 5

Living things have structural features and adaptations that help them to survive in their environment.

• Explaining how particular adaptations help survival

Science involves testing predictions by gathering data and using evidence to develop explanations. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.

• Pose questions, investigate, predict

• Plan and conduct investigations to solve problems

• Observations and record

• Compare data with predictions

• Communicate ideas and explanations

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Year 8

Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

• Identifying the organs and overall function of a system of a multicellular organism in supporting the life processes.

• Describing the structure of each organ in a system and relating its function to the overall function of the system.

• Examining the specialised cells and tissues involved in structure and function of particular organs.

Scientific knowledge changes as new evidence becomes available.

• Questions for investigations

• Investigate, measure and control variables, collect data.

• Use scientific knowledge and findings from investigations to evaluate claims.

• Communicate ideas, findings and solutions.

Year 9

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

• Describing how the requirements for life are provided through the coordinated function of body systems such as the respiratory, circulatory, digestive, nervous and excretory systems.

• Explaining how body systems work together to maintain a functioning body using models, flow diagrams or simulations.

• Investigating the response of the body to changes as a result of the presence of microorganisms.

Scientific understandings are contestable and are refined over time.

• Formulating questions for investigation

• Plan investigations, collect data.

• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.

• Evaluate conclusions • Analyse the validity of

information • Communicate scientific

ideas.

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Exhibit descriptions Bed of Nails – Lie back, relax, this won’t hurt a bit. Test your nerve endings, pain receptors and your brain and hop onto the bed of nails. Skin Deep – Lift up each layer on a giant arm, to explore the skin and the complex combination of muscles, nerves and other tissues that make up the largest organ in the human body. Have You Got the Guts? – How long are your intestines? The digestive system runs from your mouth to your anus and provides a tube inside the body for food to be ingested. You will be surprised at how long your guts really are. Insides Out – What are the different systems that work together to make the human body fully functional? How does the skeletal system work and how does it link with the rest of the body? What about the circulatory system or the digestive system or more? Explore the different body systems and how they work. Filter and Flush – Pump the handle to move blood around the body. What happens as the blood’s waste is filtered through our kidneys and where does all this waste go? Pull My Finger – Choose and combine together foods, drinks and other items or habits, such as eating too quickly and see what results: burps, spew, farts or other gurgling from below! This exhibit includes sound and visual effects. Pupil Shrinker – Look closely at your eyes in our specially designed mirrors. What happens to your pupil when you see a bright light? Finger on the Pulse – Measure your heart rate before and after exercise. Why does the heart beat faster during periods of strenuous activity? Explore the structure of the heart and how it works. Breathing Easy – Does your breathing rate change after vigorous exercise? Our respiratory and circulatory systems are linked due to our body’s need for oxygen. See O2 – Follow the movement of oxygen throughout the body and the return pathway of carbon dioxide as waste back out from the lungs. How does oxygen and carbon dioxide move in and out of our bodies? Body of Water – Can you work out how much blood and water is in your body? Although packed full of bones, muscles and organs, the body is actually packed with liquid. Womb with a View – Use the ultrasound probe to explore the development process of a human from fertilization to birth. Select a time period during human pregnancy to view an image of the developing human. A Wide View – Can you see out of the corner of your eye? Find out the extent of your peripheral vision, which you use every day for walking, driving and obtaining information about our surroundings and explore the structure of the eye. Sperm Racer – Race the sperm, via a computer game, through the reproductive system. Only one sperm will fertilise the human egg. Explore the reproductive organs and the fertilisation process. Note: No visual or audio reference is made regarding external genitalia or sexual reproduction. Aim High – How high can you jump, despite gravity pulling you back down to Earth? Explore the role of muscles in the body. Beat the Brain – Can you perform many tasks at the same time? The human brain does this all the time. The brain controls many functions simultaneously, some things are voluntary (like walking and talking) and some things are involuntary (breathing and heart beating). Can you beat the brain? Dial a Desire – What do you desire? Chocolate, fast cars, exercise or sleep. Explore the chemical and biological basis for a number of common desires that can become all consuming. Looks Like… Test your 3D vision, the after-effect phenomenon and how humans see.

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Tastes Like…Explore how taste and smell work together and how these complex senses work. Sounds Like…Test your hearing range and how well you can identify sounds. Find out how humans hear and the structure of the ear. Feels Like….Can you identify objects using only your sense of touch? Feel the difference between rough and smooth, hot and cold, pain and pressure. Remember when…Use your ability to memorise images, text and numbers in a series of challenges. Explore different types of memory and how you remember things. Some exhibits may not be available every day.

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Activity 1: Mission to Earth Objective This activity introduces students to the concepts in the exhibition and provides a focus for their investigation of five body systems. Mission to Earth sheet Students use the exhibits to answer key questions about five human body systems: excretory, digestive, nervous, muscular and circulatory systems. (See Mission worksheet at end of Education Kit) Alternatively, students can complete the Training Guide (at end of Education Kit), which focuses on a greater range of the exhibits. Extension

1. Present the following scenario:

“After leaving earth and returning home the information gained about the human body will be presented to the Grand Council of Scientists.” 2. Students use the information gathered in the Mission to Earth worksheets and

other information in the exhibition to present the information as either: • newspaper article • slide show presentation • audio recording diary or log/video report 3. Points to consider and include:

• How is the alien body different to the human body?

• Are there any similarities?

• What purpose do some of these unique systems have that make them

so useful to Earth’s environment?

• How is food processed?

• How are wastes removed?

• How do humans sense their surroundings?

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Activity 2: Uh oh! Objective Students either:

• create an assembly instruction manual, including diagrams, for putting a human body together, or

• make a model and video its construction Instructions

1. Present the following scenario: “In ‘beaming-up’ an earthling to the mother ship, a slight mishap took place. We have all the components of the human body but need the reassembly instructions.” 2. Questions to consider: • How do all the different components fit together to make the human body work? • What are some of the crucial systems and how should they be assembled back

together?

Activity 3: The good, the bad, and the ugly Objective To encourage students to explore the importance of human senses Instructions

1. Choose a sense that will no longer be able to be used. 2. Ask the students to consider the following questions; a. What would be good or positive about losing that sense? b. What would be bad or negative about losing that sense? c. What would be weird or strange about losing that sense?

3. Encourage the students to give as many responses to each of these questions

for the chosen sense, in as creative a way as possible. Topics How would life be different if one of the following senses was lost? • Sight • Hearing • Smell • Taste • Touch

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Activity 4: That doesn’t look good! Objective Students reconstruct a video from a probe’s perspective (see Instructions), as it travels down the digestive tract. Instructions

1. Present the following scenario: “In their studies of the human body, the aliens used a nano-probe (a miniaturised device) to take video footage (including sounds) of the internal parts of the human body. This device can also take environmental readings as it moves through different organs.” 2. Points to consider: • Try to superimpose the environmental readings/data on the video for each

segment of the digestive tract. • Don’t forget to include sounds! 3. Related articles http://www.prokerala.com/news/articles/a125635.html

Activity 5: Instant Earthling Objective Students write ‘User instructions’ or produce an infomercial for an instant earthling Instructions

1. Instruct the students that a new product has just been released with the following description:

‘Instant Earthling’ – from Galactic Enterprises has just come onto the market – Just add water and like magic, instant earthling (not recommended for young aliens between the ages of two – five planetary years – Note: contains choking hazards). Kit contains human DNA and an enclosed Biosphere Dome that maintains a human friendly environment for keeping your earthling. Exercise wheel and vegetarian diet packs (for low methane emission) are also included.

2. Points to consider and include:

• What are the earthling’s requirements and how are they met within the Biosphere Dome?

• How does the human body process the food provided and how does it nourish

every part (or cell) in its body?

• Explain how the earthling body will be created using your knowledge of major body systems.

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Activity 6: Piece of junk! Objective Students demonstrate or prepare an online journal or blog exploring how damage to the human body’s circulatory and respiratory system effects how the body functions. Instructions

1. Present the following scenario: “We have discovered that the morphing process has some shortcomings that we had not anticipated. With constant exposure to Earth’s environment, the morphed bodies start to develop some problems; • there is a premature breakdown of red blood cells that results in fewer of these cells circulating around the body • damage to the inner lining of the lungs is also experienced which reduces their ability to exchange gases”

2. Points to consider: • How would these conditions affect the function of their bodies? • How would these effects change the day to day activities of the morphed

individual?

Activity 7: The different uses key Objective This activity provides a thinking skill that students use to investigate body parts or body functions. Students use their imagination to list a number of different uses for a chosen object. These may be serious, silly or anywhere in-between. Instructions

1. Students choose one part of the human body, or function that the human body carries out.

2. Make a list of as many different uses as possible for the body part, or function of

the body. This task may be done individually or in groups of up to four people.

Possible topics a. Find ten different ways aliens could use their skin. b. Find six animals that have at least one different way of sensing than humans do. c. Find six different ways of moving from one place to another instead of walking

or running.

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Activity 8: Simply the best Objective Students join with other invited scientists and present to the Grand Council what has been learned about a body system, providing research-based support as to why the selected body system is the most important. Instructions

1. Present the following scenario: “An argument has broken out amongst the aliens. They all love their morphed forms, especially learning how to use each body system. They disagree however over which body system is the best. The Grand Council of Scientists has called a very special meeting to determine once and for all which is the most important humanoid body system.

2. Groups of three to four students select one body system that is different to the

other groups’ selections. 3. For the selected body system students list all the roles or functions it carries out. 4. Students research each role or function to learn of the importance of that body

system. (What it does, how it does it, why it does it, does it rely on other body systems to help carry out its duties?)

5. Summarise the findings in such a way as to clearly show that the body system

chosen is the most important of all the body’s systems.

6. Have a class debate.

Activity 9: Humanoid diaries Objective Students produce a video or online journal/blog comparing human senses to alien senses. Instructions Human senses are very different to the ones found in other alien species. Students assume the role of a documentary maker from a distant planet, explaining what the human senses are, how they work and why they are useful to earthlings. They also compare them to the senses found in an alien species.

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Activity 10: The what if key Objective: This activity provides a tool for introducing a new topic or generating lots of creative ideas. The question can be serious, silly or anywhere in-between. Instructions Ask a ‘what if’ question based on an issue or idea Possible topic What if aliens outnumbered humans?

Activity 11: Metaphorically speaking Objective To encourage students to develop a simile or analogy in response to a specific concept related to the functions of body systems and body parts. Instructions

1. Working with a partner, students write the topic heading at the top of a blank piece of paper.

2. Over the next five minutes each pair brainstorms as many different responses

as possible. 3. Select the best response to feedback to the larger group. Possible topics a. A windpipe or trachea is like a ….. because both ….. b. A heart is like a ….. because both ….. c. An intestine is like a ….. because both ….. d. A tongue is like a ….. because both ….. e. Skin is like a ….. because both ….. f. A kidney is like a ….. because both ….. g. A bladder is like a ….. because both ….. h. An eye is like a ….. because both ….. i. A …. is like a ….. because both …..

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Activity cards for Early Childhood The following activity cards provide instructions and discussion points for fourteen of the most appropriate activity stations in the Humanoid Discovery exhibition. We recommend photocopying and laminating each card and providing them to the adult supervising each of the small groups of children visiting the exhibition.

Exhibit: Feels Like… Topic: Sense of touch Concept: Our sense of touch helps us identify rough,

smooth, hot and cold etc. What to do: Mystery objects

• Feel below each box to touch object. • Can you guess what it is? • Press yellow button to check.

Texture • Touch and compare the two surfaces

Pain • Press finger on point of cone and increase

pressure Pressure

• Push finger into box as far as you can Temperature

• Touch a panel for a few seconds then touch one of the other panels

Questions to ask:

Imagine what it would be like if we didn’t have a sense of touch.

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Exhibit: Looks Like… Topic: Sense of sight Concept: Some people see colours differently to other

people. Some animals see colours differently to us.

What to do: [Note: Most of the functionalities being tested are too complex for this age group.] Colour blindness

• Look at each circle. • What can you see? • Press button to see if you were right

(If child cannot see the coloured image, they may be colour blind.) Visible spectrum

• Which flower picture is closest to how we see?

Questions to ask:

Did you know that some animals cannot see colour like we do?

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Exhibit: Sounds Like… Topic: Sense of hearing Concept: We hear with our ears.

Some low and high sounds we cannot hear, but other animals can.

What to do: Identifying sounds • Press one of the red buttons to hear a

mystery sound • Guess what it is • Wait for an answer

Hearing range • Put the handset to your ear • Press button to select a frequency (Most children should hear 20 – 20,000hz).

Questions to ask:

Did you know that elephants can hear the very low sounds and bats the very high sounds that we can’t hear?

Exhibit: Have You Got the Guts Topic: Digestive system Concept: Food enters the body but needs to be made

smaller so it can be used by the body. What to do: • Grab the human intestine and pull it out

carefully. Questions to ask:

How long is it? How does it fit inside the body?

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Exhibit: Tastes Like… Topic: Sense of taste and smell Concept: We smell with our nose and taste with our tongue. What to do: Smell

• Place nose near sniffing hole and press button to get smell

• Guess the smell • Press red button to check your answer

Taste • Look at each picture and guess what it

would taste like • Press blue button to check your answer

Questions to ask:

What do you taste with? What do you smell with?

Exhibit: Aim High Topic: Muscular system Concept: We use our leg muscles to jump. What to do: • Stand on footprints.

• Jump as high as you can to touch the wall above.

• Try crouching down before you jump. Questions to ask:

How high can you jump? Can you jump higher if you crouch down first?

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Exhibit: Pull My Finger Topic: Digestive system Concept: Different combinations of foods, drinks and

condition can have an effect on what comes out of the digestive system i.e. burps, farts and vomit.

What to do: • Choose a food, drink and condition by pressing arrows

• Pull finger • Listen to stomach sounds then reaction (Try combination of baked beans, milk and lactose intolerance to get a really loud fart and smoke coming out of the bottom of the exhibit! Or ginger, saltwater and seasickness for a vomit!)

Exhibit: Skin Deep Topic Skin and layers of tissue in body Concept: The skin and tissue has many layers. What to do: • Carefully lift the layers of skin off the giant

arm. Questions to ask:

Can you see the small blood vessels (capillaries) in the 2nd layer (epidermis)? Can you see the fatty tissue and larger blood vessels in the 3rd layer? Can you see the muscles and two bones in the last layer?

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Exhibit: Filter and Flush Topic: Excretory system – movement of blood into

kidneys and production of urine then emptying of bladder

Concept: Kidneys filter blood to remove waste products which are then removed from body

What to do: • Pump heart button to move blood through kidneys (listen to heart beating).

• Watch bladder fill. • Press empty button to see and hear bladder

empty into toilet. Questions to ask:

Can you hear the heart pumping the blood? Can you see the bladder filling with urine? What happens when the bladder is full? (Need to go to the toilet.) Listen to the person weeing and the toilet flushing.

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Exhibit: Womb with a View Topic: Development of baby in womb Concept: A baby grows inside mother’s womb. What to do: • Press the start button, then select a

gestation time (12, 20 weeks etc.). • Move the ultrasound sensor over the

mother’s tummy to see the baby light up. Questions to ask:

See how tiny the baby is. Can you hear the baby’s heart beating much faster than ours?

Exhibit: Bed of Nails Topic: Nerve endings Concept: If you stood on a single nail it would really hurt,

but when your weight is spread over a large number of nails it doesn’t.

What to do: • Lie on back on bed of nails • Pull handle towards you to raise nails. • Release handle to lower nails

Questions to ask:

Why don’t the nails hurt? (Pressure spread over large area)

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Exhibit: Pupil Shrinker Topic: Sense of sight

Concept: Pupils shrink so that not so much light gets in.

What to do: Ask the child to look through the viewing window

and look at the black circle (pupil) in the middle of his/her eye. Let their eyes adjust to the low light, then press the button to switch on the light.

Questions to ask:

What happens to their pupil?

Exhibit: Finger on the Pulse Topic: Heart rate – function of the heart Concept: Your heart pumps faster when you exercise. What to do: • Sit on the stool

• Grip both handles for at least 15 sec to display heart rate. (Normal adult heart rate 60-100bpm – children usually faster)

• Then turn exercise wheel as fast as you can for 30 sec.

• Retest heart rate Questions to ask:

Why do you think the heart is beating faster after exercise?

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Exhibit: Insides Out Topic: Body systems Concept: Our bodies are made up of lots of systems that

make the body function. Systems work together.

What to do: • Sit on stool • Press start button. • Put your head in front of screen so it

appears at top of body. • Move red track ball to move purple arrow

then press ‘select’ to see different systems. Questions to ask:

Look at skeleton, heart, muscles etc.

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Web resources 1. Museum Victoria Practical activities that demonstrate the function or structure of different body systems. http://museumvictoria.com.au/pages/2314/our-human-body-classroom-1-13.pdf 2. Enchanted learning This site contains a lot of information about the body systems and other relevant biology. http://www.enchantedlearning.com/subjects/anatomy/titlepage.shtml 3. Kids health Some basic activities on body systems http://kidshealth.org/PageManager.jsp?lic=1&ps=110&article_set=31936 Animated explanations, quizzes, activities and articles of how the body systems work and related topics. It also contains topics on sexual development and health which teachers will need to decide whether it is appropriate for their students to view. http://kidshealth.org/kid/htbw/ 4. Medtropolis Guided tours and activities on the circulatory, skeletal and digestive system and the human brain. http://www.medtropolis.com/VBody.asp 5. BBC Interactive activities on the body systems. It also contains activities on the topic of puberty which teachers will need to decide whether it is appropriate for their students to view. http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml 6. Kitses An interactive guided tour of the digestive system and how various foods are broken down. http://kitses.com/animation/swfs/digestion.swf 7. E-learning for kids Animated explanations of body systems, senses and other health related topics. It also contains information on the topic of puberty in ‘Endocrine Systems’ which teachers will need to decide whether it is appropriate for their students to view. http://www.e-learningforkids.org/health/

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MISSION � ��� � � �� Agents Name: ________________________________________________ Here are the schematic plans of the human body as captured by our Intergalactic Agents Division (IAD) so far. Our previous reconnaissance missions have failed to bring back all the data required to replicate their bodies. Your mission is to infiltrate these earthlings and bring back all vital information and missing schematics. Your focus should be on the systems and organs illustrated on the following pages. Make sure you identify each correctly, state their name and explain how they function. The Humanoid Discovery exhibits will help in this regard. We want to know how each of these help humans to survive on their planet. If you stumble across any new information, don’t hesitate to add your findings to your report. Good luck!

Mission worksheets produced by Scienceworks, Museum Victoria

The ___________________ system

1. What waste product do the lungs remove from the body? (See: Breathing Easy)

2. Where is the waste product produced? (See: See O2)

3. What waste products do the kidneys remove? (See: Filter and Flush)

4. Where do waste products from the kidneys get taken to? (See: Filter and Flush)

5. Which system carries the waste products to the lungs and kidneys? (See: Insides Out)

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The _______________________ system

1. Name the liquid that coats food in the mouth and the nutrient type it helps to start break down or digest. (See: Have You Got the Guts)

2. What stops the acid in your stomach from digesting the wall of your stomach? (See: Have You Got the Guts)

3. List the parts of the body that help to break down or digest (See: Have You Got the Guts)

a. Carbohydrates b. Proteins c. Fats/Oils/Lipids

4. The small intestine is shorter than the large intestine. True or false (See: Have You Got the Guts)

5. Which combination of foods, drinks and other items results in: (See: Pull My Finger)

a. Burps b. Farts

The __________________________ system

1. What type of tissue makes up muscle? (See: Skin Deep)

2. Explain how the muscles work to allow humans to jump. (See: Aim High)

3. Write down 3 things you have learnt about the muscular system from the Insides Out exhibit.

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The __________________________ system

1. List three substances the circulatory system carries around the body. (See: Finger on the Pulse)

2. Why does the heart beat faster during strenuous activity? (See: Finger on the Pulse)

3. Name the vessels that take blood (See: Finger on the Pulse, See O2) a. To the heart b. Away from the heart

4. Name the largest blood vessel in the body.

(See: Finger on the Pulse, See O2)

5. Name the smallest blood vessels involved in delivering and receiving substances to or from the body’s cells. (See: Finger on the Pulse, See O2)

The _______________________ system

1. Shade or colour the part of the brain that deals with, a. Seeing (See: Looks like) b. Hearing (See: Sounds like)

Then draw an arrow from a. and b. to the brain diagram on the left to show which part of the brain carries out each function.

2. Select one desire and make note of the chemical and biological basis that can make that desire all consuming. (See: Dial a Desire)

3. Which part of the brain controls involuntary functions? Draw an arrow from your answer to the part of the brain on the diagram on the left which carries out these functions. (See: Beat the Brain)

4. What role do nerve cells carry out in the body? (See: Skin Deep)

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Training Guide Welcome to Humanoid Discovery. Your mission is to visit Earth to study humans. You will morph into a human and conduct several experiments to investigate these life forms, then report back some of your findings. Good luck!

1. Which important liquid in the body is filtered by the kidneys? (See: Filter and Flush)

Water Blood Urine

2. Which system circulates blood around the body? (See: Insides Out)

Cardiovascular System

Respiratory System

Skeletal System

3. Which gas is vital for the cells in the human body? (See: See O2)

Nitrogen Carbon Dioxide

Oxygen

4. How much blood is in your body? (See: Body of Water) Litres

5. What is your pulse rate at rest and after exercise? (See: Finger on the Pulse)

Beats per minute (at rest) Beats per minute (after exercise)

Why does your heart beat faster during strenuous activity?

6. The small intestine is shorter than the large intestine. (See: Have You Got the Guts?)

True or False

7. Do human pupils get smaller (contract) or enlarge (dilate) in bright light? (See: Pupil Shrinker)

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8. What is the main source of fart gas in humans? (See: Pull My Finger)

Gas swallowed

while eating

Gas produced during

digestion

Gas inhaled into the lungs

9. Which type of memory allows humans to store and recall information for many years? (See: Remember When…)

Sensory Memory

Short-term memory

Long-term memory

10. How high can you jump – in centimetres? (See: Aim High)

11. List the 5 types of human tastes. (See: Tastes Like…)

12. What is the lowest frequency you can hear? (See: Sounds Like…)

13. What part of the brain processes sight? (See: Looks Like…)

________________________ cortex

Draw an arrow to the part of the brain involved in sight.

Humanoid Discovery – produced by Scitech, Perth, Western Australia.