Chapter 18: The Circulatory System - mrwrightsclass.net490B Chapter Review, pp. 35–36 Assessment,...

490B

Chapter Review, pp. 35–36Assessment, pp. 69–72Performance Assessment in the Science

Classroom (PASC)MindJogger VideoquizAlternate Assessment in the Science

ClassroomPerformance Assessment, p. 18Chapter Review SoftwareComputer Test Bank

Chapter Organizer

Standards Reproducible Resources Technology

National State/Local

National ContentStandards: UCP3,A1, A2, C1, D1,F1, F4

National ContentStandards: A1, A2,B1, C1, E2, F3, F5

National ContentStandards: UCP2,C1, F1

Activity Worksheets, pp. 97–98, 101-102Enrichment, p. 50 Laboratory Manual, pp. 103–106 Reinforcement, p. 50 Study Guide, pp. 69-70

Activity Worksheets, pp. 99-100 Critical Thinking/Problem Solving, p. 18 Enrichment, p. 51 Multicultural Connections, pp. 35–36 Reinforcement, p. 51 Laboratory Manual, pp. 107-110

Enrichment, p. 52 Reinforcement, p. 52 Study Guide, pp. 71–72

Section Focus Transparency 50 Teaching Transparency 35 Teaching Transparency 36Glencoe Science VoyagesInteractive CD-ROMGlencoe Science VoyagesInteractive Videodisc—LifeThe Infinite Voyage SeriesInternet Connection, p. 499

Section Focus Transparency 51 Science Integration Transparency 18The Infinite Voyage SeriesInternet Connection, p. 504National Geographic Society: STV

Section Focus Transparency 52

Assessment Resources

Level 1 activities should be appropriate for students with learning difficulties.

Level 2 activities should be within the ability range of all students.

Level 3 activities are designed for above-average students.

ELL activities should be within the ability range of English Language Learners.

Cooperative Learning activities are designed for small group work.

These strategies represent student products that can be placed into a best-work portfolio.

Multiple Learning Styles logos, as described on page 63T, are used throughoutto indicate strategies that address different learning styles.

P

COOP LEARN

ELL

L3

L2

L1

The following designations will help you decide which activities are appropriate for your students.

Key to Teaching Strategies

English and Spanish audiocassettes areavailable for use with each section.

Test Practice Workbooks are available foruse with each chapter.

California ScienceContent Standards:5a, 5b, 6j, 7a, 7c,7e

California ScienceContent Standards:5a, 5b, 7a, 7b, 7c,7e

California ScienceContent Standards:5a, 5b

Chapter 18

490A CHAPTER 18 THE CIRCULATORY SYSTEM

Section Objectives Activities/Features

Activity MaterialsExplore Activities MiniLabs

Chapter 18 The Circulatory System

Chapter Opener

18-1Circulation

3 Sessions11⁄2 Blocks

18-2Blood

3 Sessions11⁄2 Blocks

18-3The Lymphatic System

1 Session1⁄2 Block

1. Compare arteries, veins, and capillaries.2. Trace the pathway of blood through the

chambers of the heart.3. Describe pulmonary and systemic

circulation.

4. Describe the characteristics and functions ofthe parts of blood.

5. Explain the importance of checking bloodtypes before a transfusion is given.

6. Describe a disease and a disorder of blood.

7. Describe the functions of the lymphaticsystem.

8. Explain where lymph comes from.9. Explain the role of lymph organs in fighting

infections.

Explore Activity: Map a Route in the City, p. 491

MiniLab: Inferring How Hard the HeartWorks, p. 493

Using Math, p. 497MiniLab: Modeling a Blocked Artery, p. 498Skill Builder: Concept Mapping, p. 500Using Computers, p. 500Activity 18-1: The Heart as a Pump, p. 501

Chemistry Integration, p. 503Problem Solving: The Baby Exchange, p. 507Skill Builder: Making and Using Tables, p. 508Using Math, p. 508Activity 18-2: Comparing Blood Cells, p. 509Reading and Writing in Science: Fantastic

Voyage, p. 510

Skill Builder: Concept Mapping, p. 513Science Journal, p. 513

p. 491map of large city with key

p. 501timer with second hand

p. 509prepared slides of human blood, prepared slides of two other vertebrates, microscope

p. 493racquetball, timer

p. 498dropper, mineral oil, clear plastictubing, cotton

The number of recommended single-period sessions The number of recommended blocksOne session and one-half block are allowed for chapter review and assessment.

Need Materials? Contact Science Kit at 1-800-828-7777 or at www.sciencekit.com on the Internet. For alternate materials, see the activity on the listed page.

Study Guide, p. 70

http://www.sciencekit.com

Critical Thinking/Problem Solving

NAME DATE CLASS

Chapter 20

CRITICAL THINKING The Circulatory System

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.20

Have you ever been told to finish yourspinach? Spinach is a leafy green vegetable,rich in iron. You need to eat foods containingiron to stay healthy.

Iron is an important part of hemoglobin, thepigment that gives blood its color. Hemo-globin carries oxygen. In fact, oxygen binds tothe iron in hemoglobin. If you have too littleiron, your blood will not be able to carryenough oxygen to your body tissues. As aresult, you will have headaches, feel tired, andyour heart will beat rapidly in an effort tocarry more oxygen to your cells.

So how can iron be bad for you? For mostpeople, iron is not bad. Their only problemmay be getting enough of it. But for about onemillion Americans, iron is a poison. Thesepeople have a hereditary condition calledhemochromatosis. Their bodies absorb toomuch iron from their food and they becomeoverloaded with iron. The high concentrationof iron can lead to diabetes and liver cancer,both of which can be fatal.

Hemochromatosis is caused by a geneticdefect. Compared to other genetic problems,this genetic defect is one of the most common.At this time, there is no cure for hemochro-matosis. But there is a way to prevent any illeffects from the condition. The treatment ishaving blood drawn. Simply having a fewpints of blood removed is usually the onlytreatment needed. Thus, the serious diseasesthat could be caused by the condition are easilyprevented. However, many people do notknow that they have hemochromatosis until ithas caused serious problems. In its early stages,the condition has many different symptoms—fatigue, weakness, sore joints—which could becaused by many different diseases. Most often,the condition is found in people over 40 yearsold who have severe heart or liver problems.

There is now hope for earlier detection. Someexperts suggest adding a test for iron levels toall standard blood tests. One medical testinglaboratory has recently started testing all bloodfor iron levels. Other labs may follow.

Applying Critical Thinking Skills1. You have learned that hemochromatosis is relatively common. Why do you think doctors

sometimes overlook this condition?

2. A diet rich in iron is good for most people. After reading this article do you think it’s a goodidea to eat your spinach or to avoid it? Explain.

3. One of the most common conditions in the world is caused by too little iron in the diet. Too little iron can lead to anemia, a condition with symptoms similar to some symptoms ofhemochromatosis—dizziness, weakness, and headache. To prevent anemia, iron is often addedto breads and cereals. But the extra iron is a problem for those with hemochromatosis. Do you think that it’s a good idea to add iron to foods? Why or why not?

Too Much of a Good Thing?

L2

Accessibility

Resource Manager

Spanish Resources

L2

Hands-on Activities

Lab ManualActivity Worksheets

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 109

NAME DATE CLASS

Chapter 20

ACTIVITY 20-1 The Heart as a Pump

What You’ll InvestigateHow can you measure heartbeat rate?

Goals• Observe pulse rate.

Materials • stopwatch, watch, or clock with a second

hand

Procedure1. Make a table like the one shown. Use it to

record your data.

2. Your partner should sit down and take hisor her pulse. You will serve as the recorder.

3. Find the pulse rate by placing the middleand index fingers over one of the carotidarteries in the neck. CAUTION: Do not presstoo hard.

4. Calculate the resulting heart rate. Yourpartner should count each beat of thecarotid pulse silently for 15 s. Multiply thenumber of beats by four and record thenumber in the data table.

5. Your partner should then jog in place forone minute and take his or her pulse again.

6. Calculate this new pulse rate and record itin the data table.

7. Reverse roles with your partner. You arenow the pulse taker.

8. Collect and record the new data.

Pulse Rate

Pulse rate Partner’s Yours

At rest 70 70

After jogging

Lab Preview1. How is your pulse related to your heart? ____________________________________________

2. Why is it important to know your pulse? ____________________________________________

that is not too fast and not too slow. Your pulse tells you what your heart’s rhythm is like.

The heart is a pumping organ. Blood is forced through the arteriesand causes the muscles of the walls to contract and then relax. Thiscreates a series of waves as the blood flows through the arteries. Wecall this the pulse. Try this activity to learn about the pulse and thepumping of the heart.

Your pulse is the rhythm of your heart beating.

A healthy heart has a steady, regular rhythm

L2Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 109

NAME DATE CLASS

Chapter 20

LABORATORY MANUALHeart Structure 39

Parts of this activity can be done even if hearts are not available for dissection.Can you think of some part of your body that is a muscle, works on its own without anyreminder from you, pushes about five liters of liquid through your body each minute, relaxes foronly about half a second, and squeezes or contracts 70 to 100 times a minute? These featuresdescribe a human heart.

StrategyYou 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 of the heart. Discuss side reversal in detail with the class to avoid confusion.

Materials 2 colored pencils (red and blue)dissecting panheart (sheep or cow)

ProcedurePart A Outside of Heart1. Position your sheep or cow heart in a dissecting pan so

that it matches FIGURE 1. CAUTION: Wash handsthoroughly after handling heart.NOTE: Use the description below and the directions ofarrows in FIGURE 2 to help locate each part of the heart.Use FIGURE 2 to label each part as you identify it.

2. Blood returns to the heart on the right side of the body byway of a vein from body organs. Locate and label thevena cava. Blood returns to the heart on the left side byway of a vein from the lungs. Locate and label thepulmonary vein.

3. Blood in veins enters two small chambers at the top of theheart. Locate and label the right and left atrium.

4. Pumping action of the heart squeezes blood from the atriainto large chambers at the bottom of the heart. Locate andlabel the right and left ventricles.

5. Pumping action of the heart squeezes blood from the twoventricles. Blood leaves the heart on the left side by wayof an artery. Locate and label the aorta, which carriesblood to all body parts. Blood leaves the heart on theright side by way of another artery. Locate and label thepulmonary artery, which carries blood to the lungs.

You will need a scalpel or sharp knife to cut openthe hearts for students.

Fresh hearts may be available from a local meatpacker. Once purchased, the hearts can bepreserved in alcohol for use in later years. Do notuse formaldehyde as a preservative.

FIGURE 1

Have paper towels handy to absorb excess moisture.

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Hands-on Activities

Chapter Review

39

Part A. Vocabulary ReviewComplete the following sentences using the vocabulary words listed below.

atherosclerosis coronary circulation lymphatic system systemic circulationarteries hemoglobin lymphocytes veinsatria hypertension plasma ventriclesblood pressure lymph plateletscapillaries lymph nodes pulmonary circulation

1. The _______________________ are the upper two chambers of the heart.

2. The two lower chambers of the heart are the _________________________.

3. The blood vessels that move blood away from the heart are called_________________________.

4. The blood vessels that move blood in the direction of the heart are called __________________.

5. ___________________________are microscopic blood vessels that connect arteries and veins.

6. ___________________________is the flow of blood through the heart and lungs.

7. ___________________________moves blood to all tissues except the lungs and heart.

8. The condition of fatty deposits on arterial walls is called___________________________.

9. ___________________________is the liquid part of blood and is made mostly of water.

10. Red blood cells contain_________________________, a chemical that can carry oxygen and carbon dioxide.

11. ___________________________are odd-shaped cell fragments that help clot blood.

12. A common cardiovascular disorder is high blood pressure or _____________________________.

13. ___________________________ is the flow of blood to the tissues of the heart.

14. The _______________________ collects fluid from body tissue spaces and returns it to theblood through lymph capillaries and large lymph vessels.

15. ___________________________ filter out microorganisms and foreign materials.

16. Tissue fluid found inside lymphatic capillaries if known as ______________________. 9/20:3

17. When the heart pumps blood through the cardiovascular system, blood exerts a force called

________________________on the walls of the vessels. 2/20:1

18. The tissue fluid inside lymphatic capillaries consists mostly of water, dissolved substances,

and a type of white blood cell known as _______________________. 9/20:3

NAME DATE CLASS

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

The Circulatory System

Chapter 20

CHAPTER REVIEW

atria 2/20:1

ventricles 2/20:1

arteries 1/20:1

veins 1/20:1

Capillaries 1/20:1

Pulmonary circulation 3/20:1

Systemic circulation 3/20:1

atherosclerosis 3/20:1

Plasma 4/20:2

hemoglobin 4/20:2

Platelets 4/20:2

hypertension 6/20:2

Coronary circulation 6/20:2

lymphatic system8/20:3

Lymph nodes

lymph

blood pressure

lymphocytes

9/20:3

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Performance Assessment


Regular exercise is a great help to the heart. Like any other muscle, the more the heart is used, thestronger it gets. A strong heart can pump blood more efficiently than a weak heart can. When it isstrong, more work can be done by the heart with less effort.

1. Make a data table to record your heart rate. While sitting quietly, check your pulse, and recordthe number of beats per minute. Perform a non-strenuous activity and record your heart rateimmediately after completing the activity. Perform two more physical activities, and recordyour heart rate after each.

2. Construct a bar graph that shows your heart rates from the data table.

3. What are the independent and dependent variables in the activity in Question 1?

4. Make a generalization about the effect of exercise on heart rate.

How much exercise is too much exercise? Anytime a person begins an exercise program, he or she isadvised to consult a doctor as to what amount of exercise will strengthen the heart without straining ittoo much. A general rule to follow is to subtract your age from 220 to find the greatest heart rate youshould have after strenuous exercise. Then, assuming your doctor says it is safe, you should exercisein a manner that will produce a heart rate that is 70 to 85 percent of that number.

5. What is the greatest heart rate you should have after strenuous exercise?

6. With a doctor’s approval, what is the range of heart rates that will be safe for you for training?

NAME DATE CLASS

Chapter 20

SKILL ASSESSMENT Exercise and Heart Rate

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Assessment Extending ContentExtending Content

Accessibility

Multicultural ConnectionsTest Practice WorkbookAssessment

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 89

I. Testing ConceptsMatch the description in the first column with the item in the second column by writing the correct letter in the spaceprovided. Some items in the second column may not be used.

_____ 1. the two upper chambers of the heart 2/20:1

_____ 2. the two lower chambers of the heart 2/20:1

_____ 3. the liquid part of blood, consisting mostly of water 2/20:1

_____ 4. blood vessels that move blood away from the heart 2/20:1

_____ 5. blood vessels that move blood toward the heart 2/20:1

_____ 6. microscopic blood vessels connecting larger vessels 1/20:1

_____ 7. moves blood to all tissues except lungs and heart 3/20:1

_____ 8. collects fluid from body tissue spaces and returns it to the blood 7/20:3

_____ 9. a chemical that can carry oxygen and carbon dioxide 4/20:2

For each of the following, write the letter of the term or phrase that best completes each sentence.

_____ 10. When blood moves from the left ventricle into the aorta, it must pass through a(n) _____ .a. A-V valve b. murmur c. semilunar valve d. lymph node

_____ 11. Blood in veins is _____ .a. high in oxygen b. high in nutrients c. low in wastes d. low in oxygen

_____ 12. In pulmonary circulation, blood flows through two organs, the _____ .a. brain and heart b. heart and kidneys c. heart and liver d. lungs and heart

_____ 13. In systemic circulation, blood returns from your abdomen through the inferior venacava to the _____ .a. left atrium b. left ventricle c. right atrium d. right ventricle

_____ 14. Coronary circulation is the flow of blood to the tissues of the _____ .a. brain b. heart c. kidneys d. lungs

_____ 15. A stroke can occur if an artery in the _____ is clogged. a. brain b. heart c. liver d. lungs

_____ 16. Another name for high blood pressure is _____ . a. atherosclerosis b. hypertension c. leukemia d. thrombosis

_____ 17. _____, the liquid part of blood, is mostly made of water. a. Hemoglobin b. Lymph c. Plasma d. Platelets

_____ 18. Hemoglobin picks up _____ . a. carbon dioxide and oxygen c. nutrients and carbon dioxideb. carbon dioxide and wastes d. oxygen and wastes

NAME DATE CLASS

Chapter 20

CHAPTER TEST The Circulatory System

b

l

h

a

k

c

j

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e

a. arteries

b. atria

c. capillaries

d. coronary circulation

e. hemoglobin

f. hypertension

g. lymphatic system

h. plasma

i. pulmonary circulation

j. systemic circulation

k. veins

l. ventricles

c

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2/20:1

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3/20:1

3/20:1

3/20:1

3/20:1

3/20:1

2/20:1

4/20:2

L2 L2Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

39

In 1900, the blood groups A, B, and O were dis-covered. This allowed doctors to ensure that ina blood transfusion, donor and patient bloodtypes were compatible. Though transfusions hadbeen performed since 1818, this discovery great-ly improved the safety and success of this life-saving procedure. One serious problemremained, however. Because blood could onlybe stored for a very short time before spoiling,most transfusions were person-to-person. Thatis, doctors took blood from the donor andalmost immediately injected it into the patient.As a result, blood transfusions didn’t take placevery often and were not considered a very use-ful medical treatment.

In the late 1930s, Dr. Charles Richard Drewchanged all that. He discovered that blood plas-ma, the watery, yellowish liquid in which theblood cells are suspended, could be stored moreeasily than whole blood. This discovery turnedblood transfusions into a common procedurethat ultimately saved thousands of lives.

Early LifeCharles Drew was born on June 3, 1904, in

Washington, D.C. When he was 15, his sisterdied of tuberculosis. Watching her struggle withthe disease helped him decide to become a doc-tor. An all-American athlete in college, Drewcould have gone on in sports but decided to fol-low his original dream. After he received hisbachelor’s degree, Drew taught biology andchemistry and coached athletics for two years atMorgan State College in Baltimore, Maryland.

A Career in MedicineIn 1928, Drew enrolled at McGill University in

Montreal, Canada. Two years later, he won aRosenwald Scholarship, a highly respectedaward for African American students. He wenton to earn a degree in medicine and the rankingof a master of surgery. During his time atMcGill, Drew had observed lifesaving bloodtransfusions, and that experience sparked hisinterest in the problems associated with bloodtransfusions.

In 1938 Drew received a Rockefeller Fellowshipto study at Columbia University in New York.During this time, Drew discovered that plasmacould be stored longer than whole blood. If youtreat whole blood with an anti-coagulant (a

chemical that prevents clotting), then let thesample sit in a test tube for a while, the heavierred cells will migrate to the bottom, the lighterwhite blood cells will sit just above the red cells,and the plasma moves to the top of the test tube.Plasma is valuable, especially after surgery,because floating in the plasma are the plateletsand other materials that form blood clots. Manypatients who were candidates for blood transfu-sions actually only needed the clotting materialsin the plasma. So with plasma’s longer storageability, plasma could solve many medical problems.

Banking Blood to Save LivesIn early 1940, the Blood Transfusion

Association of New York City, aided by theAmerican Red Cross, began collecting blood toship to the British army fighting in Europe dur-ing the early part of World War II. The projectwas called the Plasma for Britain Project. A col-league and mentor recommended that CharlesDrew direct the project. By this time, Drew wasconsidered an expert in blood fluids and plasmastorage. He was sent to England to oversee thefirst major effort to produce plasma on a largescale. There he discovered that instead of wait-ing for blood to separate, the British had taken amachine that separated cream from milk andadapted it to separate blood materials from plas-

Chapter 20

MULTICULTURAL CONNECTIONS Charles Richard Drew

NAME DATE CLASS

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490D

Meeting Different Ability Levels

Transparencies

Chapter 18 Chapter 18 The Circulatory System

Enrichment WorksheetsReinforcementStudy Guide

for Content Mastery

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CHAPTER 20 Study Guide for Content Mastery

Overview The Circulatory SystemDirections: Use the following terms to complete the concept map below:

aorta arteries veinspulmonary artery pulmonary veins

superioror inferiorvena cava

aorta

arteriesveins

heart

lungs

capillaries

pulmonaryartery

pulmonaryveins

BASIC

to smallerarteries &capillaries

from lungs

to lungs

8.

7.

6.

5.

1.

2.

3.

4.

superior vena cava

right atrium

inferior vena cava

right ventricle left ventricle

pen

left atrium

pulmonary artery

aorta

pencil


NAME DATE CLASS

Chapter 20

REINFORCEMENT

Use with Section 1

Circulation

to smallerarteries &capillaries

from lungs

to lungs

8.

7.

6.

5.

1.

2.

3.

4.

Label the diagram of the heart. Include the following terms on your diagram: right atrium, left atrium, right ventricle,left ventricle, superior vena cava, inferior vena cava, pulmonary artery, aorta. Use a pencil to draw arrows showingthe path of oxygen-rich blood. Use a pen to show the path of oxygen-poor blood.

Fill in the blanks with the correct terms for questions 1–4.

1. The is the only vein in the body that carries oxygen-rich blood. This vein

moves blood from the to the .

2. Valves inside the veins prevent blood from flowing the heart.

3. Blood in carries wastes away from the cells of the body back to the heart.

4. A measure of the flow of blood in arteries is called .

5. What is pulmonary circulation and what is its function?___________________________________

blood high in carbon dioxide and other cell wastes to the lungs. In the lungs, the blood

exchanges carbon dioxide for oxygen and returns to the heart. The heart then pumps

the blood to body tissues.

blood pressure

veins

away from

heartlungs

pulmonary vein

Pulmonary circulation takes

AT LEVELCopyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.54

Circulation

Use with Section 1

NAME DATE CLASS

Chapter 20

ENRICHMENT

Exercise and CirculationDesign 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 pulsereading or a blood pressure reading for each person before and after exercising. Make sure theexercise is not too strenuous for anyone you are testing.

Fill in the following table as you conduct your experiment. The rate in the table refers to the pulse rate or bloodpressure reading. If you need more space, use a separate sheet of paper.

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 rate returned to the first

measurement? Test yourself to see how long it takes for your heart rate to return to normal.

Conclusion

Name

Age of person

Rate before exercise

Type of exercise

Length of time

exercising

Rate after exercising

Rate after resting

Person 1 Person 2 Person 3 Person 4 Person 5 Person 6

Patty Andy

18 40

60 72

walking running

45 min 30 min

154 158

84 102

Sample Data

CHALLENGE

Meeting Different Ability Levels

Section Focus Transparencies

Teaching TransparenciesScience Integration

Transparencies

Copyright©Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 50

50

CLEAN WATER IN, DIRTY WATER OUTEach day, you use water for a variety of purposes in your home. This water

is carried into your home by way of pipes that make up the plumbing sys-tem of the house. Similarly, the plumbing system carries wastewater into thesewage system. This wastewater may contain dirt, soaps, detergents, andhuman wastes.

1. Imagine you are going to shower in the home shown. Describe the pathwater must follow to allow you to take your shower.

2. What happens to the dirty water after you have showered?

3. In what way is the job carried out by the plumbing system of a home similar to the functions of your circulatory system?

SECTION FOCUS TRANSPARENCYSection 18-1

Hot-waterCold-waterVentsDrains

L2Copyright©Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 51

51

BLOOD BANKSFollowing a major disaster such as an earthquake, in which many people

are injured, it is common to have a blood drive. During a blood drive, peo-ple are asked to visit a blood bank to donate blood that will be used to treatsick or injured people. The blood collected by blood banks saves many liveseach year.

1. What is the purpose of a blood bank?

2. What types of situations might require a person to need a blood transfusion?

3. Who do you think should donate blood? Who should not donate blood?Why?


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52

WHAT IS A TONSILLECTOMY?Doctors sometimes surgically remove the tonsils of people. The removal of

the tonsils through surgery is called a tonsillectomy. A tonsillectomy may beperformed when these organs become frequently inflamed and infected. Atone time, the tonsils of children were almost routinely removed. Today,however, many doctors try to avoid removing the tonsils of their patientsunless the surgery is absolutely necessary.

1. Have you had your tonsils removed or do you know anyone who has hadtheir tonsils removed?

2. Why do some people need to have their tonsils removed?

3. What might be some benefits and drawbacks to having one’s tonsilsremoved?


Tongue

Palatine tonsil

Lingual tonsil

Nasal cavity

Pharyngeal tonsil

Palatine tonsil

Lingual tonsil

Inflamedpalatine tonsil


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

18SCIENCE INTEGRATION TRANSPARENCY

Pipeline Pressure

Path of blood in human body

Artery blocked byfatty deposit

Clean pipeline Pipeline with deposits

Increasing water pressure

ArteryCapillary

Vein

Fattydeposit

Normal blood flow Increased blood pressure

Pressure staysthe same

Pressure increases

Path of blood in human body

Artery blocked byfatty deposit

Normal blood flow Increased blood pressure

Pressure staysthe same

Pressure increases

Clean pipeline Pipeline with deposits

Increasing water pressure

ArteryCapillary

Vein

Fattydeposit

L2Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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36. SYSTEMIC CIRCULATION

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Transparencies

This is a representation of key blackline masters available in the Teacher Classroom Resources.See Resource Manager boxes within the chapter for additional information.

L1 L2 L3

490C CHAPTER 18 THE CIRCULATORY SYSTEM

between cells. Oftenthe lymph in thesespaces is referred to asintercellular or intersti-tial fluid. Like bloodplasma, lymph con-sists mainly of water,some dissolved sub-stances, and whiteblood cells called lymphocytes.

Lymph from the interstitial spaces passesthrough lymph capillaries, larger lymph ves-sels, lymph nodes, and lymph glands before en-tering a vein. Lymph is not under great pressureand therefore external forces are needed tocause it to flow. Gravity plays a role in themovement of lymph above the heart. Otherforces include the contraction of smooth mus-cles in the larger lymphatic vessels, the contrac-tion of skeletal muscles, and the movements ofbreathing muscles. Backflow of lymph is pre-vented by valves in the large lymph vessels.

When the skin is subject to continued frictionor pressure, a blow, or heat, the blood capillar-ies dilate. Lymph accumulates in the injuredarea and a liquid-filled blister is formed underthe skin. If there is poor circulation in a regionof the body, lymph may collect and cause aswelling called an edema.

Blood (Section 18-2)

The liquid component of blood, the plasma, is acomplex solution of organic and inorganic sub-stances dissolved in water. The various con-stituents in blood are shown in the table below.

Constituent Percent

Water 90

Proteins (albumins, globulins, fibrinogen) 8

Electrolytes (sodium, potassium, 1calcium, magnesium, chloride, bicarbonate, phosphate, sulfate)

Gases (oxygen, carbon dioxide, nitrogen) � 1Nutrients (glucose, amino acids, lipids, vitamins, trace elements)

Waste Products (urea, creatinine, uric acid, bilirubin)

Hormones and Antibodies

Your Lymphatic System(Section 18-3)

The lymphatic system can be thought of as abranch of the circulatory system. Lymph isblood plasma that has diffused and filtratedfrom the blood capillaries into the spaces

490F

For current events or science in the news,access the Glencoe Science Web Site atwww.glencoe.com/sec/science/ca

ontent Background

ontent Background

CC

Teacher to TeacherTeacher to Teacher“The discussion of the circulatory system provides an opportu-

nity to integrate the sciences. Supernovas are known to produce

elements found in nature. The iron bound to hemoglobin came

from deep space in this manner when the planets were formed.”

Edward G. Ezrailson, Ph.D.

Science Consultant

Spring, TX

Chapter 18

490E CHAPTER 18 THE CIRCULATORY SYSTEM

Circulation (Section 18-1)

In 1628, William Harvey published his findingswhich indicated blood in the human body fol-lows “a motion as it were in a circle.” Earlierconcepts viewed the motion of blood as a tidethat ebbed and flowed within the body. It cameto be recognized that the blood flowed througha circulatory system. Pumped by the heart, theblood moved through arteries into the bodyand returned to the heart via the veins. How-ever, it was still a mystery how the blood madeits way from the arteries, through tissues, andinto the veins. Not until the invention of the mi-croscope was it discovered that minute vessels,the capillaries, made the connection.

The heart is a muscular organ that lies in thethoracic cavity between the lungs. It is not di-rectly in the center of the chest. Two thirds of theheart lies to the left and one third lies to the right.It is enclosed by a protective sac of fibrous tissue,the pericardium. Fluid between the pericardiumand the heart serves to lubricate and protect themoving organ.

The initiation of the heartbeat originateswithin the heart muscle. The sinoatrial node(pacemaker) is a modified piece of cardiac mus-cle tissue located near the superior vena cava. Animpulse for this node spreads to the atria of theheart causing them to contract. Another node

(atrioventricular) receives the signal and thentransmits it to the ventricles causing them tocontract.

A cross section of arteries and veins showsthat the walls have three layers. The inner lin-ing of the vessels is covered with two types oftissue; one of these is a network of elastic con-nective tissue. The middle layer is smooth mus-cle and elastic tissue. The outer layer is collage-nous connective tissue. The middle layer inveins is less developed than in arteries, andtherefore collapses more easily. Capillarieshave walls only one cell thick. This allows ma-terials to diffuse through them. So numerousare the capillaries in the body that most cellsare less than one fourth of a millimeter from acapillary.

Products Available from GlencoeTo order the following products for use with this chap-ter, call Glencoe at 1-800-334-7344:

CD-ROMNGS PictureShow: Human Body 2Curriculum KitGeoKit: Human Body 1Transparency SetNGS PicturePack: Human Body 2VideodiscSTV: Human Body

Products Available from NationalGeographic SocietyTo order the following products for use with this chapter,call National Geographic Society at 1-800-368-2728:

VideosCirculatory and Respiratory Systems (The HumanBody Series)Incredible Human Machine

Teacher’s Corner

Chapter 18 The Circulatory System

CD-ROMGlencoe Science Voyages Interactive CD-ROM

Chapter SummariesUse the Chapter Summary to introduce, teach,or review chapter material.

Helping You Prepare

http://www.glencoe.com/sec/science/ca

1. Obtain a map that shows thestreets, interstate roads, and abeltway around a large city.

2. Study the map to find the center,or heart, of the city. Use the mapkey to identify roads that areinterstates and roads that arestate and country routes.

3. Plan a route from the center ofthe city to a street in the suburbs.

Explore Activity

If you live in a big city or have ever visited one, you may havenoticed a beltway that circles the city. Most big cities also have

one or more interstate highways that cross through them. Thehuman circulatory system can be compared to a city’s highwaysystem. Goods are transported to individual homes and fac-tories. Completed products and wastes are collected andremoved. In a similar way, substances are transported through-out your body.

Map a Route in the City

491

In your Science Journal,compare the differenttypes of streets youcould take. If the cityrepresented a humanbody, what would thecenter of town repre-sent? What would thesuburbs represent?

491

Explore ActivityPurpose

Visual-Spatial Use theExplore Activity to help

students understand howthe circulatory system trans-ports substances throughoutthe body.

Materialsmaps of your city, school,community, or nearby largecity

Teaching StrategiesHave students use maps of

cities that provide a varietyof transportation routes intoand out of the city. Use themap’s legend to determinethe types of roads leading toand from the city.

Students’a n s w e r smay vary

depending on the specificmap used in the activity. Ad-vantages for some routesmay be shorter distances andthe ability to drive faster on ahighway than on a street. Dis-advantages may be longerdistances and the need to usemany small streets. The cen-ter of the town represents theheart, and the suburbs repre-sent the organs to which theblood must be delivered.

Performance Have studentsuse a map to trace the flow ofa regional commodity orproduct (steel, lumber, corn,dairy product) to large cities.Then have students relate thisactivity to the flow of blood inthe human body. Use Perfor-mance Assessment in theScience Classroom, p. 55.

Assessment

PortfolioRefer to p. 515 for suggested items that stu-dents might select for their portfolios.Performance AssessmentSee p. 515 for additional Performance Assessment options.Skill Builder, pp. 500, 508MiniLab, pp. 493, 498Activity 18-1, p. 501; 18-2, p. 509

Content AssessmentSection Assessment, pp. 500, 508, 513Chapter Assessment, pp. 516–517Proficiency Prep, pp. 500, 508, 513

Assessment Planner

CHAPTER 18The Circulatory

SystemThe Circulatory

System

Chapter Preview

Section 18-1Circulation

Section 18-2Blood

Section 18-3Your LymphaticSystem

Skills Preview

Skill Builders• Make and Use a Table

• Compare and Contrast

Activities• Observe

• Experiment

MiniLabs• Compare

• Interpret Data

TheCirculatorySystem

TheCirculatorySystem

✔Reading Check

18

Find out how a different cul-

ture views the heart. Do peo-

ple in this culture draw the

heart in a valentine shape? Do

they think of the heart as the

center of people’s emotions?

C H A P T E R

490

490 CHAPTER 18 THE CIRCULATORY SYSTEM

CHAPTER OVERVIEWSection 18-1 This sectionprovides an overview of themajor structures and func-tions of the circulatory sys-tem. The importance of thesystem is highlighted with adiscussion of the diseases anddisorders of the heart.Section 18-2 This section fo-cuses on blood—the flowingtissue of the circulatory sys-tem. The liquid and solidcomponents of blood andtheir roles in transportingmaterials are discussed.Section 18-3 The lymphaticsystem is introduced, and itsimportant role in fighting in-fections is detailed.

Chapter Vocabularyatria blood pressureventricle atherosclerosispulmonary hypertensioncirculation plasma

systemic hemoglobincirculation platelet

coronary lymphaticcirculation system

artery lymphvein lymphocytecapillary lymph node

Theme ConnectionStability and Change Thecirculatory system is a goodexample of a system thatfunctions to maintain stabil-ity and respond to changes inhuman life processes.

If time does not permit

teaching the entire chap-

ter, use Reviewing Main

Ideas on pp. 514–515.

OUT OF

TIME?

MultipleLearning

Styles

Look for the following logos for strategies that emphasize different learning modalities.

Linguistic Using Science Words, p. 495; Science Journal, p. 503; Pre-

view, p. 514Logical-Mathematical MiniLab, p. 493; Activity, p. 501Visual-Spatial Explore Activity, pp. 491, 509, 512; MiniLab, p. 498;

Assessment, p. 501; Making a Model, p. 505; Across the Curriculum, p. 507;Reteach, pp. 512, 514

Auditory-Musical Out of Time, p. 514Kinesthetic Activity, p. 493; MultipleLearning Styles, pp. 494, 503; Reteach,

p. 497Interpersonal Activity, p. 497; Dis-cussion, p. 507; Reteach, p. 507;

Review, p. 514

18 1 CIRCULATION 493

In a closed circulatory sys-tem, blood remains inblood vessels. Nutrientsmove from the blood intocells by diffusion or activetransport. Waste productsproduced by the cell moveout into the circulatory sys-tem to be carried away.

Nutrients

Blood vessel

Cell membrane

Wastemolecules

Cell

because blood moves within vessels. Thesystem moves oxygen and nutrients to cellsand removes carbon dioxide and otherwastes from the cells. Movement of materi-als into and out of your cells happens bydiffusion. Diffusion, shown in Figure 18-1B, is when a material moves from anarea of high concentration to an area oflower concentration.

Your HeartYour heart is an organ made of cardiac

muscle. It is located behind your sternum,which is the breastbone, and between yourlungs. Your heart has four cavities calledchambers. The two upper chambers are theright and left atria (AY tree uh). The twolower chambers are the right and left ventricles (VEN trih kulz). During a singleheartbeat, both atria contract at the sametime. Then, both ventricles contract at thesame time. A valve separates each atriumfrom the ventricle below it so that bloodflows only from an atrium to a ventricle. Awall prevents blood from flowing betweenthe two atria or the two ventricles. It isimportant to separate blood rich in oxygenfrom blood low in oxygen to ensure that allcells get an oxygen supply.

Inferring How Hard the Heart Works

Procedure

1. Take a racquetball and hold it in your out-stretched arm.

2. Squeeze the racquetball again and again for oneminute.

Analysis

1. How many times did you squeeze the racquet-ball in one minute? A resting heart beats atapproximately 70 beats per minute.

2. What can you do when the muscles of your armget tired? Explain why cardiac muscle in yourheart cannot do the same.

B

18-1 CIRCULATION 493

Assessment

2 Teach

History Have students research the writ-ings of early Greek and Roman physician/sci-entists and their beliefs about the heart andcirculation of blood. Individuals to considerare Galen, Leonardo da Vinci, and Vesalius.L2

Across the CurriculumAcross the CurriculumActivity

Kinesthetic Ask each student to make aclosed fist with the right hand and hold

it on the chest to the left of the sternum. (Stu-dents might think that the heart is under thesternum, directly in the middle of the chest.)This will give them an idea of the size and po-sition of the heart. ELLL2 Page 492: 5a, 5b

Page 493: 5a, 5b, 6j, 7a,7c, 7e

CA ScienceContent

For additional help doing this activity at home, see the corre-sponding pages in the HomeInvolvement booklet.

Purpose

Logical-MathematicalStudents will observe and

record their rate of squeezing aracquetball and compare it withthe heart rate.

Materialsracquetball, stopwatch

Teaching StrategiesTo help students know

whether they are squeezing tooquickly or too slowly, have themfirst determine how many timesthey must squeeze the racquet-ball each second. Have them tryto squeeze at a smooth, steadyrate throughout the wholeminute.

Analysis1. Answers will vary depending

on students’ abilities, butmost likely they will find it dif-ficult to maintain the 70-squeezes-per-minute rate.

2. Students can stop or changearms. The heart must continueand not fatigue in order tomaintain the body’s activities.

Process Have students inferthe tiring time for cardiac mus-cles and compare this with thetiring time for skeletal muscles.Use Performance Assess-ment in the Science Classroom, p. 17.

COOP LEARN

ELLL2

CirculationYour Cardiovascular System

With a body made up of trillions of cells, you may seemquite different from a one-celled amoeba living in a puddle ofwater. But, are you really that different? Even though yourbody is larger and made up of complex systems, the cells inyour body have the same needs as a single-celled organism,the amoeba. You both need a continuous supply of oxygenand nutrients and a way to remove cell wastes.

An amoeba takes oxygen directly from its watery environ-ment. Nutrients are distributed throughout its single cell bymoving through the cytoplasm. In your body, a cardio-vascular system distributes materials. Your cardiovascularsystem includes your heart, blood, and kilometers of vesselsthat carry blood to every part of your body and then back tothe heart as shown in Figure 18-1A. It is a closed system


18 1

How to compare arteries,veins, and capillariesThe pathway of bloodthrough the chambers of the heartThe pulmonary and systemiccirculation systems

Vocabularyatriaventriclepulmonary circulationsystemic circulationcoronary circulationarteryveincapillaryblood pressureatherosclerosishypertension

Blood plays a vital role as thetransport system of the body.

Why What You'll Learn

It's Important

You'll Learn

It's Important It's Important


It's Important

You'll Learn

It's Important

You'll Learn

Figure 18-1 Humans have aclosed circulatory system.

A The blood is pumped by a heart to all the cells of thebody and back to the heartthrough a closed network ofblood vessels.


Prepare

PreplanningRefer to the Chapter Orga-nizer on pp. 490A–B.

1 Motivate

Tying to PreviousKnowledge

Relate the role of the circu-latory system transportingnutrients to all the cells of thebody. These nutrients pro-vide energy for all the cells’activities.

SECTION 18•1

Bellringer

Before presenting the lesson,display Section Focus Transparency 50 on the

overhead projector. Use the accompanying Focus Activityworksheet. ELLL2

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

50

50

CLEAN WATER IN, DIRTY WATER OUT

Each day, you use water for a variety of purposes in your home. This water

is carried into your home by way of pipes that make up the plumbing sys-

tem of the house. Similarly, the plumbing system carries wastewater into the

sewage system. This wastewater may contain dirt, soaps, detergents, and

human wastes.

1. Imagine you are going to shower in the home shown. Describe the path

water must follow to allow you to take your shower.

2. What happens to the dirty water after you have showered?

3. In what way is the job carried out by the plumbing system of a home

similar to the functions of your circulatory system?

SECTION FOCUS TRANSPARENCY

Section 18-1

Hot-water

Cold-water

VentsDrains

Refer to Circula-tion on p. 490E.

ontent Background

ontent Background

CC

The following Teacher Classroom Resources can be used with Section 18-1:

Reproducible Masters

Activity Worksheets, pp. 97–98, 101-102

Enrichment, p. 50

Laboratory Manual, pp. 103–106

Reinforcement, p. 50

Study Guide, pp. 69-70

Transparencies

Teaching Transparency 35

Teaching Transparency 36 L2

L2

ELLL1

L2

L2

L3

L2

Resource Manager


blood to all of your organs and body tissues except for theheart and lungs. It is the most extensive of the three sectionsof your circulatory system. Figure 18-3 shows the major arter-ies and veins involved in systemic circulation. Once nutrientsand oxygen are delivered by blood to your body cells andexchanged for carbon dioxide and wastes, the blood returnsto the heart in veins. From the head and neck areas, bloodreturns through the superior vena cava. From your abdomenand the lower parts of your body, blood returns throughthe inferior vena cava. More information about arteriesand veins will be presented later in this chapter.

Coronary CirculationYour heart has its own blood vessels that sup-

ply it with nutrients and oxygen and removewastes. As shown in Figure 18-4, these bloodvessels are involved in coronary circulation.Coronary (KOR uh ner ee) circulation is the flowof blood to the tissues of the heart. Whenever thecoronary circulation is blocked, oxygen cannot reachthe cells of the heart. The result is a heart attack.

Figure 18-4 Like the rest of the body, the heart receivesthe oxygen and nutrients it needs and rids itself of waste byway of blood flowing through blood vessels. On the diagram,you can see the coronary arteries, which nourish the heart.

Figure 18-3 The rate atwhich blood flows through thesystemic system depends on howquickly the left ventricle contracts.How does the rate change whena person has completed a race?

Carotidartery

Aorta

Heart

Superior vena cava

Internaljugular vein

Right pulmonary vein

Right pulmonary artery

Left pul-monaryartery

Leftpulmonaryvein

Inferior vena cava

Coronaryarteries

Coronaryveins

Aorta

Aorta


Using Science WordsLinguistic Have stu-dents compare the phys-

iological meaning of atriumwith the architectural mean-ing of the word.

Caption AnswerFigure 18-3 It gradually slows.

L2

Anthropology Have students researchthe diets of Native Americans, Indians, Inuit,and people who live in the rainforest. Howdoes the incidence of heart disease vary withculture? L3

Across the CurriculumAcross the Curriculum

VideodiscGlencoe Science VoyagesInteractive Videodisc—LifeSide 2, Lesson 7 Health Is Just aHeartbeat Away

!9B[:LáÑ"23156The Infinite Voyage: A Taste ofHealthChapter 7 Arresting Heart Dis-ease: A Case Study 6:00Refer to the Videodisc TeacherGuide for bar codes and teachingstrategies.

Cardiac musclesdo not directly absorb nu-trients and oxygen fromthe blood that flowsthrough the chambers ofthe heart. The right andleft coronary arteries thatbranch off the aorta nearits origin from the left ven-tricle supply nutrients andoxygen and removewastes. In addition, theright coronary artery alsosupplies the sinoatrial andatrioventricular nodes re-sponsible for coordinatingthe heartbeat.

ontent Background

ontent Background

CC

Page 494: 5a, 5bPage 495: 5a, 5b

CA Science ContentStandards


Pulmonary CirculationBlood moves continuously throughout your body in a

closed circulatory system. Scientists have divided the systeminto three sections. The beating of your heart controls bloodflow through these sections. Figure 18-2 shows pulmonarycirculation. Pulmonary (PUL muh ner ee) circulation is theflow of blood through the heart, to the lungs where it picksup oxygen, and back to the heart. Use Figure 18-2 to trace thepath blood takes through this part of the circulatory system.

Systemic CirculationThe final step of pulmonary circulation occurs when blood

is forced from the left ventricle into the aorta (ay ORT uh). Theaorta is the largest artery of your body. It carries blood awayfrom the heart. Systemic circulation moves oxygen-rich

Figure 18-2 Pulmonary circulationmoves blood between the heart and lungs.

Capillaries

Pulmonary vein

Right atrium

Right lung Left lung

Left ventricle

Left atrium

Pulmonary artery

Aorta

Superiorvena cava

Inferiorvena cava

Rightventricle

D The left atrium contracts and forces theblood into the left ventricle. The left ventri-cle contracts, forcing the blood out of theheart and into the aorta.

Blood, high in carbon dioxideand low in oxygen, returnsfrom the body to the heart. It enters the right atriumthrough the superior and inferior vena cavae.

The right atrium contracts,forcing the blood into theright ventricle. When theright ventricle contracts,the blood leaves the heartand goes through the pul-monary artery to the lungs,where it picks up oxygen.

C Oxygen-rich blood travels through thepulmonary vein and into the left atrium.The pulmonary veins are the only veinsthat carry oxygen-rich blood.

Pulmonary Circulation

ISUALIZINGV

ISUALIZING

G

V ISUALIZINGV

A

B


Quick DemoObtain a beef heart to ex-

amine. Draw students’ atten-tion to the thick, muscularwalls of the ventricles, whichare necessary to supply a life-time of pumping action.

Figure 18-2 Have stu-dents follow the flow ofblood through the heart.Have them explain whythis definition of veins iscorrect or incorrect: “Veinsare blood vessels thatcarry more carbon dioxidethan oxygen.” The state-ment is incorrect. In pul-monary circulation theveins carry more oxygenthan carbon dioxide. L2

LearningVISUAL

CD-ROMGlencoe Science VoyagesInteractive CD-ROMExplorationsHave students do the interactiveexploration What factors affectthe likelihood of hypertension?

Using Science WordsThe body’s largest artery is

the aorta. The name has its ori-gin from the Greek word aorte,meaning to “raise or lift”. Dis-cuss why this is an appropri-ate word for this vessel.

Kinesthetic On a large chart ofthe heart and lungs, have stu-

dents trace with their fingers the flowof blood through the entire pul-monary circulation system as illus-trated on the student page. Major ves-sels and chambers of the heart shouldbe identified.

Multiple Learning Styles


Capillaries are microscopic blood vessels that connectarteries and veins. The walls of capillaries are only one cellthick. You can see the capillaries when you have a bloodshoteye. They are the tiny red lines visible in the white area of theeye. Nutrients and oxygen diffuse to body cellsthrough thin capillary walls. Waste materi-als and carbon dioxide move from bodycells into the capillaries to be carried backto the heart.

Blood PressureWhen you pump up a bicycle tire, you can

feel the pressure of the air on the walls of thetire. In the same way, when the heart pumpsblood through the cardiovascular system, bloodexerts a force called blood pressure on the walls of thevessels. This pressure is highest in arteries. Blood pressureis lower in capillaries and even lower in veins. As the waveof pressure rises and falls in yourarteries, it is felt as your pulse.Normal pulse rates are between65 and 80 beats per minute.

Blood pressure is measuredin large arteries and isexpressed by two numbers,such as 120 over 80. The first number is a measure of thepressure caused when the ventricles contract and blood ispushed out of the heart. Then, blood pressure suddenlydrops as the ventricles relax. The lower number is a measureof the pressure when the ventricles are filling up, just beforethey contract again. Figure 18-6 shows the instruments usedto measure blood pressure.

Figure 18-6 Blood pressure ismeasured in large arteries using ablood-pressure cuff and stetho-scope.

A tank full of waterexerts a force of 900 Non the bottom of atank that has an areaof 2 m2. Calculate the pressure on thebottom of the tankusing the following formula.

P =

How doescalculating pressure ina water tank relate toblood pressure inhumans?

FA


Teacher FYIThe peak pressure of blood

flow caused by the contrac-tion of the ventricles is sys-tolic pressure. The low pres-sure of blood flow producedwhen the heart relaxes is di-astolic pressure.

3 AssessCheck for UnderstandingActivity

Interpersonal Checkstudents’ understanding

of the direction of blood flowin arteries (from the heart) andin veins (to the heart) and howthe blood gets from the arter-ies to the veins (capillaries).Divide the class into pairs ofstudents. Hang a large paperon the wall for each pair. Onestudent draws an outline ofthe body and the major ves-sels. The other labels the ves-sels.

ReteachKinesthetic On a chartof the circulatory sys-

tem, have students trace withtheir fingers the flow of bloodfrom the heart to a majorartery and back again.

ExtensionFor students who have

mastered this section, use theReinforcement and Enrich-ment masters.

ELLL1

COOP LEARNELLL2

Pressure � �FAorrecae

�

P � �AF

� � �9200

mN2�

� 450 �mN2�

The pressure on the bottomof the tank is 450 N/m2.Blood exerts pressure onblood vessels that can be calculated.

Physics The term pressure is used in dis-cussions of fluids such as gases and liquids.Pressure is produced when a force is appliedto a fluid. The greater the force is, thegreater the pressure is on the fluid, and thesmaller the volume it takes up. Usually, thevolume of gas decreases by one-half whenthe pressure doubles.

Integrating the SciencesIntegrating the Sciences

Page 496: 5a, 5bPage 497: 5a, 5b, 6j



Answer to

Reading Check ✔

Arteries and veins have walls

consisting of three layers of

tissue. Arteries move blood

from the heart; veins move

blood to the heart.

Blood VesselsIt wasn’t until the middle 1600s that scientists confirmed

that blood circulates only in one direction and that it ismoved by the pumping action of the heart. They found thatblood flows from arteries to veins. What they couldn’t figureout is how blood gets from the arteries to the veins. With theinvention of the microscope, capillaries were seen.

Figure 18-5 The structures of arteries (A), veins (B), and capil-laries (C) are different. Valves inveins help blood flow back towardthe heart. Capillaries are muchsmaller and only one cell thick. Types of Blood Vessels

As blood moves out of the heart, it begins a journeythrough arteries, capillaries, and veins. Arteries are bloodvessels that move blood away from the heart. Arteries,shown in Figure 18-5, have thick elastic walls made ofsmooth muscle. Each ventricle of the heart is connected to anartery. With each contraction of the heart, blood is movedfrom the heart into arteries.

Veins are blood vessels that move blood to the heart. Veinshave valves to keep blood moving toward the heart. If bloodflows backward, the pressure of the blood closes the valves.Veins that are near skeletal muscles are squeezed when thesemuscles contract. This action helps blood move toward theheart. Blood in veins carries waste materials, such as carbondioxide, from cells and is therefore low in oxygen. ✔


✔Reading Check

Compare and contrast

arteries and veins.

Smoothlining

ConnectivetissueConnective

tissueCircularsmoothmuscle

Elastic connectivetissue Elastic

connectivetissue

Smoothmuscle

Valve

Artery Vein Capillary

A B

C

VideodiscGlencoe Science VoyagesInteractive Videodisc—LifeSide 2, Lesson 7 Health Is Just aHeartbeat Away

!9G9;h|Ç"23622Refer to the Videodisc TeacherGuide for additional bar codes.

The walls of the aorta are com-posed of layers of elastic tissue.These layers consist of elasticmembranes connected by elasticfibers. When the heart contracts, aportion of the force moves theblood forward. The remainder ofthe force is stored as potential en-ergy by elastic tension within theartery walls. When the contractionceases, the potential energy transforms into kinetic energycausing the blood to flow forward.

Have students reflect on this statement:Only 5 percent of the total blood vol-ume is circulating in the capillaries atany one point in time. Then, have themwrite a brief report telling why this issignificant in light of the function ofcapillaries.

Atherosclerosis

ISUALIZINGV

ISUALIZING

G

V ISUALIZINGV


Control of Blood PressureSpecial nerve cells in the walls of some arteries sense

changes in blood pressure. Messages are sent to the brain,and the amount of blood pumped by the heart is regulated. This provides for a regular, normal pressurewithin the arteries.

Figure 18-8 Atherosclerosisinterferes with blood flow by block-ing blood vessels with fatty sub-stances. Each of these photos ispaired with an illustration showingthe build up of fatty deposits. Whathappens if an artery in the heart is blocked?

B Here, the blood-flow pathwayhas been narrowed by abuildup of fatty deposits.Blood flow is slowed. Theheart muscle does not getenough oxygen and nutrientsto do its work. The musclebegins to die.

A This cross section of ahealthy coronary arteryshows a clear, wide-openpathway through which blood easily flows.

If the deposit continues tobuild, blood flow through theartery becomes limited andmay stop. The person will suffer a heart attack. Visit the Glencoe

Science Web Site atwww.glencoe.com/sec/science/ca formore information aboutcardiovascular disease.

Magnification: 10�



Fatty deposit

C


Not all persons with atherosclerosissuffer discomfort. Sometimes even thosewith a severe condition do not have anysymptoms. There are two factors that canbring this about. (1) Neighboring vessels

may enlarge and compensate for the re-duced blood flow to the area by the dam-aged artery. (2) Often, there is more bloodsupplied to an area than is actually needed.

ontent Background

ontent Background

CC

Correcting Misconceptions

The link between cardio-vascular disease and highlevels of cholesterol in theblood has been established.Cholesterol is a steroid lipidand can cause the buildupand deposition of fatty tissuecalled atheroma in arteries.Some people assume that anycholesterol in the body is un-healthy. In fact, the liver pro-duces this chemical, which isinvolved in the productionand maintenance of nervecells and in the synthesis ofcertain hormones. Normallevels of cholesterol are essen-tial for good health; high lev-els can contribute to ill health.

Using an AnalogyThe buildup of fatty de-

posits in the walls of arteries issimilar to the buildup of hardwater deposits in plumbingpipes. In both cases, the path-way is narrowed and the flowis reduced.

Caption AnswerFigure 18-8 A heart attack

Figure 18-8 Have stu-dents study and describethe narrowing of an artery.Have them read “Cardio-vascular Disease”. Askstudents to tell ways tokeep the arteries lookinglike the one in figure18–8A.

Page 498: 5a, 5b, 6j, 7a,7c, 7ePage 499: 5a, 5b, 7b


LearningVISUAL


Figure 18-7 When pressure is exerted on afluid in a closed container, the pressure is transmit-ted through the liquid in all directions. A balloonfilled with water has the same amount of pressurepushing on all the inner surfaces of the balloon.Your circulatory system is like a closed container.

The Big PushYou learned that a force is exerted on the

inner walls of your blood vessels. The forceis the result of blood being pumpedthrough your body by the heart. Bloodpressure is a measure of this force.

The total amount of force exerted by afluid, such as blood or the gases in theatmosphere, depends on the area on whichit acts. This is called pressure. In otherwords, as shown in Figure 18-7, pressure is the amount of force exerted per unit of area. This is written with the followingformula.

Pressure �

For example, a force of 400 N (F = 400 N)on a container with an area of 50 m2 (A = 50 m2) would result in a pressure of 8N/m2.

P � � � 8 N/m2

Pressure MeasurementScientists measure atmospheric pressure

with a mercury barometer. At sea level,normal atmospheric pressure is 760 mmmercury. This means that the force of theatmosphere will raise a column of mercury(Hg) 760 mm in the barometer. Comparethis to a normal blood pressure reading of120 over 80 for a young adult. The firstnumber is the systolic pressure (the pres-sure produced when the ventricles forceblood from the heart). In this reading, thesystolic pressure would raise a column ofmercury 120 mm in a barometer. The sec-ond number is the diastolic pressure (thepressure at the end of the cardiac cycle).This pressure would raise a column of mer-cury 80 mm in a barometer.

400 N50 m2

FA

ForceArea

Modeling a Blocked Artery

Procedure

1. Insert a dropperful of mineral oil into a piece ofclear, narrow, plastic tubing.

2. Squeeze the oil through the tube.3. Observe how much oil comes out the tube.4. Next, refill the dropper and squeeze mineral oil

through a piece of clear plastic tubing that hasbeen clogged with cotton.

Analysis

1. How much oil comes out of the clogged tube?2. Explain how the addition of the cotton to the

tube changed the way the oil flowed throughthe tube.

3. How does this activity demonstrate what takesplace when arteries become clogged?

Water-filledballoon

PHYSICS INTEGRATION

Guided Reading Strategy

Write-Draw-Discuss This strategy encour-

ages students to actively participate in read-

ing and lectures, assimilating content cre-

atively. Have students write about an idea,

clarify it, then make an illustration or drawing.

Ask students to share responses with the

class and display several examples. Have

students Write-Draw-Discuss about a concept

in this section.

PurposeVisual-Spatial Studentswill observe the restricted

flow of mineral oil and make in-ferences about blood flowthrough blocked arteries.

Materials15-cm length of plastic tubing (1 cm diameter), dropper, mineral oil, cotton

Teaching StrategiesHave students use different

amounts of cotton to show varying degrees of blockage. Use a toothpick to insert the cotton plug.

TroubleshootingMineral oil is poisonous; do

not ingest. Wash hands after handling mineral oil.

Analysis1. The rate of flow of the oil

through the tube should beless.

2. The oil had greater re-sistence to flow and movedmore slowly.

3. An inference can be madethat fatty deposits in an arterywill reduce the bloodflow.

Performance Have studentsdesign an instrument or amethod that will remove the fattydeposit but will not harm theblood vessel wall. Use Perfor-mance Assessment in theScience Classroom, p. 45.

PCOOP LEARNELLL2

Assessment


For Internet tips, see Glencoe’s Using the Internet in the Science Classroom.

Internet Addresses

VideodiscThe Infinite Voyage: TheChampion WithinChapter 7 Combating Heart Attacks 6:30Refer to the Videodisc TeacherGuide for bar codes and teachingstrategies.


Activity

18•1Using Scientific MethodsUsing Scientific Methods

The Heart as a PumpThe heart is a pumping organ. Blood is forced through the

arteries and causes the muscles of the walls to contract andthen relax. This creates a series of waves as the blood flowsthrough the arteries. We call this the pulse. Try this activity tolearn about the pulse and the pumping of the heart.

Materials• Stopwatch, watch, or a

clock with a second hand

What You’ll InvestigateHow can you measure heartbeat rate?

Goals• Observe pulse rate.

Procedure1. Make a table like the one shown. Use it to

record your data.2. Your partner should sit down and take his or

her pulse. You will serve as the recorder.3. Find the pulse rate by placing the middle and

index fingers over one of the carotid arteries inthe neck as shown in the photo. CAUTION: Do not press too hard.

4. Calculate the resulting heart rate. Your part-ner should count each beat of the carotid pulserate silently for 15 s. Multiply the number ofbeats by four and record the number in thedata table.

5. Your partner should then jog in place for oneminute and take his or her pulse again.

6. Calculate this new pulse rate and record it inthe data table.

7. Reverse roles with your partner. You are nowthe pulse taker.

8. Collect and record the new data.

Conclude and Apply1. How does the pulse rate change?2. What causes the pulse rate to change?3. What can you infer about the heart as a

pumping organ?

Activity 18 1


Pulse Rate Partner’s Yours

At rest 70 70After jogging

Pulse Rate


Purpose

Logical-MathematicalStudents will measure carotid

pulse rate and interpret results ofthe data.

Process Skillsinterpreting data, communicating,making and using graphs, usingnumbers, inferring

Time 30 to 40 minutes

Teaching Strategies• Any student unable to jog can

be the timekeeper and recorderfor a pair of students.

• Students should count pulsesilently to themselves and thenreport results to the recorder.

• Explain the reason for multiply-ing by four to obtain the pulserate for one minute.

Answers to Questions1. Students should observe that

pulse rate increases after thejogging activity.

2. Greater muscle activity re-quires the heart to pump moreblood to the muscles.

3. The heart pumps blood to thebody to meet all of its needs—when at rest and when active.

Performance Have students design anotheractivity that will result in an increased pulse rate(e.g. dancing or shooting baskets). Do the activity and gather the data. Use Performance Assessment in the Science Classroom,p. 17.

AssessmentPulse Rate

Pulse Rate Partner’s (beats Yours (beats per minute) per minute)

At rest 70 70

After jogging 95 98Page 500: 5a, 5b, 7bPage 501: 5a, 5b, 7c, 7e



1. Arteries and veins trans-port blood. Arteries havethicker walls than veins.Veins have valves. Arter-ies carry blood awayfrom the heart; veinscarry blood to the heart.Capillaries connect arter-ies and veins.

2. Blood enters the rightatrium and then movesinto the right ventricle,which pumps blood tothe lungs; blood entersthe left atrium and thenmoves to the left ventriclea n d o u t t o t h e b o d ythrough the aorta.

3. Pulmonary circulationtransports blood throughthe heart and to the lungs.S y s t e m i c c i rc u l a t i o ntransports blood to allparts of the body.

4. Think Critically carbondioxide

Section AssessmentSection Assessment

AssessmentPerformance Assess students’ abilities toform a concept map of the flow of bloodthrough the three types of vessels. Use Per-formance Assessment in the Science Class-room, p. 89.

5. Skill BuilderMaps should show that bloodentering the right atrium is

pumped into the right ventricle, whichcontracts and moves the blood to thelungs. From the lungs the blood entersthe left atrium, which contracts andforces the blood into the left ventricle,which then contracts to move the bloodto the body through the aorta.


Cardiovascular DiseaseAny disease or disorder that affects the cardio-

vascular system can seriously affect your health.Heart disease is the major cause of death in theUnited States. One leading cause of heart disease isatherosclerosis (ah thur oh skluh ROH sus), a con-dition, shown in Figure 18-8, of fatty deposits onarterial walls. Eating foods high in cholesterol andsaturated fats may cause these deposits to form. Thefat builds up and forms a hard mass that clogs theinside of the vessel. As a result, less blood flowsthrough the artery. If the artery is clogged com-pletely, blood is not able to flow through.

Another disorder is high blood pressure, orhypertension. Atherosclerosis can cause hyperten-sion. A clogged artery can cause the pressurewithin the vessel to increase. This causes the wallsto lose their ability to contract and dilate. Extrastrain is placed on the heart as it works harder tokeep blood flowing. Being overweight as well aseating foods with too much salt and fat may con-

tribute to hypertension. Smoking and stress also can increaseblood pressure. Regular checkups, as shown in Figure 18-9, acareful diet, and exercise are important to the health of yourcardiovascular system.

1. Compare and contrast the three types of bloodvessels.

2. Explain the pathway of blood through the heart.3. Contrast pulmonary and systemic circulations.4. Think Critically: What waste product builds

up in blood and cells when the heart is unable topump blood efficiently?

5. Skill BuilderConcept Mapping Make an events

chain concept map to show pulmonary circula-tion beginning at the right atrium and ending atthe aorta. If you need help, refer to ConceptMapping in the Skill Handbook on page 678.


Database Use differentreferences to research dis-eases and disorders of thecirculatory system. Make a database showing whatpart of the circulatory sys-tem is affected by each dis-ease or disorder. Categoriesshould include the organs,vessels, and cells of the cir-culatory system. If youneed help, refer to page697.

Figure 18-9 A stress test isused to determine the amount ofstrain placed on the heart.

Examples of database entries: atherosclerosis—arteries myocardial infarction—heartleukemia—white blood cells

4 CloseProficiency PrepUse this quiz to check stu-dents’ recall of section content.

1. What are the lowerchambers of the heartcalled? ventricles

2. What is the largest arteryin the human body? aorta

3. What is another term forhigh blood pressure? hy-pertension

PlasmaIf you examine blood closely, as in Figure 18-11, you see

that it is not just a red-colored liquid. Blood is a tissue madeof red and white blood cells, platelets, and plasma. Plasma isthe liquid part of blood and consists mostly of water. It makesup more than half the volume of blood. Nutrients, minerals,and oxygen are dissolved in plasma.

Blood CellsA cubic millimeter of blood has more than 5 million red

blood cells. In these disk-shaped blood cells is hemoglobin, a chemical that can carry oxygen and carbon dioxide.Hemoglobin carries oxygen from your lungs to your bodycells. Red blood cells also carry carbon dioxide from body

Figure 18-11 Blood consistsof a liquid portion called plasma anda solid portion that includes redblood cells, white blood cells, andplatelets. What type of cells aremost numerous in the human cir-culatory system?

Red blood cells

White blood cells

Platelets

Blood smear

INTEGRATIONCHEMISTRY

Artificial BloodArtificial blood substanceshave been developed to usein blood transfusions. Theycan carry oxygen and carbondioxide. Predict what otherproperties they must have tobe safe.

18 2 BLOOD 503



Figure 18-12 Red blood cellscarry oxygen and carbon dioxideand are disk shaped.

18-2 BLOOD 503

2 Teach

Artificial blood must not causeclumping or be diseased.

DiscussionHow do blood platelets

function in maintaininghomeostasis when the skinis cut? Platelets form clots tohelp prevent further loss ofblood.

Using an Analogy Have students view a film

clip of amoeba activity to drawan analogy to white blood cellmovement and ingestion.

Caption AnswersFigure 18-10 red blood cellsFigure 18-11 red blood cells

L2

CPR Have students write what the let-ters CPR stand for and analyze the partsof the words to find out what they mean.Find out where they can learn CPR. CPRstands for Cardiopulmonary resuscitation.CPR is an emergency procedure that is usedwith mouth-to-mouth resuscitation when theheart has stopped beating. L2

Kinesthetic Have studentsmake models of red and white

blood cells from modeling clay to re-inforce concepts about relative size,shape, and color. COOP LEARNELLL1

Multiple Learning Styles

Page 502: 5a, 5bPage 503: 5a, 5b


BloodFunctions of Blood

Blood is a tissue consisting of cells, cell fragments, and liquid. Blood has many important functions. It plays a part inevery major activity of your body. First, blood carries oxygenfrom your lungs to all body cells. It also removes carbon dioxide from your body cells and carries it to the lungs to beexhaled. Second, it carries waste products of cell activity toyour kidneys to be removed. Third, blood transports nutri-ents from the digestive system to body cells. Fourth, materi-als in blood fight infections and help heal wounds. Anythingthat disrupts or changes any of these functions affects all the tissues of the body.

Blood makes up about eight percent of your body’s totalmass. If you weigh 45 kg, you have about 3.6 kg of bloodmoving through your body. The amount of blood in an adultwould fill five 1-L bottles. If this volume falls, the body goesinto shock because blood pressure falls rapidly.

Parts of BloodIf you’ve ever taken a ride on a water slide at

an amusement park, you have some idea ofthe twists and turns a blood cell travelsinside a blood vessel. On the ride, sur-rounded by water, you travel rapidlythrough a narrow, watery pas-sageway, much like a red bloodcell moves in the liquid partof blood, as shown inFigure 18-10.


18 2

The characteristics and func-tions of the bloodThe importance of checkingblood types before a transfusion Diseases and disorders of blood

Vocabularyplasmahemoglobinplatelet

Blood has many importantfunctions and plays a part inevery major activity of yourbody.


It's Important

You'll Learn



It's Important

You'll Learn

It's Important

You'll Learn

55%

45%

CA2-14-08-C-82

plasma90% water

plus dissolved

materials

white blood cells

red blood cells

Figure 18-10 The blood inthis test tube has been separatedinto its parts. Each part plays akey role in body functions. Whatpart of blood is the most dense?


Prepare


1 Motivate

Tying to PreviousKnowledge

Fill two 2-L plastic soft-drink bottles and half-fill athird with red-colored water.This volume of water repre-sents the 5 L of blood in anadult.

SECTION 18•2

Bellringer




51

51

BLOOD BANKS

Following a major disaster such as an earthquake, in which many people

are injured, it is common to have a blood drive. During a blood drive, peo-

ple are asked to visit a blood bank 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. What types of situations might require a person to need a blood transfusion?

3. Who do you think should donate blood? Who should not donate blood?

Why?

SECTION FOCUS TRANSPARENCY

Section 18-2

Refer to Bloodon p. 490F.

ontent Background

ontent Background

CC


Reproducible MastersActivity Worksheets, pp. 99–100 Critical Thinking/Problem Solving, p. 18 Laboratory Manual, pp. 107–110Multicultural Connections, pp. 35–36

Reinforcement, p. 51 Study Guide, p. 70Enrichment, p. 51

Transparencies

Science Integration Transparency 18 L2

L2

L2

L2

L2

Resource Manager

A Blood flows out of a damaged blood vessel.

B Platelets stick to the area of the wound andrelease chemicals. The chemicals make othernearby platelets sticky and cause threads of fibrin to form. More and more platelets and bloodcells become trapped and seal the wound.

C The clot becomes harder. Whiteblood cells destroy invading bacteria. Skin cells begin therepair process.

D The wound continues toheal. Eventually the scabwill fall off.

Figure 18-14 A sticky bloodclot seals the leaking blood vessel.Eventually, a scab forms, protectingthe wound from further damage andallowing it to heal.

18-2 BLOOD 505

Blood TypesSometimes, a person loses a lot of blood. This person may

receive blood through a blood transfusion. During a bloodtransfusion, a person receives blood or parts of blood.Doctors must be sure that the right type of blood is given.

bleed to death from a minor wound. The bleeding stopsbecause platelets in your blood make a blood clot that helpsprevent blood loss. A blood clot is somewhat like a bandage.When you cut yourself, a series of chemical reactions causesthreadlike fibers called fibrin to form a sticky net that trapsescaping blood cells and plasma. This forms a clot and helpsprevent further loss of blood. Figure 18-14 shows the blood-clotting process that occurs after a cut. Some people have thegenetic disease hemophilia. Their blood lacks one of the clotting factors that begins the clotting process.

Red blood cell

White blood cell

Platelets

Fibrin

Scab

18-2 BLOOD 505

Making a ModelVisual-Spatial Put athin layer of cotton

fibers on the bottom of a wiresieve. Pour in some whiteglue. Have students noticehow the glue is preventedfrom oozing by the networkof fibers. Relate this to ablood clot. The dried glueand fibers simulate a scab.

Chemistry When a person has a cut, sub-stances released by broken platelets startchemical reactions that cause fibers to form.These fibers trap cells and a clot forms. Havestudents find out about the roles of calciumand vitamin K in blood clotting. Calcium andvitamin K must be present in order for thechemical reactions in blood clotting to takeplace. L2

Integrating the SciencesIntegrating the Sciences

VideodiscSTV: Human Body, Vol. 1Unit 1 Blood and Circulation1:55

!7É+/É~E"9508-12959Refer to the Videodisc TeacherGuide for additional bar codesand teaching strategies.

To determine theblood type of an individual,a suspension of the per-son’s red blood cells ismixed with different typesof serums. Each type ofserum has a known, partic-ular antibody. If a specificserum causes agglutinationof the cells, it is an indica-tion that the cells mustcontain that antigen withwhich that specific antibodyagglutinates. This reactionidentifies the blood type ofthe individual.

ontent Background

ontent Background

CC

Page 504: 5a, 5b, 7bPage 505: 5a, 5b



cells to your lungs. Red blood cells have a life span of about120 days. They are formed in the marrow of long bones such

as the femur and humerus at a rate of 2 to 3 million persecond and contain no nuclei. About an equal

number of old ones wear out and aredestroyed in the same time period.

In contrast to red blood cells, there areonly about 5000 to 10 000 white bloodcells in a cubic millimeter of blood.

White blood cells fight bacteria,viruses, and other foreign substances

that constantly try to invade your body.Your body reacts to infection by increasing

its number of white blood cells. White bloodcells slip between the cells of capillary walls and

out around the tissues that have been invaded. Here,they absorb foreign substances and dead cells. The life spanof white blood cells varies from a few days to many months.

Circulating with the red and white blood cells are platelets.Platelets are irregularly shaped cell fragments that help clotblood. A cubic millimeter of blood may contain as many as400 000 platelets. Platelets have a life span of five to ninedays. Figure 18-13 summarizes the solid parts of blood andtheir functions.

Blood ClottingEveryone has had a cut, scrape, or other minor wound at

some time. The initial bleeding is usually stopped quickly,and the wounded area begins to heal. Most people will not


A Platelets help stop bleeding.Platelets not only plug holes insmall vessels, but they alsorelease chemicals that help formfilaments of fibrin.

B Several types, sizes, andshapes of white blood cellsexist. These cells destroybacteria, viruses, and foreign substances.

Figure 18-13 While red blood cells supplyyour body with oxygen, white blood cells andplatelets have more protective roles.

Visit the GlencoeScience Web Site atwww.glencoe.com/sec/science/ca formore information aboutblood clotting.

Red blood cell

Fibrin

Platelets


DiscussionWhy would relatively

minor cuts and bruises behazardous to hemophiliacs?Even minor cuts and bruises cancause major bleeding problemsthat could result in death.

EnrichmentHave students find out

about the role of thrombo-kinase, prothrombin, fibrogen,and calcium in the mechanismof blood clotting. L3

For Internet tips, see Glencoe’s Using the Internet in the Science Classroom.

Internet Addresses

Platelets Have students research theorigin of platelets from megakaryocytesand write a life history from the perspec-tive of a platelet.

VideodiscThe Infinite Voyage: TheGeometry of LifeChapter 8 Hemophilia: The Ef-fects of “Factor Eight” 5:30Refer to the Videodisc TeacherGuide for bar codes and teachingstrategies.


Rh-negative (Rh�). Any Rh� person receiving blood from anRh� person will produce antibodies against the Rh� factor.

A problem also occurs when an Rh� mother carries anRh� baby. Close to the time when the baby is about to beborn, antibodies from the mother can pass from her bloodvessels into the baby’s blood vessels and destroy the baby’sred blood cells. If this happens, the baby must receive a bloodtransfusion before or right after birth. At 28 weeks of preg-nancy and immediately after the birth, the mother canreceive an injection that prevents the production ofantibodies to the Rh factor. To prevent deadly con-sequences, blood groups and Rh factor are checkedbefore transfusions and during pregnancies.

Type Can receive Can donate to

A O, A A, AB

B O, B B, AB

AB all AB

O O all

Blood Transfusion Possibilities

Table 18-2

The Baby Exchange

Two mothers took their new babies home from thehospital on the same day. On the first day home,when mother number one was removing the hospitalname tag from her baby, she discovered that the othermother’s name was on the tag. The other mother was

contacted, but she was sure that she had the rightbaby. She did not want to give up the baby she hadbrought home from the hospital. Because the identityof the babies was disputed, the issue had to bedecided in court. Analyze the data provided in thetable and apply the laws of inheritance to solve theproblem.

Think Critically: What is the only blood typethe baby from family one could have? Should thebabies be exchanged? Because A and B blood typesare always dominant to blood type O, what otherblood type could babies from family two have?

18-2 BLOOD 507

Person Blood Type

Mother #1 O

Father #1 O

Baby taken homeby parents #1 B

Mother #2 O

Father #2 AB

Baby taken homeby parents #2 O

Blood Test Results

18-2 BLOOD 507

Teacher FYITreatment for the Rh prob-

lem, erythroblastosis fetalis, in-cludes blood transfusions andexposure to fluorescent light.

Have students review howtraits are inherited. One of thealleles for a trait comes fromthe mother and one from thefather.

Think CriticallyThe only blood type the babyfrom family one could have istype O. The babies should beexchanged. The babies fromfamily two could also havetype A blood. P

3 AssessCheck for UnderstandingDiscussion

Interpersonal Surveythe students to find out

whether they know their ownblood type. Discuss when itmight be important for themto know this information.

ReteachInterpersonal Havee a c h s t u d e n t , i n a

cooperative-learning group,pick a different blood type.Let students decide who cangive blood to whom and fromwhom they can receive blood.



COOP LEARNL2

L2

Health Visit a local blood bank and havestudents observe the various tests the col-lected blood undergoes before being sent tohospitals. L2


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Correcting Misconceptions

It is sometimes assumedthat if the blood type of thedonor and recipient are thesame, a blood transfusion isabsolutely safe. However,this is not always true. Anumber of other blood fac-tors could cause a harmful re-action. Also, repeated trans-fusions of even the sameblood type may eventuallycause agglutination.

The original research regardingthe Rh factor was done with blood cellsfrom Rhesus monkeys. The antigen foundwas named using the first two letters ofRhesus.

ontent Background

ontent Background

CC

People with type O blood are

able to give blood to people

with all other types of blood.

History• Have students research how blood transfu-

sion experiments started in the early 1800s.• Some cultures consider blood to be a nec-

essary part of their diet. Others use it in thepreparation of certain foods (bloodsausage). Have students find out what nu-trients are supplied by the blood (usuallysodium and iron). L2


✔Reading Check

People with type O

blood are said to be

universal donors.

Why do you think

this is an appropriate

term?


If it is the wrong type, the red blood cells of the person clumptogether. Clots form in the blood vessels, and the person dies.

The ABO Identification SystemDoctors know that humans can have one of four types of

blood: A, B, AB, and O. Each type has a chemical identifica-tion tag called an antigen on its red blood cells. As shown inTable 18-1, type A blood has A antigens. Type B blood has Bantigens. Type AB blood has both A and B antigens on eachblood cell. Type O blood has no A or B antigens.

Each blood type also has specific antibodies in its plasma.Antibodies are proteins that destroy or neutralize foreignsubstances, such as pathogens, in your body. Antibodies pre-vent certain blood types from mixing. Type A blood has anti-bodies against type B blood. If you mix type A blood withtype B blood, type A red blood cells react to type B blood asif it were a foreign substance. The antibodies in type A bloodrespond by clumping the type B blood. Type B blood has anti-bodies against type A blood. Type AB blood has no antibod-ies, so it can receive blood from A, B, AB, and O types. Type O blood has both A and B antibodies. Table 18-2 liststhe four blood types, what they can receive, and what bloodtypes they can donate to.

The Rh FactorJust as antigens are one chemical identification tag for

blood, the Rh marker is another. Rh blood type also is inher-ited. If the Rh marker is present, the person has Rh-positive(Rh�) blood. If it is not present, the person is said to be

✔

Table 18-1

Blood TypesBlood Type Antigen Antibody

A

Red blood cell

A

Anti-B

Anti-A

None

Anti-BAnti-A

B

None

B

AB

O

A

B

Answer to

Reading Check ✔

Teacher FYIStudents may be aware that

people with type O blood areuniversal donors, but may notrealize that they can receiveonly from people with type Oblood. Likewise, people withtype AB blood are universal recipients, but can donate only to people with type ABblood.

Activity

18•2Comparing Blood CellsBlood is an important tissue for all vertebrates. How

do human blood cells compare with those of other vertebrates?

What You’ll InvestigateHow does human blood compare with the blood

of other vertebrates?

Goals• Observe the characteristics of red blood cells,

white blood cells, and platelets.• Compare human blood cells with those of other

vertebrates.

Procedures 1. Under low power, examine the prepared slide

of human blood. Locate the red blood cells.2. Examine the red blood cells under high power.3. Make a data table. Draw, count, and describe

the red blood cells.4. Move the slide to another position. Find one or

two white blood cells. They will be blue or pur-ple due to the stain.

5. Draw, count, and describe the white cells in adata table.

6. Examine the slide for small fragments thatappear blue. These are platelets.

7. Draw, count, and describe the platelets onyour data table.

8. Follow steps 1 to 7 for each of the other verte-brate cells.

Conclude and Apply1. Does each vertebrate studied have all three cell

types?2. What might you infer about the ability of the dif-

ferent red blood cells to carry oxygen?3. What is the function of each of the three types

of blood cells?

Using Scientific MethodsUsing Scientific Methods

Materials• Prepared slides of

human blood

*photos of human blood• Prepared slides of two

other vertebrates’ (fish,frog, reptile, bird) blood

*photos of two other vertebrates’ blood

• Microscope

*Alternate Materials

Activity 18 2

Human blood

Frog blood

Snake blood

Bird blood

18-2 BLOOD 509

18-2 BLOOD 509

Purpose

Visual-Spatial Studentswill observe and compare

the characteristics of blood cells ofselected vertebrates.

Process Skills observing, classifying, communi-cating, inferring, comparing andcontrasting, interpreting data

Time45 to 50 minutes

Safety PrecautionsAlert students to be careful han-

dling glass slides, which havesharp edges.

Teaching StrategiesRemind students of the differ-

ence between red blood cells andwhite blood cells. Point out thatwhite blood cells are colorless bynature, but are stained for use inslides to bring out details. Troubleshooting Review pro-cedures for working with preparedmicroscope slides to prevent dam-age to them.

Conclude and Apply1. yes2. Accept all reasonable re-

sponses. Students might inferthat red blood cells without nu-clei can carry more oxygen.

3. Red blood cells carry oxygenand carbon dioxide. Whiteblood cells ingest foreign sub-stances and dead cells.Platelets help clot blood.

PCOOP LEARN

ELLL2

Performance To further assess students’ un-derstanding of blood cells, obtain a slide of insectblood cells. Have students compare these bloodcells with those of humans. Use PerformanceAssessment in the Science Classroom,p. 25.

AssessmentVisually Impaired Place students whohave difficulty seeing objects through a microscope in charge of recording the data inthe data chart.

Inclusion StrategiesInclusion Strategies

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Diseases and Disorders of BloodBlood, like other body tissues, is subject to dis-

ease. Because blood circulates to all parts of thebody and performs so many vital functions, anydisease of this tissue is cause for concern.Anemia is a disorder in which there are too fewred blood cells or there is too little hemoglobinin the red blood cells. Because of this, body tis-sues can’t get enough oxygen. They are unable

to carry on their usual activities. Sometimes, theloss of great amounts of blood or improper diet

will cause anemia. Anemia also can result fromdisease or as a side effect of treatment for a disease.

Figure 18-15 illustrates another blood disease.Leukemia (lew KEE mee uh) is a disease in which

one or more types of white blood cells are produced inincreased numbers. However, these cells are immature anddo not effectively fight infections. Blood transfusions andbone marrow transplants are used to treat this disease, butthey are not always successful, and death can occur.

Blood transports oxygen and nutrients to body cells andtakes wastes from these cells to organs for removal. Cells inblood help fight infection and heal wounds. You can under-stand why blood is sometimes called the tissue of life.

Calculate the ratio of the number of redblood cells to thenumber of whiteblood cells and to thenumber of platelets ina cubic millimeter ofblood. What are thepercentages of eachkind of solid?

1. What are the four functions of blood in the body?2. Compare blood cells, plasma, and platelets.3. Why is blood type checked before a transfusion?4. Describe a disease and a disorder of blood.5. Think Critically: Think about the main job of your

red blood cells. If red blood cells couldn’t pick up car-bon dioxide and wastes from your cells, what would bethe condition of your tissues?

6. Skill BuilderMaking and Using Tables Look at the

data in Table 18-2 about blood group interactions. Towhich group(s) can type AB donate blood? If you needhelp, refer to Making and Using Tables in the SkillHandbook on page 680.


Figure 18-15 Persons withsickle-cell anemia have deformedred blood cells. The sickle-shapedcells clog the capillaries of the per-son with this disease. Oxygen can-not reach tissues served by thecapillaries, and wastes cannot beremoved. How does this damagethe affected tissues?


Caption AnswerFigure 18-15 Built-up wastesare toxic to cells. Without oxy-gen, cell respiration cannot occur.


1. What is blood? Blood is atissue consisting of cells, cellfragments, and liquid.

2. Are there more red orwhite blood cells in thebody? red

1. carries oxygen from thelungs to cells; removescarbon dioxide; carrieswastes to kidneys; trans-ports nutrients from thedigestive system to cells;has materials to fight in-fections and heal wounds

2. red cells—transport oxy-gen and carbon dioxide;white cells—fight infec-tions; plasma—carriesdissolved nutrients, min-erals, oxygen; platelets—help in blood clotting

3. to prevent blood cellsfrom clumping

4. Leukemia is a disease inwhich large numbers ofwhite blood cells aremade; anemia is a disor-der in which there are toofew red blood cells.

5. Think Critically Wasteswould become toxic andtissues would die.


AssessmentPerformance Use this Skill Builder to as-sess students’ abilities to use Table 18-1 todetermine acceptable donors for someonewith type AB blood. Use Performance As-sessment in the Science Classroom, p. 17.

6. Skill BuilderA person with AB type bloodcan only donate to another

person with AB type blood.500–1000 RBC for every WBC;12.5 RBC for every platelet—92.5 percent RBC, 0.09–0.18 percent WBC, 7.4percent platelets

Your LymphaticSystemFunctions of Your Lymphatic System

You have learned that blood carries nutrients and oxygento cells. Molecules of these substances pass through capillarywalls to be absorbed by nearby cells. Some of the water anddissolved substances that move out of your blood becomepart of a tissue fluid that is found between cells. Your lymphatic (lihm FAT ihk) system, shown in Figure 18-16, col-lects this fluid from body tissue spaces and returns it to theblood through a system of lymph capillaries and largerlymph vessels. This system also contains cells that help yourbody defend itself against disease-causing organisms.

18 3

The functions of the lymphaticsystemWhere lymph comes fromThe role of lymph organs infighting infections

Vocabularylymphatic systemlymphlymphocytelymph node

The lymphatic system plays avital role in protecting thebody against infections anddiseases.


It's Important

You'll Learn



It's Important

You'll Learn

It's Important

You'll Learn

Lymphaticduct

Lymphnodes

Tonsils

Spleen

Thymus

Thoracic duct

Lymphnodes

Lymphnodes

Lymphnodes

Lymphvessels

Figure 18-16 Like the circu-latory system, the lymphatic sys-tem is connected by a vastnetwork of vessels, but does nothave a pump or heart. How domuscles help move lymph?

18 3 YOUR LYMPHATIC SYSTEM 511

18-3 LYMPHATIC SYSTEM 511

Prepare


1 Motivate

SECTION 18•3

Bellringer




52

52

WHAT IS A TONSILLECTOMY?Doctors sometimes surgically remove the tonsils of people. The removal of

the tonsils through surgery is called a tonsillectomy. A tonsillectomy may be

performed when these organs become frequently inflamed and infected. At

one time, the tonsils of children were almost routinely removed. Today,

however, many doctors try to avoid removing the tonsils of their patients

unless the surgery is absolutely necessary.

1. Have you had your tonsils removed or do you know anyone who has had

their tonsils removed?2. Why do some people need to have their tonsils removed?

3. What might be some benefits and drawbacks to having one’s tonsils

removed?


Hans & Cassady, Inc.

A

Tongue

Palatine tonsilLingual tonsil

Nasal cavity

Pharyngeal tonsilPalatine tonsil

Lingual tonsil



Refer to YourLymphatic System on p. 490F.

ontent Background

ontent Background

CC

Tying to Previous KnowledgeAsk students to recall when they may

have had an infection and experiencedswolled lymph glands in the neck or underthe arm. What do they think caused this?

Caption AnswerFigure 18-17 As skeletal muscles contractthey force lymph to move within the lymph ves-sels.

L2


Reproducible Masters

Enrichment, p. 52

Reinforcement, p. 52

Study Guide, pp. 71–72 ELLL1

L2

L3

Resource Manager

Page 510: 5aPage 511: 5a, 5b


Reading Writingin Science

&

Fantastic Voyageby Isaac AsimovIn the science fiction novel Fantastic Voyage, later madeinto a movie (see scene below), a scientist defecting fromhis native country develops a blood clot in his brain andlapses into a coma. Valuable information that govern-ments are competing for is now beyond reach. A tradi-tional operation won’t work, but luckily for sciencefiction fans, an alternative is available. This new methoduses miniaturization to operate on the blood clot frominside the body. A small submarine, Proteus, and itsfive passengers—one of whom is a brain surgeon—arereduced to one millionth their former size. They maketheir way through the patient’s circulatory system (seeblood vessel at right) to the blood clot. The operationmust be done quickly because the ship and its crew

will return to theirnormal size in 60minutes. Here isAsimov’s descrip-tion of their fantas-tic voyage in thebloodstream:

It was a vast,exotic aquariumthey faced, one inwhich not fish butfar stranger objectsfilled their vision.

Large rubber tires, the centers depressed but not piercedthrough, were the most numerous objects. Each wastwice the diameter of the ship, each an orange-strawcolor, each sparkling and blazing intermittently, asthough faceted with slivers of diamonds.

What are the objects described in the paragraph above?What color did you expect these objects to be?


Reading Writingin Science

ScienceJOURNAL

In your Science Journal, describethe inside of your mouth as itmight have looked to the crew ofthe Proteus. If you could undergominiaturization, what part ofyour body would you most liketo see and explore? Why?

&


Isaac Asimov (1920-1992) wasborn in Petrovichi in the for-mer Soviet Union. He camewith his parents to the UnitedStates in 1923. After earning aPh.D. in chemistry at Colum-bia University, he taught bio-chemistry and later became aprofessor at Boston UniversitySchool of Medicine. Asimovwrote more than 450 books.He won many awards for hiswriting, including five HugoAwards for science fiction.

Teaching Strategies• Discuss the questions raised

in the feature. For instance,students may have expectedthe red blood cells to lookred. Mention that Asimovexplains elsewhere that redblood corpuscles look redwhen a large number aregrouped together, but arestraw-colored individually.

• Students will recognize themilky, pulsating cell as awhite blood cell. Its pur-pose is to ingest foreignsubstances. The cell movedby putting out extensionsinto which the mass of thecell flowed. Ask studentswhy the white blood celldid not ingest Proteus withits crew as it would a bac-terium of the same size.Asimov explains that al-though the vessel is smallenough to be ingested, itsexterior is made of metal. Awhite blood cell seeks onlyobjects with organic—specifically, mucopolysac-charide—cell walls. Discussother parts of the cell de-scribed by the author.

For Additional Information• Parker, Steve. How the Body Works. Lon-

don: Dorling Kindersley, Limited, 1994.• Daniels, Patricia, Kinney, Karen, eds.

Understanding Science and Nature: HumanBody. Time Life, Inc., 1992.

Answers will vary. Look forvivid, but scientifically sup-

ported descriptions of the inside of themouth and various body parts.

ontent Background

ontent Background

CC

18-3 YOUR LYMPHATIC SYSTEM 513

system and is located behind the upper-left part of the stom-ach. Blood flowing through the spleen gets filtered. Here,worn out and damaged red blood cells are broken down.Specialized cells in the spleen engulf and destroy bacteriaand other foreign substances.

A Disease of the Lymphatic SystemAs you have probably learned, HIV is a deadly virus. As

shown in Figure 18-18, when HIV enters a person’s body,it attacks and destroys a particular kind of lymphocytecalled helper T cells. Normally, helper T cells helpproduce antibodies to fight infections. With fewerhelper T cells, a person infected with HIV is lessable to fight pathogens. The infections becomedifficult to treat and often lead to death.

The lymphatic system collects extra fluid frombody tissue spaces. It also produces lymphocytesthat fight infections and foreign materials thatenter your body. This system works to keep yourbody healthy. This system is critical in defendingyour body against disease. Through a network ofvessels, lymph nodes, and other organs, your lym-phatic system is a strong defense against invasion.However, if the system is not working properly, even a com-mon cold can become a serious threat.

1. Describe the role of your lymphatic system.2. Where does lymph come from and how does it get into

the lymphatic capillaries?3. List the major organs of the lymphatic system.4. What happens when HIV enters the body?5. Think Critically: When the amount of fluid in the

spaces between cells increases, so does the pressure in these spaces. What do you infer will happen?

6. Skill BuilderConcept Mapping The circulatory system

and the lymphatic system are separate systems, yet theywork together in several ways. Do the Chapter 18 SkillActivity on page 723 to make a concept map comparingthe two systems.


An infectiousmicroorganism gains

entrance into yourbody. In your ScienceJournal, describe howthe lymphatic systemprovides the body withprotection against themicroorganism.

Figure 18-18 HIV, shownbelow, is a virus that attacks helperT cells. This makes it harder for thebody to fight infections.

RNA

Outer proteins

Protein coat

18-3 YOUR LYMPHATIC SYSTEM 513


1. How does tissue fluidget into lymphatic capil-laries? absorption and dif-fusion

2. What are the structuresin lymph vessels thatprevent the backwardflow of lymph? Valves

3. How does HIV cause thebody to be less able tofight pathogens? It de-stroys helper T cells, whichhelp produce antibodies tofight infections.

1. It collects fluid from bodytissue spaces and returnsit to the blood. Its cellshelp your body defend it-self against pathogens.

2. Lymph comes from tissuefluids and gets into lym-phatic capillaries by ab-sorption and diffusion.

3. the thymus gland, thespleen, tonsils

4. It attacks and destroyshelper T cells.

5. Think Critically The fluidwill be forced out of thespaces and will pass intolymph vessels.


AssessmentPerformance To further assess students’understanding of the lymphatic system,have students research disorders of thelymph nodes, the thymus, and the spleen.Use Performance Assessment in the Sci-ence Classroom, p. 105.

Journal entries should re-flect the roles of the lymphnodes, lymphocytes, andthe spleen in providingprotection against micro-organisms.

Page 512: 5a, 5bPage 513: 5b



2 TeachActivity

Visual-Spatial Collectmagazine articles about

research on HIV. Discuss howthe lymphatic system is in-volved in HIV infection. L2

Use the Flex Your Brain activity to have students explore LYMPH.

Flex Your BrainFlex Your Brain

Answer to

Reading Check ✔

Lymph is composed of water,

dissolved nutrients, small pro-

teins, and lymphocytes.

3 AssessCheck for UnderstandingDiscussionHave students compare andcontrast the lymphatic systemwith the circulatory system.They should include move-ment and type of tissue fluid,location, structure, and func-tion.

ReteachVisual-Spatial Havestudents construct a

table to illustrate the functionof lymph nodes, the thymus,and the spleen.



L2

Capillaryartery

Capillaryvein

Tissue cell

Blood flow

Blood flow

Lymphnode

Lymph vessel

Lymph

Tissue fluid


Lymphatic OrgansOnce tissue fluid moves from around

body tissues and into lymphatic capillaries,shown in Figure 18-17, it is known as lymph.It enters the capillaries by absorption and dif-

fusion. Lymph consists mostly of water, dis-solved substances such as nutrients and small

proteins, and lymphocytes (LIHM fuh sites), a type of whiteblood cell. The lymphatic capillaries join with larger vesselsthat eventually drain the lymph into large veins near theheart. No heartlike structure pumps the lymph through thelymphatic system. The movement of lymph is due to con-traction of skeletal muscles and the smooth muscles in lymphvessels. Like veins, lymphatic vessels have valves that pre-vent the backward flow of lymph.

Lymph NodesBefore lymph enters blood, it passes through bean-shaped

structures throughout the body known as lymph nodes.Lymph nodes filter out microorganisms and foreign mate-rials that have been engulfed by lymphocytes. When yourbody fights an infection, lymphocytes fill the nodes. Theybecome inflamed and tender to the touch.

Tonsils are lymphatic organs in the back of the throat. Theyprovide protection to the mouth and nose against pathogens.The thymus is a soft mass of tissue located behind the ster-num. It produces lymphocytes that travel to other lymphorgans. The spleen is the largest organ of the lymphatic

✔

Figure 18-17 Lymph is fluidthat has moved from around cellsinto lymph vessels.

✔Reading Check

What makes up

lymph?

Lymphnode

Gifted Have students research the func-tions of these cells found in the lymph nodes:lymphocytes, macrophages, and plasmacells. L3

Inclusion StrategiesInclusion Strategies

CHAPTER 18 REVIEWING MAIN IDEAS 515

✔Reading Check

Compare and contrast

the three types of ves-

sels. Explain why all

three are necessary for

circulation.

Section

18-2 BLOOD

Blood is a tissue consisting of cells, cell fragments,and liquid. Each of the solid components of blood has aspecific function: the red blood cells carry oxygen andcarbon dioxide, platelets form clots, and white blood cellsfight infection. Blood also contains a liquid portion called

plasma. The plasma consists mostly of waterplus some dissolved materials. Blood

types A, B, AB, and O are deter-mined by the presence or absence

of antigens. How do sickle-shaped red blood cells

cause anemia?

Section

18-3 THE LYMPHATIC SYSTEM

Fluid found in body tissue is collected by thevessels in the lymphatic system and returned tothe blood system. Structures in the lymphatic sys-tem filter the blood and produce white blood cellsthat destroy microorganisms and foreign materials.How is an inflamed lymph node a sign thatthe body is fighting an infection?

CHAPTER 18 REVIEWING MAIN IDEAS 515

Answers to Questions

Section 18-1Transportation System He-moglobin is the blood compo-nent that carries the oxygen.Circulation Pulmonary cir-culation is the flow of bloodthrough the heart, to thelungs, and back to the heart.

Section 18-2Blood Sickle cells do nothave normal hemoglobin andcannot carry sufficient oxy-gen to tissues.

Section 18-3Lymphatic System When thebody is fighting infections,the lymph nodes are filledwith lymphocytes and be-come inflamed and tender.

Portfolio Encourage students to place intheir portfolios one or two items of whatthey consider to be their best work. Exam-ples include:• MiniLab, p. 498• Problem Solving, p. 507• Activity 18-2, p. 509

Performance Additional assessmentsmay be found in Performance Assessmentand Science Integration Activities. Perfor-mance Task Assessment Lists and rubricsfor evaluating these activities can be foundin Glencoe’s Performance Assessment inthe Science Classroom.

P

Assessment

CD-ROMGlencoe Science VoyagesInteractive CD-ROMChapter Summaries and QuizzesHave students read theChapter Summary then take theChapter Quiz to determinewhether they have masteredchapter content.

Chapter

18ReviewingMain Ideas

For a preview of thischapter, study this

Reviewing Main Ideasbefore you read the chapter.After you have studied thischapter, you can use theReviewing Main Ideas toreview the chapter.

The GlencoeMindJogger,Audiocassettes,and CD-ROM

provide additionalopportunities for review.

Chapter Reviewing Main IdeasChapter Reviewing Main Ideas18

CIRCULATION

Arteries carry blood from the heart.Capillaries exchange food, oxygen, andwastes in cells. Veins return blood to theheart. Blood enters the heart through the right atrium, moves to the right ventricle, and goes to the lungs throughthe pulmonary artery. Blood rich in oxy-gen returns to the left atrium of the heartand passes through a valve into the leftventricle. Blood leaves the heart throughthe aorta and travels to all parts of thebody. What is the pathway of blood inthe pulmonary circulation system?


Section

18-1 TRANSPORTATION SYSTEM

The main function of the circu-latory system is to transport materialsthrough the body. It carries food, oxy-gen, carbon dioxide, and a variety ofother chemicals. The blood circulates ina closed system. The heart is a four-chambered pump that circulates theblood throughout the body. Through aseries of coordinated muscular contrac-tions, the heart provides the pressure

that pushes blood through thevessels. What component

of blood carries oxygento the cells of the

body?


Reviewing Main Ideas canbe used to preview, review,reteach, and condense chap-ter content.

Preview

Linguistic Have stu-dents try to answer the

questions in their ScienceJournal. Use student answersas a source for discussionthroughout the chapter.

Review

Interpersonal Havestudents answer the

questions on separate piecesof paper and compare theiranswers with those of otherstudents in the class.

Reteach

Visual-Spatial Havestudents look at the il-

lustrations on the pages. Askthem to describe details thatsupport the main ideas of thechapter found in the state-ment for each illustration.

Auditory-Musical If

time does not permit

teaching the entire chap-

ter, use the information on

these pages along with the

chapter Audiocassettes to

present the material in a

condensed format.

OUT OF

TIME?

Charles Drew, Medical PioneerWhen blood is taken from donors, the redblood cells spoil rapidly, but the plasma doesnot. Dr. Charles Drew, an African-Americansurgeon, discovered that patients recoveredfrom blood loss whether they were givenplasma or whole blood. Ask students whateffect Dr. Drew’s discovery had on bloodstorage and transportation. L2

Cultural DiversityCultural Diversity

TEST-TAKING

CHAPTER 18 ASSESSMENT 517

Developing Skills

If you need help, refer to the Skill Handbook.

21. Concept Mapping: Complete the eventschain concept map showing how lymphmoves in your body.

22. Comparing and Contrasting: Comparethe life span of the different types ofblood cells.

23. Interpreting Data: Interpret the datalisted below. Find the average heartbeatrate of four males and four females andcompare the two averages.Males: 72, 64, 65, 72Females: 67, 84, 74, 67

24. Designing an Experiment: Design anexperiment to compare the heartbeat rateat rest and after exercising.

25. Hypothesizing: Make a hypothesis tosuggest the effects of smoking on heartbeat rate.

Test-Taking Tip

Investigate Ask what kinds of ques-tions to expect on the test. Ask for prac-tice tests so that you can becomefamiliar with the test-taking materials.

Test Practice

Use these questions to test your Science Proficiency.

1. The veins in the blood circulatory systemand the vessels of the lymphatic systemhave valves. What is the major functionof these structures?A) Valves help filter out microorganisms

and foreign matter.B) Valves keep the fluids from moving

too rapidly in the vessels.C) Valves permit the fluids to flow in

only one direction.D) Valves connect arteries, veins, and

lymphatic vessels.

2. Veins never carry oxygen-rich blood.Which statement below BEST defends orrefutes the above statement?A) The pulmonary vein carries blood to

the left atrium.B) The vena cava carries blood to the

right atrium.C) The pulmonary artery carries blood to

the lungs.D) The aorta carries blood from the heart

to the body.

AssessmentAssessment

Tissue fluidaround body cells

moves into

Blood moves throughcirculatory system

and is filtered by the

Lymphatic capillaries

Lymph nodes

Lymphatic vessels

Blood vessels

Spleen

CHAPTER 18 ASSESSMENT 517

The Test-Taking Tip waswritten by The Princeton Re-view, the nation’s leader intest preparation.

1. C2. A

Developing Skills

21. See student page.22. red blood cells—120 days;

white blood cells—a fewdays to several months;platelets—5 to 9 days

23. males � 68; females �73; in general, males’heart rates are lower thanfemales’.

24. An experiment should in-clude trials for both restingand exercising heart rateswith different subjects.

25. Cigarettes contain nico-tine, which is a stimulant.Heart rate will increase.

Bonus Question

What is the relationshipamong valves in veins, lym-phatic capillaries, and grav-ity? Valves help keep blood andlymph moving against gravity.

Test Practice

The Test Practice Workbook provides studentswith practice in the format, concepts, and criti-cal-thinking skills tested in standardized exams.

Reproducible MastersChapter Review, pp. 35–36 Performance Assessment, p. 18 Assessment, pp. 69–72

Glencoe Technology

Chapter Review Software

Computer Test Bank

MindJogger Videoquiz

L2

L2

L2

Assessment Resources

Chapter

18Assessment Chapter AssessmentChapter Assessment18


10. What is blood’s function?A) digest food C) dissolve boneB) produce CO2 D) carry oxygen

11. Which cells fight off infection?A) red blood C) white bloodB) bone D) nerve

12. In blood, what carries oxygen?A) red blood cells C) white blood cellsB) platelets D) lymph

13. To clot blood, what is required?A) plasma C) plateletsB) oxygen D) carbon dioxide

14. What kind of antigen does type O bloodhave?A) A C) A and BB) B D) no antigen

15. What is the largest filtering lymph organ?A) spleen C) tonsilB) thymus D) node

Thinking Critically

16. Identify the following as having oxygen-rich or carbon dioxide-full blood:aorta, coronary arteries, coronary veins, infe-rior vena cava, left atrium, left ventricle,right atrium, right ventricle, and superiorvena cava.

17. Compare and contrast the three types ofblood vessels.

18. Explain how the lymphatic systemworks with the cardiovascular system.

19. Why is cancer of the blood or lymphhard to control?

20. Arteries are distributed throughout thebody, yet a pulse is usually taken at the neck or wrist. Why do you think this is so?

a. arteryb. atherosclerosisc. atriad. blood pressuree. capillaryf. coronary

circulationg. hemoglobinh. hypertensioni. lymphj. lymph node

k. lymphatic systeml. lymphocyte

m. plasman. plateleto. pulmonary

circulationp. systemic

circulationq. veinr. ventricle

Each phrase below describes a science termfrom the list. Write the term that matches thephrase describing it.

1. filters microorganisms2. upper heart chambers3. vessel connected to the heart ventricle4. fatty deposit on artery walls5. blood vessel that connects arteries

to veins

Checking Concepts

Choose the word or phrase that best answersthe question.

6. Where does the exchange of food, oxy-gen, and wastes occur?A) arteries C) veinsB) capillaries D) lymph vessels

7. Where does oxygen-rich blood enter first?A) right atrium C) left ventricleB) left atrium D) right ventricle

8. What is circulation to all body organs?A) coronary C) systemicB) pulmonary D) organic

9. Where is blood under great pressure?A) arteries C) veinsB) capillaries D) lymph vessels

Using Vocabulary


Using Vocabulary

1. k2. c3. a4. b5. e

To reinforcechapter vo-

cabulary, use the Study Guidefor Content Mastery booklet.Also available are activities forGlencoe Science Voyages onthe Glencoe Science Web Site.www.glencoe.com/sec/science/ca

Checking Concepts

6. B 11. C7. B 12. A8. C 13. C9. A 14. D

10. D 15. A

Thinking Critically

16. oxygen-rich blood: aorta,coronary arteries, leftatrium, left ventricle; car-bon dioxide-rich blood:coronary veins, inferiorvena cava, right atrium,right ventricle, superiorvena cava

17. All three blood vesselstransport blood. Capillar-ies are only one cell thick;veins and arteries havethree layers; veins havevalves. Veins carry bloodto the heart; arteries carryblood away from the heart.Capillaries link veins to arteries.

18. The lymphatic system,like your veins, carriesfluid away from body tis-sues and returns it toyour circulatory systemthrough veins.

19. Blood and lymph move throughout theentire body.

20. These arteries are closest to the skin andthe pulse can be more easily felt.


Chapter 18: The Circulatory System - mrwrightsclass.net490B Chapter Review, pp. 35–36 Assessment,...

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