Biology Chapter on Immune System
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Questions and Answers

Which of the following is NOT part of the first line of defense in the immune system?

  • Phagocytosis (correct)
  • Skin
  • Hair and cilia
  • Tears

    • The inflammatory response is a part of the adaptive immune system.

    False

    What is the primary role of lymphocytes in the immune system?

    To recognize and attack pathogens

    ____________ are a type of cell that perform phagocytosis to eliminate pathogens.

    <p>Phagocytes</p> Signup and view all the answers

    Match the immune responses with their functions:

    <p>Phagocytosis = Engulfing and destroying pathogens Natural Killer Cells = Destroying infected cells and tumor cells Inflammatory Response = Increasing blood flow and recruiting immune cells Fever = Raising body temperature to enhance immune response</p> Signup and view all the answers

    Which of the following is a chemical barrier of the first line of defense?

    <p>Sweat</p> Signup and view all the answers

    Stomach acid helps kill most ingested pathogens.

    <p>True</p> Signup and view all the answers

    What purpose do mucous membranes serve in the first line of defense?

    <p>They trap pathogens in the respiratory, digestive, and urogenital tracts.</p> Signup and view all the answers

    Which type of immune cells are involved in the process of phagocytosis?

    <p>Neutrophils and Macrophages</p> Signup and view all the answers

    Natural Killer cells help identify and destroy virus-infected cells.

    <p>True</p> Signup and view all the answers

    What role do memory cells play in the immune response?

    <p>They provide a faster response to previously encountered pathogens.</p> Signup and view all the answers

    The _________ immune system is known for its specific targeting of pathogens.

    <p>adaptive</p> Signup and view all the answers

    Match the following immune cells to their respective functions:

    <p>B Lymphocytes = Produce antibodies T Lymphocytes = Destroy infected cells Natural Killer Cells = Attack abnormal cells Phagocytes = Engulf and digest pathogens</p> Signup and view all the answers

    What is a primary function of antibodies produced by B cells?

    <p>Mark pathogens for destruction</p> Signup and view all the answers

    Inflammation reduces blood flow to an area to promote healing.

    <p>False</p> Signup and view all the answers

    What is the purpose of a fever in the immune response?

    <p>To create an inhospitable environment for pathogens and enhance immune cell activity.</p> Signup and view all the answers

    What is the primary function of T lymphocytes?

    <p>Directly fight against germs</p> Signup and view all the answers

    B cells mature in the thymus gland.

    <p>False</p> Signup and view all the answers

    Name one primary lymphoid organ.

    <p>Thymus gland or bone marrow</p> Signup and view all the answers

    The _____ produces hormones that support T cell development.

    <p>thymus gland</p> Signup and view all the answers

    Match each lymphatic organ with its primary function:

    <p>Thymus = Maturation of T cells Spleen = Filters blood and produces white blood cells Lymph Nodes = Activate lymphocytes Tonsils = Produce antibodies and trap pathogens</p> Signup and view all the answers

    Which organ acts as a first line of defense by trapping pathogens?

    <p>Tonsils</p> Signup and view all the answers

    Lymph nodes serve only as production sites for lymphocytes.

    <p>False</p> Signup and view all the answers

    What do lymph nodes filter?

    <p>Lymph and pathogens</p> Signup and view all the answers

    Study Notes

    Unit 1: AEGISFLOW (Circulatory and Immune System) Grade 8

    • The unit is about the circulatory and immune system.

    • The images on page 2 show various objects like a sewing machine, printer, blender, phone, robot, bicycle, and car.

    • Page 4 introduces a think-pair-share activity where students describe the function of each object and identify whether they are independent entities or collections of parts.

    • Page 5 asks for a mind map on the different tasks performed by the human body to enable a person to live.

    • Page 6 relates the concept of systems to balance & function, with the global context of lifestyle choices.

    • Page 7 describes that knowing how a system functions can help maintain its balance through appropriate lifestyle choices.

    • Page 8 shows an experiment about changing the colors of flowers in different solutions.

    • Page 9 introduces questions on plant transport vs human transport systems.

    • Page 10 defines the circulatory system and its components: fluid (blood or hemolymph), blood vessels, and heart. It is a complex network responsible for transporting blood, nutrients, oxygen, carbon dioxide, hormones, and other substances throughout the body.

    • Page 11 shows a video clip/illustration.

    • Page 12 asks students to identify one major component of blood after watching a video.

    • Page 13 provides a summary of blood components (solids and plasma). Blood is approximately 55% plasma and 45% cells. Solids include red blood cells, white blood cells, and platelets. Plasma contains water, fibrinogen, albumin, antibodies, digested foods, mineral salts, vitamins, cell waste (urea, CO2), and hormones,

    • Page 14 displays microscopic blood images.

    • Page 15 describes the components of blood: plasma (liquid portion), erythrocytes (red blood cells carrying oxygen and some carbon dioxide), leukocytes (white blood cells protecting against infections - phagocytes and lymphocytes), and platelets (small cell fragments assisting in clotting).

    • Page 16 shows an illustration of blood components like red blood cells, white blood cells, and blood plasma in a blood vessel.

    • Page 17 describes red blood cells (erythrocytes), their biconcave shape for increased surface area, lack of a nucleus increasing oxygen-carrying capacity, and containing hemoglobin, binding to oxygen to form oxyhemoglobin to carry oxygen from lungs to tissues for respiration.

    • Page 18 describes hemoglobin as an iron-containing protein, capable of binding and transporting oxygen (also carbon dioxide).

    • Page 19 shows illustrations of hemoglobin molecules and oxygen binding in red blood cells.

    • Page 20 shows oxygen exchange between lungs and body tissues via haemoglobin and oxyhemoglobin. This is through capillaries.

    • Page 21 describes how hemoglobin combines with oxygen at the lungs and with carbon dioxide at the tissues.

    • Page 22 explains carbon monoxide poisoning, which irreversibly binds to hemoglobin reducing oxygen carrying capacity of red blood cells.

    • Page 23 describes white blood cells (leukocytes) and their role in protecting against infections using immunity and antibodies. It describes the lymphocytes and phagocytes.

    • Page 24 shows diagrams of lymphocytes and phagocytes (types of WBCs).

    • Page 25 shows different types of white blood cells (WBCs) – granulocytes(neutrophils, eosinophil, basophils) and agranulocytes (lymphocytes, monocytes). They have different roles in immunity and fighting pathogens.

    • Page 26 introduces platelets, which are small cell fragments involved in blood clotting.

    • Page 27 describes an activity where students use a comic strip or graphic organizer to outline the blood clotting process.

    • Page 28 displays a video title on platelets and blood clotting.

    • Page 29 outlines the role of platelets in damaged blood vessel walls (causing clotting and preventing blood loss). Platelets convert fibrinogen to fibrin to stop bleeding. Clotting prevents blood loss and pathogen entry.

    • Page 30 describes the process of blood clotting involving platelets forming a temporary plug. Clotting factors convert fibrinogen to fibrin, creating a mesh that traps other cells, stopping bleeding, and preventing pathogen entry.

    • Page 31 shows blood clot under the microscope illustration.

    • Page 32 describes blood smear as a lab technique to examine blood cells.

    • Page 33 shows a description of blood smear and the procedure for spreading blood, staining cells, and viewing them under a microscope.

    • Page 34 describes a blood smear using a stain like Giemsa. Red blood cells are stained pink, platelets pale pink, white blood cell cytoplasm pale blue, and white blood cells nuclei magenta.

    • Page 35 introduces a role play on blood grouping to understand blood types and compatibility.

    • Page 36 introduces blood types: A, B, AB, and O.

    • Page 37 displays different blood types and their distribution ratios.

    • Page 38 shows diagrams related to blood types.

    • Page 39 describes the ABO blood grouping system, based on differing antigens and antibodies, potentially leading to blood clumping.

    • Page 40 diagrams the antigens and antibodies associated with each blood type.

    • Page 41 shows a table that describes the types, antigens in red blood cells, antibodies in plasma, and details the compatibility of blood types when donating/receiving blood.

    • Page 42 describes Rh factors as additional antigens on red blood cells that can determine whether blood is Rh-positive or -negative, also influencing blood transfusions.

    • Page 43 discusses blood transfusion compatibility from Rh factor perspective. If a person with Rh-negative blood receives Rh-positive blood, they can form antibodies.

    • Page 44 details the blood grouping procedure through adding antibodies to samples and observing for clumping/agglutination.

    • Page 45 describes an activity where students use blood typing scenarios through different simulations.

    • Page 46 provides a table to fill in the traits for different blood types.

    • Page 47 details blood type compatibility and universal donors/recipients (both positive and negative blood types).

    • Page 48 illustrates how blood testing (using anti-A/B/Rh antibodies) can detect blood type by noting if agglutination occurs.

    • Page 49 details how blood transfusions work, using the concepts of universal donors (type O) and universal recipients (type AB)

    • Page 50 depicts a map/diagram showing circulation in the body.

    • Page 51 introduces the three major components of the circulatory system: blood vessels, heart, and blood.

    • Pages 52, 54, 55 provide descriptions of arteries, veins, and capillaries, their structure, function, and roles (carrying blood, providing nutrients, etc.).

    • Page 56 details capillaries (the smallest/thinnest blood vessels) which support diffusion of materials between blood and tissues. Diffusion between blood and tissues happens efficiently because capillaries have thin walls and a large surface area.

    • Page 57 depicts vein valves to ensure unidirectional blood flow.

    • Page 58 shows pictures of oxygenated (red) and deoxygenated (blue) blood in different parts of the body.

    • Page 59 illustrates blood flow through arteries, arterioles, capillaries, venules, and veins, highlighting oxygen and nutrient transport. Blood carrying oxygen moves from heart out to tissues via arteries, arterioles, and then passes it to tissues through capillaries. Waste materials move from the tissues into venules, and deoxygenated blood goes back to the heart through veins.

    • Pages 60–61 outline "HOTS" (Higher Order Thinking Skills) questions related to the blood circulation system, to be solved using the acquired knowledge about different vessels & their function.

    • Page 62 provides a research activity.

    • Pages 63–64 provide a think-about-this activity on circulatory system organs and function. Understanding system-level workings of the body helps diagnose and treat related issues.

    • Page 65 describes a schematic representation of the human heart and blood flow through it.

    • Pages 66–67 show a diagram of the heart with its chambers and valves, explaining the pathways of oxygenated and deoxygenated blood flow.

    • Page 68 introduces worksheets or tasks to label heart parts and trace blood flow.

    • Page 69 provides a labelled diagram of blood flow through the heart.

    • Page 70 shows a heart diagram.

    • Page 71 introduces the basic structures of the heart, describing it as a muscular organ with four chambers (two atria and two ventricles).

    • Pages 72–74 describe the role of different heart chambers in receiving and pumping oxygenated/deoxygenated blood. The vena cava returns deoxygenated blood from body to the right atrium. Pulmonary arteries carry blood to lungs for oxygenation. The pulmonary veins carry oxygenated blood back to left atrium. The aorta distributes oxygenated blood to the body.

    • Page 75 depicts the location of heart valves.

    • Pages 76–79 outline the functions of atrioventricular and semilunar valves within the heart's pumping mechanism.

    • Page 80 show anatomy of heart.

    • Pages 81–83 describe the functioning of the heart in terms of muscle contraction: atrial filling, atrial contraction, ventricular contraction, and ventricular relaxation. Muscle contraction of different chambers drives blood movement throughout the circulatory system.

    • Page 84 describes a case study about a 10-year-old with a ventricular septal defect (hole in the heart). This allows mixing of oxygenated and deoxygenated blood, causing fatigue and breathing difficulties.

    • Page 85 provides "Think-Pair-Share" questions related to the case study.

    • Page 86 is a reflection activity on the importance of heart structure/function.

    • Page 87 shows image of the Heart.

    • Page 88 describes double circulation, the 2 separate circuits of blood flow involved in carrying oxygenated and deoxygenated blood.

    • Page 89 describes double circulation, the two separate circuits involved in carrying oxygenated & deoxygenated blood.

    • Page 90 describes double circulation.

    • Page 91 shows a comparison of heart anatomy across different vertebrate groups (fish, frog, reptile, bird, mammal).

    • Pages 92–93 introduce questions to consider the evolutionary development of four-chambered hearts in birds and mammals, and how it addresses the problem of mixing oxygenated and deoxygenated blood in other vertebrates.

    • Page 94 describes the coronary arteries, the circulatory vessels supplying blood to the heart muscle itself.

    • Page 95 explains coronary heart disease, which involves buildup of fatty deposits in the coronary arteries, reducing blood supply to the heart muscle, potentially leading to angina & heart attacks.

    • Page 96 details a research activity on coronary heart disease.

    • Page 97 shows cartoons of a healthy heart and unhealthy behaviors potentially leading to heart disease.

    • Page 98 describes an investigation activity on the effect of physical activity on heart rate, to investigate the effect of activity & rest on heart rate.

    • Page 99 provides guiding questions on heart rate and breathing rate relationship, electrocardiograms (ECG), and how breathing/heart disorders affect them.

    • Page 100 defines pulse, heart beat, and heart rate.

    • Page 101 defines heart rate, heartbeat, and pulse.

    • Page 102 details the two phases of a heartbeat (systole and diastole).

    • Page 103 defines blood pressure and its significance.

    • Page 104 describes how blood pressure (systolic and diastolic) is measured.

    • Page 105 describes the measurement of blood pressure (systolic and diastolic), and the units mmHg.

    • Page 106 showcases the tools used for measuring blood pressure - sphygmomanometers.

    • Page 107 defines/classifies various blood pressure ranges (normal, pre-hypertension, stage 1 & 2 hypertension).

    • Page 108 shows a diagrammatic representation of Blood pressure

    • Pages 109–110 provide links to videos relevant to the circulatory and immune system topics.

    • Pages 111, 113 shows and describes the Lymphatic System's structure & function, its components (vessels, tissues, organs), role in fluid balance, and immunity.

    • Pages 114–115 describe interstitial fluid, its role in providing cells with requirements by diffusing. The lymphatic system gathers excess interstitial fluid, returning it to the circulatory system.

    • Page 116 introduces a robot-themed lesson on the lymphatic system.

    • Pages 117–118 describe lymph nodes (swelling where lymph is filtered, trapping germs, and activating immune responses), their location, functions, structures. The lymphatic system filters lymph and traps foreign material.

    • Page 119 describes the thoracic and right lymphatic ducts, major channels for draining lymph in the body.

    • Page 120 outlines where lymph ducts merge into veins to return lymph to the blood.

    • Page 121 gives links for 3D simulations of the lymphatic system.

    • Page 122 describes lymphatic circulation and the interaction between lymphatic system & blood circulation, relating to fluid balance. Lymph is returned to the circulatory system through special lymphatic vessels and drains.

    • Page 123 describes lymphatic circulation involving the lymphatic vessels and lymph nodes.

    • Page 124 describes a task that requires creating a flowchart to show lymph flow in the body illustrating its origin, transport, and ultimate fate.

    • Page 125 depicts a diagram/flowchart of the lymphatic system's structure and function illustrating the pathway of lymph.

    • Page 126 introduces lymphocytes as white blood cells, and their B and T subtypes and function.

    • Page 127 describes the structure, function, and roles of primary lymphoid organs (bone marrow, thymus gland), the sites for production/maturing of immune cells.

    • Page 128 describes secondary lymphoid organs (lymph nodes, spleen, tonsils), responsible for activating mature lymphocytes.

    • Page 129 describes an instructor activity/role-play on lymphatic organs, asking students to learn specifically about their organ, work together, and present it to the class.

    • Pages 130–131 describe different lymphatic organs (Thymus, Tonsils, Spleen, & Bone Marrow).

    • Page 132 shows microscopic images of different lymphatic organs (thymus gland, lymph nodes, red bone marrow, spleen).

    • Page 133 describes a follow-up written task on the lymphatic system.

    • Page 134 shows a robot-themed lesson on lymphatic system organs.

    • Page 135 shows a visualization of the lymphatic system.

    • Page 136 introduces the immune system related to defense against disease, showing organs, cells, substances involved.

    • Page 137 defines microorganisms, a general overview of disease-causing microbes, that are capable of causing diseases in humans, and animals.

    • Page 138 shows a graphic/diagram related to "Pathogens".

    • Page 139 outlines the criteria for identifying a microorganism as a pathogen for a given disease.

    • Page 140 summarizes Koch's Postulates for determining if a microorganism causes a specific disease, using bacteria.

    • Page 141 outlines a written task assignment for Koch's Postulates.

    • Page 142 describes the beneficial roles of microorganisms, providing examples of decomposing organic waste, producing food/medicines, increasing soil fertility, and maintaining ecosystem balance.

    • Page 143 distinguishes between prokaryotes and eukaryotes, differentiating between microbes that have a true nucleus vs ones that do not.

    • Page 144 describes different types of pathogens (bacteria, viruses, fungi, protozoa), and the diseases they cause in humans.

    • Pages 145–146 describe characteristics & morphology (shape and structure) of bacteria, how they reproduce, & the antibiotic sensitivity.

    • Page 147 details the rapid rate of bacteria reproduction (doubling every 20 minutes).

    • Page 148 shows an illustration of bad bacteria in the mouth causing tooth decay.

    • Pages 149–150 describe viruses as acellular microorganisms requiring a host cell, different from bacteria in their structure and replication.

    • Page 151 depicts detailed structures of viral particles, relevant to identification & treatment approaches.

    • Page 152 shows an illustration of a child with measles (a virus-induced illness) and a microscope image of measles virus, potentially to show the effects and the biological origin of viral diseases.

    • Pages 153–154 describe fungi as filamentous/eukaryotic organisms that act as decomposers. They are vital in the ecosystems.

    • Page 155 details the uses of fungi, both harmful/beneficial to humans.

    • Page 156 provides additional examples of good and bad types of fungi, and their applications in food/medicines.

    • Page 157 shows a graphic on fungi.

    • Page 158 introduces the protozoa group of pathogens, which are usually single-celled eukaryotes, that mostly live as parasites in/on other organisms.

    • Page 159 displays illustration of the causative organism/agent for amoebiasis.

    • Page 160 shows an illustration/diagram of the causative organism for malaria.

    • Page 161 and Page 162 are for the task activity related to pathogens, causative organisms, and preventative measures for various human diseases.

    • Pages 163–164 discuss how infections spread - whether by direct/indirect contact.

    • Page 165 is a title slide.

    • Pages 166–167 introduce the different lines of body defense (physical/chemical barriers, general non-specific immunity/inflammation, specific adaptive immunity), and outlines components of the immune system.

    • Pages 174––176 provides details on phagocytosis (where immune cells engulf/digest pathogens) & how neutrophils/macrophages carry out this process.

    • Pages 177–178 shows cartoons of neutrophils & macrophages during phagocytosis.

    • Page 179 describes Natural Killer (NK) cells and their role in attacking abnormal body cells (like infected/cancer cells).

    • Page 180 shows cartoon illustrations of NK cells destroying virus-infected and cancer cells.

    • Page 181 discusses the inflammatory response, which involves increased blood flow and immune cell mobilization to the affected area.

    • Pages 182–183 describes adaptive immunity - where the body creates a specific response to a specific pathogen.

    • Page 184 outlines the function/role of antibodies as part of adaptive immunity, produced by B cells to target & neutralize invaders. Antibodies recognize and eliminate pathogens.

    • Page 185 and Page 186 show illustrations/cartoons of T cells recognizing, attacking, and destroying specific infected cells/pathogens, as well as showing the collaboration between T & B cells.

    • Page 187 describes memory cells, which provide immunologic memory & allow for a faster/stronger response to re-infection by the same pathogen.

    • Page 188 shows a graphic of the immune systems response.

    • Pages 189–190 define/describe active & passive immunity (both natural/artificial), illustrating the differences between them.

    • Page 191 shows a graphic about vaccinations.

    • Page 192 shows a summary slide title.

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    Unit 1 - Aegis Flow PDF

    Description

    Test your knowledge on the immune system with this quiz focusing on the first line of defense and the roles of various immune cells. You'll explore concepts like phagocytosis, lymphocytes, and the importance of chemical barriers. Challenge yourself to match immune responses with their functions and understand the adaptive immune system.

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