Biology and Geology S E C O N D A R Y 3 This book is a collective work , conceived, designed and created by the Editorial depar tment at Santillana , under the super vision of Teresa Grence. WRITERS Mar Blas Mariano García Miguel Ángel Madrid Annabel Maybank Heather Sutton Rosalie Wheeler EDITORS Belén Álvarez Daniel Masciarelli Ros Walford Dave Wile EDITORIAL MANAGERS Begoña Barroso Nuria Corredera PROJECT DIRECTOR Antonio Brandi BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook.
Contents Uni t Learning s i tuat i on T H E C H A L L E N G E Susta inabl e Deve l opment Goa l s (SDGs) and the i r target s The science project 8 1 The human body 16 Plan an art exhibition on the human body SDG 3: Good health and well-being 2 Health and the immune system 34 Organise a fun run to promote healthy habits SDG 3: Good health and well-being 3 Food 56 Plan a healthy and sustainable weekly menu SDG 2: Zero hunger Targets 2.2 and 2.4 4 Circulation and digestion 76 Plan a blood donation campaign SDG 3: Good health and well-being Target 3.d 5 Respiration and excretion 94 Record a podcast about improving the environment in your area SDG 3: Good health and well-being Target 3.9 6 The sense organs and the musculoskeletal system 112 Perform flash mobs about disabilities SDG 10: Reduced inequalities Targets 10.2 and 10.3 Targets 3.3, 3.4, 3.5 and 3.8
Essent i a l knowl edge Sc i ent i f i c work Cr i t i ca l think ing The scientific method The laboratory. Safety rules in the laboratory Fieldwork Great scientists 1. Levels of organisation 2. Human cells 3. Cellular differentiation 4. Tissues of the human body 5. Organs and systems by life processes - Observe human cells under the microscope Myths about cancer 1. Health and disease 2. Non-infectious diseases 3. Infectious diseases 4. The organism's defences: immunity 5. Treating diseases 6. Transplants 7. Drugs 8. Prevention: vaccinations and healthy habits False information about COVID-19 Yes or no to vaccines? 1. Food and nutrients 2. The energy content of food 3. A healthy diet 4. Food labels 5. Food hygiene 6. Sustainable foods - Look for starch in foods Do miracle diets work? 1. Blood 2. Blood vessels 3. The heart 4. Double circulation 5. The digestive system 6. The digestive processes - Build a model heart 1. The respiratory system 2. How the respiratory system works 3. Excretion: excretory organs and the urinary system 4. The formation of urine - Observe and dissect a lamb's lung - Build a pulmonary ventilation model The health of the respiratory system: myths and facts 1. Stimuli and receptors 2. Sight 3. Hearing 4. Taste, smell and touch 5. The musculoskeletal system 6. The health of the musculoskeletal system - Experiment with the relationship between taste and smell Is earwax dirty or harmful?
Contents Uni t Learning s i tuat i on T H E C H A L L E N G E Susta inabl e Deve l opment Goa l s (SDGs) and the i r target s 7 The endocrine and nervous systems 134 Give a talk about the body's response to stress SDG 3: Good health and well-being Targets 3.4 and 3.5 8 Reproduction 154 Make a comic strip to bust myths and false beliefs SDG 3: Good health and well-being Target 3.7 9 People and the environment 178 Make a video about sustainable habits SDG 13: Climate action Targets 13.2 and 13.3 Atlas of human anatomy 201
Essent i a l knowl edge Sc i ent i f i c work Cr i t i ca l think ing 1. The coordination systems 2. The nervous system 3. The central nervous system 4. The peripheral nervous system 5. The endocrine system 6. Hormonal control 7. Drugs and the nervous system - Dissect a sheep's brain 1. Reproduction. Adolescence and puberty 2. The reproductive systems 3. Gametes 4. The menstrual cycle 5. Fertilisation 6. Pregnancy and childbirth 7. Birth control methods 8. Sexually transmitted infections 9. Assisted reproductive techniques 10. Sexuality Myths about menstruation 1. The environment and its resources 2. Environmental impacts 3. Global warming 4. The planet's environmental crisis 5. Waste, an increasing impact 6. Sustainable development 7. Sustainability measures 8. The circular economy - Test the greenhouse effect Does the ozone hole cause global warming?
Education is a long road that lasts a lifetime. Follow the WORLD MAKERS learning path to create a more equal, fair and sustainable world. Learning path LEARNING SITUATION. THE CHALLENGE 1 THE SUSTAINABLE DEVELOPMENT GOALS 2 CORE SKILLS 3 Remember what you already know about the topic, your previous knowledge acquired in previous years, in other units or in your own daily life. Think about an everyday life situation and put yourself in the place of the characters who present it. Contribute to the achievement of one or several targets of the Sustainable Development Goals (SDGs). Use your book to find the answers. Look for reliable information on the internet, in other books, from the people around you ... Analyse it and then draw your conclusions to answer the questions. Critical thinking. Discuss whether the information is true or not. In the TRUE OR FALSE? section, you can find suggestions for learning how to create truthful content and for deconstructing fake news and myths. Research, think and then answer the questions that will help you complete the challenge and acquire core skills. Look for starch in foods Manufacturers of processed meat products sometimes add starch to foods to thicken them or to make them more attractive. Starch comes from certain cereals and tubers, such as potatoes. When starch is taken from cereals, such as wheat, barley or rye, it is added to the food along with a protein present in those grains, called gluten. People with coeliac disease cannot consume gluten. This is why it is extremely important to know if a food contains starch, and if so, where it comes from. Materials Petri dish or watch-glass Dropper Scissors Reagent: Lugol's solution or tincture of iodine disinfectant Tweezers Various samples of processed meats (ham, sausage, turkey, etc.) Conclusions 8 On food labels, starch can be listed as "potato starch", "wheat starch", "corn starch", or simply, "starch". Compare the food labels with your analysis of presence of starch. Do the labels match your results? 9 Which of the samples do you believe has the highest-quality ingredients? Why? 10 Sometimes starch is added to make a product cheaper, as it contains less meat. If the manufacturer does not include this information in the food label, do you think this is consumer fraud? Why? 11 Is it important to read food labels? What advice would you give a person with coeliac disease who is shopping for processed meats? Why? Steps 1. Place the samples of processed meat on the Petri dish or watch-glass. 2. Add a few drops of Lugol's solution or iodine tincture to each sample. Allow the reagent to act for a few minutes. 3. Check the results. Iodine is dark brown, but it turns dark blue in the presence of starch. This is due to the chemical reaction between the two compounds. If the iodine turns blue, then we know there is starch in the sample. 3 57 The healthy plate Even though a diet should be in line with a person's own characteristics, there are general recommendations for a balanced diet. The plate below represents the types and portions of dif ferent foods we should include in each meal . ? Do miracle diets work? Ever y day, more and more people are concerned about controlling their weight. The media is constantly telling us to lose weight in order to be healthier. The weight-loss culture has led to an increase in the number of so-called miracle diets. These diets claim to get rid of toxins. They also promise you will not feel hungr y, your health will improve, and you will lose weight quickly. However, nutritionists say that these diets are a way for some people to make money. Furthermore, they can be dangerous for your health for various reasons, including the loss of muscle mass and the formation of harmful substances. DISCUSS. Look for information about some miracle diets (Dukan, low-calorie, dissociated, elimination, etc.). Hold a class debate on the pros and cons of following these diets and whether rapid weight loss is healthy. Use vegetable oils like olive oil , and avoid trans and saturated fats. More than a quarter of your plate should be vegetables. The more variety of vegetables, the healthier your plate. Consume whole, fresh fruit rather than juice. If you do drink juice, have no more than one small glass a day. Eat fruit of all colours, because they provide dif ferent nutrients. Drink mostly water and avoid sugar y drinks. Choose milk and yoghurt with no added sugar. Eat brown rice, whole grains, and wholemeal bread and pasta. These are more beneficial than refined grains. Choose vegetable proteins. Pulses and nuts are ver y healthy. For animal proteins, choose poultr y, fish and eggs. Limit your intake of red meat, such as beef, pork and lamb. Avoid processed meats, like sausages and cold meats. Get at least one hour of physical activity ever y day. Based on the Harvard Healthy Eating Plate VEGETABLES FRUITS PROTEINS WHOLE GRAINS FALSE T R U E O R 61 3 Do experiments and carry out simple practical activities. Complete the steps by applying what you have learnt. Acquire essential knowledge from content explained in a very clear way and with strong visual support: photos, drawings, diagrams, etc. L E A R N I N G S C E N A R I O Ever since Matt stopped eating in the school canteen , his parents hear the same questions ever y day. "What's for lunch?" "What's for dinner?" They told Matt to plan the menu himself. It occurred to him that he and all of his classmates could make a weekly menu , print it out and bind it, then distribute it among their families. However, they've realised that they' ll have to take into consideration certain factors, such as allergies, special diets, religious beliefs, etc. Food 3 What are the basic components of food? What types of nutrients do you know of ? What is a healthy diet? What characteristics should it have? What are the consequences of an unhealthy diet? Do you know of any diseases related to malnutrition? WORK WITH THE IMAGE . Look at the photo on the right and make two lists: one of the healthy foods and one of the unhealthy foods. Is fast food the same as junk food? Do you how food and environmental problems are related? WORK WITH THE IMAGE . Look at the photo on the left. What is the person doing with the spinach leaves? Why? Why is hygiene important when handling food? What hygiene measures do you know of for preparing and cooking food? Which methods of food preservation do you know of ? L E T ' S G E T S TA R T E D Take action Your menu will be adapted to meet the energy needs of each person , depending on their characteristics. It will also follow the guidelines for a sustainable diet, in order to encourage responsible eating habits. Targets 2.2 and 2.4: "End all forms of malnutrition […] and address the nutritional needs of adolescent girls, pregnant and lactating women and older persons. […]. Ensure sustainable food production systems […]." IN THIS UNIT… 1 Food and nutrients 2 The energy value of food 3 A healthy diet 4 Food labels 5 Food hygiene 6 Sustainable foods Plan a healthy and sustainable weekly menu CHALLE NGE 53 52 A food system includes the production , processing, distribution and consumption of food . 34 Analyse the menu you have designed. Find out if the fruit and vegetables you have chosen are in season. If not, replace them with some that are. 35 Why does the modern food system contribute to problems of excess weight and obesity? 36 Do you think there are many people suffering from food insecurity? Look for information and write a brief report about it. Propose ideas to solve the problem. 37 How can you find out where the foods that you buy come from? 38 Look up "sustainable consumption" on the internet. Write a brief summary of what responsible consumption is in terms of food. 39 Get into small groups. Prepare a diagram with images and text showing the eating habits that contribute to sustainable foods. You can add this diagram to the menu you give to your family. Responsible consumption A growing world population means a growing demand for food . There is food security when ever ybody has access to enough nutritious food to lead a healthy life. Ending hunger and respecting and protecting the environment are two of the United Nation's development goals. To achieve these, a sustainable food system must be put into place. Sustainability implies a balance, which guarantees the needs of today without compromising the needs of future generations. A sustainable diet has a ver y low impact on the environment, respects biodiversity and ecosystems, and helps achieve food security. Changing some of our consumption habits can help to transform the modern food system into a more sustainable one. It can also contribute towards a healthier diet. Sustainable Development Goal 2: end hunger, achieve food security and improved nutrition, and promote sustainable agriculture. Eat fresh , local products that are in season . Base your diet mainly on plant-based products. Reduce your intake of red meat and processed foods. Read food labels carefully. They will help you choose the best alternative. Use reusable bags and avoid packaged foods. 3 6. Sustainable foods Reduce food waste by buying only what you need . Make a list before you shop. Don't rely on advertising, because it can be deceptive. DIET: The modern diet provides enough calories and proteins, but it is high in fat and sugar. The foods come from far away and are highly processed. THE ENVIRONMENT: The modern food system is one of the main causes of increased greenhouse gas emissions, as well as water and land pollution. Intensive livestock farming Intensive agriculture and use of fertilisers Industrial processes Transport Waste INFLUENCES INFLUENCES Excess weight and obesity THE MODERN FOOD SYSTEM CHALLENGE 25 million kilos of food end up in the bin in Spanish households ever y week. 67 66 Water, mineral salts and vitamins Carbohydrates and proteins Lipids 0 kcal/g 4 kcal/g 9 kcal/g Energy content of nutrients Even while we are simply sitting down or even sleeping, our body requires energy. Ever y kind of food provides an amount of energy depending on the nutrients it contains. Our body uses the energy from food to carr y out daily activities and maintain bodily processes, such as respiration . Basal metabolism is the minimum amount of energy needed to perform the basic processes when we are at rest. Energy requirements The energy that each person requires is the sum of their basal metabolism and the energy needed to carr y out their daily activities. This varies with a person's age, sex and even the ambient temperature. Young people require more energy than the elderly, and people who do sport require more than those who do not. Malnutrition The number of calories we consume should be in line with our needs. When they are not, our diet is unbalanced. Malnutrition includes disorders caused by deficiencies, excesses or imbalances in a person's diet. Malnutrition exists in all countries and af fects people from all socioeconomic classes. The most common types are undernutrition, excess weight and obesity. 12 What is a calorie? Do all foods have calories? Do all nutrients have calories? Explain. 13 Plan a day's menu keeping. Bear in mind the number of kilocalories you need for your age, sex and level of physical activity. Use the graph below, which shows the energy that various foods provide. Look for additional information if needed. 14 Have you ever heard of "empty calories"? Why do they have this name? Do you know of any foods with "empty calories"? What effects do they have on our body? 15 Do you think that a person who eats too much can be malnourished? 16 Which countries have the highest rates of malnutrition? What is the reason for this? Propose a solution to eradicate this problem. Energy content of several types of food (in kcal/ 100 g) Undernutrition An excess of calories leads to an abnormal accumulation of body fat. Although there are other factors involved , diet is the leading cause of excess weight and obesity. According to the WHO, these disorders are the epidemic of the 21st centur y, in both developed and less-developed countries. In addition , they contribute to diseases such as diabetes. Regular exercise and a diet that is low in sugars and fats help prevent excess weight and obesity. 2 billion (2 000 000 000) people around the world Excess weight and obesity This mostly happens when the nutrients consumed are not enough to satisfy a person's energy needs. This deficiency is particularly severe in less-developed countries, especially among babies and children . 821.6 million people around the world Information from the World Health Organization ( WHO) Food provides us with nutrients, from which we obtain energy. Energy is measured in calories (cal). 1 kcal 5 1 000 cal; 1 kcal 5 4.18 kJ 93 kcal 209 kcal 900 780 540 360 180 0 52 90 250 180 172 343 239 354 368 141 68 29 900 LIGHT ACTIVITY: 2 700 kcal/day MODERATE ACTIVITY: 3 175 kcal/day INTENSE ACTIVITY: 3 650 kcal/day LIGHT ACTIVITY: 2 125 kcal/day INTENSE ACTIVITY: 2 875 kcal/day MODERATE ACTIVITY: 2 500 kcal/day 15-16 year olds CHALLENGE 59 58 3 2. The energy content of food ESSENTIAL KNOWLEDGE 4
With the STUDY NOTES you can revise the key concepts of each unit and check your progress. Study the information and apply your essential knowledge to different contexts and situations. Do the activities in the ORGANISE YOUR IDEAS and CHECK YOUR PROGRESS sections. Critical thinking. Analyse a news article and answer the questions that will help you to think about and show your reasoning. Make connections between Biology and Geology and other subject areas to help you understand the world you live in. Complete the challenge and tell other people what you have achieved. Share the results with the people around you. In this way, you are contributing to the construction of a better world for everyone. Vein Heart Semilunar valve Superior vena cava Pulmonary artery Inferior vena cava Right ventricle Tricuspid valve Pulmonary semilunar valve Right atrium Pulmonary veins Aorta Pulmonary artery Aortic semilunar valve Pulmonary veins Left atrium Mitral valve Left ventricle Interventricular septum Connective tissue Smooth muscle Endothelium Vein valve Smooth muscle Connective tissue Endothelium Endothelium Capillary F Artery The circulatory system 281 136447_pag281_actualizado.indd 281 2/2/22 10:07 C O N C E P T M A P > Copy and complete the concept map. S U M M A R Y A HEALTHY DIET ... and bulimia eating disorders FOOD HYGIENE food preservation techniques ... sterilisation ultra- pasteurisation ... freezing ... smoking ... freeze-drying influences SUSTAINABLE FOODS the modern food system ... the environment excess weight ... responsible consumption food system production, processing, ... and consumption organic FOODS AND NUTRIENTS. ENERGY CONTENTS ... : 0 kcal/g minerals: 0 kcal/g ... : rich in proteins energy: rich in carbohydrates and ... regulators: rich in ... and mineral salts transformed into nutrients ... ... : 4 kcal/g lipids: ... kcal/g proteins: ... kcal/g ... : ... kcal/g functions foods intolerances and ... diet varied, ... and adapted to the person types of diets ... vegetarian ... free bland vegetables ... proteins ... healthy plate 15 3 ES0000000100258 959364_Unidad03_109958.indd 15 2/2/22 10:12 In addition, there is helpful support material available: The ANATOMY ATLAS at the end of the book helps you to understand your own body. A notebook with INNOVATIONS IN SCIENCE helps you to understand the importance of science in our society. It also includes a SCIENTIFIC GLOSSARY with activities. 40 D I A G R A M . Copy and complete in your notebook. Give an example of a food that contains each of the substances. 41 TABLE. Copy and complete in your notebook. List the main nutrient that each food contains. Food Nutrient Lamb meat … Wholegrain cereals … Grapes … Fish … Lentils … Walnuts … Strawberries … Sunflower oil … 42 TABLE. Copy and complete this table, which classifies foods according to their function. Function Description Nutrients … Provides components … Energy producers … … … … … 43 D R AW I N G . In your notebook, draw the Healthy Eating Plate. In each section, include examples of those foods. 44 List the food hygiene measures you should follow when handling food. 45 In your notebook, explain the information listed on the label below. 46 What is a sustainable food system? 47 Write several sentences about eating habits that respect the environment. Use the following words. fresh – plant-based – red meat – labels – season – waste – bags – processed – packaging – local 48 V O C A B U L A R Y. Define the following concepts: nutrition food food allergy undernutrition basal metabolism malnutrition calorie diet energy needs gluten o r g a n i s e yo u r i d e a s 49 Look at the photo of paella: a) What ingredients do you recognise? b) Which types of nutrients do they contain? c) What is the main nutrient in this dish? 50 Vitamin C is a nutrient we need for healing wounds and for absorbing iron. Its antioxidant properties protect our body's cells. Foods lose their vitamin C content when they are cooked or stored for a long period of time. Find out which foods are the best sources of vitamin C. 51 A lack of certain minerals can cause health problems. This is why it is important to make sure our diet includes minerals in the right proportion. For example, calcium is essential for growing and maintaining strong bones and teeth. The daily recommendation for 14 to 18-year-olds is 1 300 mg. a) In 100 mL of cow's milk, there are 120 mg of calcium. How many mL of milk should you drink to get the daily recommendation? b) Find out which other foods are rich in calcium. 52 Which foods should you eat between one and two hours before doing exercise? And which foods should you eat afterwards? Explain. 53 The following information comes from a packet of chocolate biscuits: Per 100 g 1 biscuit (20 g) Fats ( g) 19 3.7 Carbohydrates ( g) 69 14 Proteins ( g) 6.0 1.2 Fibre ( g) 13.2 0.6 Salt ( g) 0.59 0.12 a) Use the information to calculate how much energy there is in three biscuits. b) The label also includes the following information: Ingredients: WHEAT flour 34 %, sugar, palm fat, rapeseed oil, wholemeal WHEAT flour 15 %, glucose syrup, low-fat cocoa powder 2 %, dextrose, lactose and MILK protein, powdered milk 0.8 %, raising agents, WHEAT starch, emulsifiers (soy lecithin), salt and skimmed milk. Which type of nutrient does wheat flour contain? And starch? c) Can a lactose-intolerant person eat these biscuits? What about a person who is allergic to milk protein? Explain the difference between these two disorders. 54 The table below lists the nutrients in 100 g of two different types of milk. Skimmed milk Whole milk Proteins ( g) 3.41 3.2 Fats ( g) 0.2 3.6 Cholesterol (mg) 2 14 Carbohydrates ( g) 4.8 4.6 Calcium (mg) 123 119 a) Which type of milk is a greater source of energy? What are the differences between the two? b) If you're trying to reduce your calorie intake, should you choose skimmed milk or whole milk? c) Find out if our body absorbs calcium directly, or if it needs help from a certain vitamin. 3 c h e c k yo u r p r o g r e s s … … Organic Nutrients … … … … … Ingredients: Fresh tomatoes 96 %, extra virgin olive oil 3 %, sugar 0.5 %. Nutrition information per 100 g Energy 93 kcal Fat 5.2 g of which saturates 0.7 g Carbohydrates 10.5 g of which sugars 7.8 g Protein 2.3 g Salt 0.5 g Net weight 250 g Best before: 21-06-2022 Refrigerate after opening. Gluten free Toma t o s au ce 69 68 55 B I O L O G Y A N D M AT H S . Look at the table and answer the questions below. Food (100 g) Carbo- hydrates ( g) Fats ( g) Proteins ( g) Lentils 56 1.8 24 Muffins 65.6 22 6.4 Melon 6.5 0.2 0.8 Manchego cheese 0.5 28.7 28 White bread 55 0.8 7 a) How much energy is there in 100 g of lentils? b) How much energy is there in 150 g of muffins? c) Emma has eaten 50 g of bread, 50 g of Manchego cheese and 50 g of melon. How many calories were there in her snack? 56 Mary drives a taxi and Sophie is a housekeeper. a) Which of the two women needs a higher calorie diet? Why? b) What might happen to Mary if she consumes the same number of calories that Sophia does? 57 Describe a healthy diet. 58 Which type of cereals, rice and pasta are recommended in the Healthy Eating Plate? Find out why they are healthier. 59 Which of these statements describes the Mediterranean diet? Rewrite the rest of the statements so that they do. a) Mix plant-based proteins with animal proteins. b) Increase your intake of sweets. c) Add more salt to your food. d) Eat fish on rare occasions. e) Eat meat often. f ) Do physical activity every day. g) Eat processed foods often. h) Cook with olive oil. 60 Find a typical dish from a Mediterranean country. a) What ingredients does it have? b) Use the Healthy Eating Plate to analyse the dish. It it suitable for your diet? c) Suggest other foods that complement a healthy menu. 61 B I O L O G Y A N D H I S T O R Y. In the 15th century, sailors on long sea voyages suffered from a strange disease. The symptoms were terrible: the sailors' gums bled, their teeth fell out, and they had horrible pains and haemorrhaging throughout their body. Back then, it was believed that the disease was contagious, and that the cold of the high seas was to blame. When the sailors reached land and they could finally eat fresh fruit and other fresh foods again, those suffering from the disease began to feel better. a) Find out what the true cause of the disease was. What is its name? b) Which method would have allowed them to preserve fruits and vegetables? 62 Write a text about anorexia: what it is and how you could help a friend who suffers from it. 63 Read this list of foods and answer. undercooked omelette – unrefrigerated fresh cheese – unpasteurised milk – undercooked chicken – unrefrigerated mayonnaise a) What are the risks associated with these foods? b) What would you do in each case to prevent them? c h e c k yo u r p r o g r e s s 68 Read this news article and answer the question. Change of habits […] The eating habits in developed countries, and increasingly in less developed countries, too, are heating up the planet. Instead of blaming others, it’s time for each and ever y one of us to adopt eating habits which are more frugal , rational and sustainable. […] There are two ways of getting protein and the other nutrients our body needs. One is by directly eating pulses, vegetables, fruits and cereals grown on farms. The other is by using those products to feed a cow over several years, and then eat a steak. The second option requires more land for grazing and more water for the cattle. It also emits a lot more gases than the first option . Climatologists agree with doctors in terms of diet. Reducing our consumption of meat and animal fat is a personal responsibility and is validated by scientists. This message is not only relevant for young people who devour hamburgers. In reality, the responsibility for eating a sustainable diet falls upon ever y single individual . It is possible to make our own personal contribution to fighting climate change. El País, 9th August 2019 (Adapted) What do you think about the individual role each one of us plays in the transformation of the food system? Is it possible to make it more sustainable? 64 What is the difference between the use-by date and the best-before date? 65 There are certain signs we can look for to see if a tin is damaged and the contents are unsuitable for consumption. For example, if it is swollen, rusted, or filled with gas and makes a louder than normal sound when opened. Which type of food poisoning can we get if we eat from a damaged tin? 66 What can you do personally to prevent food waste? Prepare a presentation with your ideas. 67 Look for information and identify the actions that support a sustainable food system. Explain why the rest do not contribute to this goal. a) Eating more meat. b) Eating unpackaged food. c) Taking your own bags to the shops. d) Cutting down forests to clear land for agriculture. e) Transporting foods long distances. A healthy and sustainable menu Read through all the weekly menus. Discuss whether a healthy diet has been taken into account. Choose the proposals that best follow the Healthy Eating Plate. Don't forget to include in the menu alternative dishes that adapt to the needs of people with food allergies and intolerances, or with religious restrictions. Include a table of contents, a list of basic food hygiene rules, and a list of the nutrients in the foods you have used. You could also organise a Nutrition Week in your school and prepare some dishes, following the Healthy Eating Plate. This would help to explain about a healthy and sustainable diet to the younger students. 3 W E L L D O N E ! CHALLENGE 71 70 FINAL ACTIVITIES 5 THE CHALLENGE 6 Messenger ribonucleic acid (mRNA) vaccines BioNTech/Pfizer and Moderna This type of vaccine contains part of the "instructions" from the virus that causes COVID-19. This allows the body ’s own cells to make a protein that is unique to the virus. Viral vector vaccines AstraZeneca/Oxford and Janssen/Johnson & Johnson This type of vaccine uses a dif ferent, harmless virus to deliver the "instructions" from the virus that causes COVID-19. This allows the body ’s own cells to make the protein unique to the COVID-19 virus. How were the COVID-19 vaccines developed so quickly? ✓ Some COVID-19 vaccines were developed using the same methods as for other vaccines. This means that it will be easier to use existing facilities to make COVID-19 vaccines in massive quantities. ✓ Some vaccines for COVID-19 have been developed using new methods that can increase the volume and speed of production compared to other types of vaccines. ✓ Scientists were able to speed up some parts of the process by combining dif ferent phases of clinical trials or conducting some studies at the same time. The European Medicines Agency began to look at the resulting data even before companies asked it to authorise a vaccine. ✓ Massive investments have been made to rapidly develop COVID-19 vaccines. ✓ Companies are increasing their capacity to quickly produce millions of doses of approved COVID-19 vaccines. European Commission (Adapted) Vaccines approved by the European Commission Fas t - t rack produc t ion of vacc i nes t o fight t he COVID-19 pandemic > Explain what happens when a vaccinated person’s immune system recognises a specific protein of a virus in their body. > Write a brief summary of the importance of fast vaccine development in response to this pandemic. From ten yea rs to one: s a fe vacc i nes i n re cord t ime 4 B 27 Bacteria. Prokaryotic unicellular organisms that can be beneficial or harmful to humans. In the case of an infectious disease, they act as pathogens by invading cells or releasing toxins. Antibiotics destroy them or prevent their growth. Basal metabolism. The amount of energy consumed during a day by an organism to keep itself alive, at absolute rest, at a constant temperature and fasting. Basal metabolism is measured in kilocalories. Bile. A yellow-green liquid that is secreted by the liver. It is stored in the gallbladder and is released into the duodenum during digestion . Biocapacity. The capacity of a given area to supply useful natural resources and absorb the waste generated by people. Biochemical elements. Chemical elements that make up living things. The main biochemical elements are oxygen , carbon , hydrogen and nitrogen . Biodiversity. The variety of living things in an environment. It includes diversity within species, between species and of ecosystems. From the Greek, bios: life and the Latin , diversitas: variety. Biomolecules. Chemical molecules made up of biochemical elements that form living things and that have a structural function or are involved in cellular metabolism or other functions. O H H Blood. A red f luid that circulates around the body through the blood vessels. It is composed of a liquid part, plasma , and various blood cells. Blood pressure. The force of blood pushing on the walls of the arteries as it f lows through them. Bone. A structural unit made up of various tissues, mainly bone, that join with other bones to form the skeleton of the human body. Brain. Organ of the central ner vous system. It consists of the cerebrum, thalamus and hypothalamus, cerebellum and brainstem. It is protected by the skull . C Calorie. A unit of energy measurement that corresponds to the amount of heat required to raise the temperature of one gram of water by 1 °C. It is used to measure the energy provided by food. 1 kilocalorie = 1 000 calories. Cancer. An accumulation of cells that multiply uncontrollably to form a malignant tumour that invades nearby tissues and causes metastasis. > Based on the definition of atheroma, write a definition of atherosclerosis.
In WORLD MAKERS, each unit is designed as a science project with a CHALLENGE that guides learning and the development of core skills. Each science project is structured as a work plan in which you will investigate and answer various questions about Earth , living things and the environment. This will enable you to develop your knowledge of science and use it as a citizen of the 21st centur y. A science project begins with a learning situation that relates the subject to the reality of your daily life, your immediate environment or the world in which you are growing up. From there, the problem-solving process follows the steps of the scientific method . By doing this, you will find answers and successfully meet the proposed challenge, while acquiring new knowledge and skills in Biology and Geology. Throughout each project you will cooperate responsibly with your classmates, working in specific roles and respecting the diversity and opinions of your team members. The tasks you will carr y out to complete the science projects, both individually and in groups, are as follows: FIND AND SELECT scientific information from reliable sources Websites of official organisations, educational institutions, etc. Specialised reference books, scientific journals, etc. People you know around you, specialists in the field, etc. INTERPRET information in different formats Texts Photos Tables Graphs Diagrams Drawings Anatomical models The science project 8
“Scientific methods are the main force behind our social and economic progress, which makes them essential learning for the citizens of tomorrow. The processes that make up scientific work make sense when they are integrated into a project that is related to the reality of the students’ lives or their environment. The development of a project requires initiative, judgement, review, planning, the use of material and human resources, and reasoning, among other skills. It also allows students to gain self-knowledge and confidence in problem-solving, adapting to the resources available and their own limitations, uncertainty and challenges.” (LOMLOE 2021, Adapted .) To carr y out the science projects presented in WORLD MAKERS, you will apply the scientific method . CARRY OUT AND DESIGN experiments and MAKE conclusions • Use these methods of obser vation and data collection . • Collect data in dif ferent formats, both qualitative and quantitative. Then analyse the data . • Make conclusions, keeping in mind that the relationship between two variables or their correlation does not always mean that one variable is the cause of the other. Microscope observation Field observation Laboratory experiments Model construction Interpretation of images Dissection of animal organs PRESENT AND SHARE the results of the project using different methods Art exhibition Race bibs in a race Menu Donation campaign Podcast Flash mobs Conference Comic Presentation Video 9
The scientific method Have you ever wondered why blood is red? Or why a volcano suddenly erupts? If you have, you are starting to think in a scientific way. Scientists aim to answer these types of questions. In the 4th centur y BC, Aristotle had already suggested some initial ideas on the methodology to follow in the study of science. The scientific method is a step-by-step set of processes that researchers follow to find answers to research questions. There are many ways of conducting research , so we cannot speak of one single method . However, generally there are six steps that we follow. Depending on the research to be carried out, any of the steps can be omitted , repeated or done in a dif ferent order. At the end of the research , the results must be published and made available to the rest of the scientific community so that knowledge can advance and be accessible to the largest number of people. In general , scientific articles are published in scientific journals, such as Science, Nature, etc. Obser ve Ask a question Make a hypothesis We become aware of a fact or a phenomenon by using our senses. Scientists often have great obser vation skills. Obser vation can be done directly or indirectly, using a microscope, for example. Scientists ask why, how, when , where, etc., about a particular phenomenon . They define the question to be answered . Then they collect and classify the data generated by this phenomenon . A general answer to the research question is proposed . This answer is called the hypothesis. It should be as simple as possible, with a clear statement that can be tested later. Experiment Analyse the results Define scientific laws Experiments are designed to enable us to prove or reject the hypothesis. Experiments are controlled obser vations that simulate the phenomenon . They generate data and results. The results are studied and conclusions are made. This allows us to accept or reject the hypothesis. If it is rejected , we modify it or form a new one. Then the previous steps are repeated . When the hypothesis is confirmed , the scientists can then establish scientific laws or theories. They can also make scientific models of the phenomenon studied . These laws can be written as a mathematical formula or as a statement. The science project 10
At the end of an experiment, each group is responsible for putting their equipment away, and for cleaning and tidying their desks. Always wash your hands after using chemical products and before leaving the laborator y. Always clean the equipment thoroughly after use and wipe up any spillages immediately. Turn of f the taps and switch of f gas burners. Optical microscope Dissection equipment Microscopic sample with glass slide and coverslip Test tube Burette Stand Test-tube rack Bunsen burner Tripod Wire gauze Glass rod Beaker Erlenmeyer f lask Petri dish Pipettes Thermometer Filter paper Funnel Scales Clamp Laboratory equipment The laboratory Laborator y work needs to be ver y accurate; we must carr y it out correctly. Before you begin , read the instructions carefully and check you have ever ything you are going to need . Do not start working until you understand exactly what you have to do. • Look for information and explain what the items shown in the photos are for. • Classify them according to their uses: measuring, containing liquids, heating, etc. 11
• Magnifying glasses and microscopes are fragile, so handle them with care. Don’t hit them or force any parts. • Hold glass coverslips and glass slides at the edges or use tweezers to avoid getting grease on them and contaminating them. • Never heat a completely sealed container. To heat a test tube, use a suitable holder to avoid it touching your skin. Always point the mouth of a container away from yourself and other people. • Never pour a liquid quickly into a test tube. Pour it slowly down the side of the tube. • Never use the same dropper for different reagents, as this can cause contamination or result in dangerous reactions. • Never transfer products to other bottles that are not labelled correctly. • Don’t play with the equipment or chemical products. • Always put stoppers you are using on the table facing upwards. Replace them as soon as you finish using the containers. • Keep your workspace clean and tidy. • Chemical products can be dangerous. Before using them, read the safety labels carefully to understand the possible risks and the precautions you need to take. • Handle corrosive products with care to avoid contact with your skin or clothes. Avoid touching, smelling or tasting any chemical or biological material. • Solid waste should be put in the appropriate bins. • Ask your teacher before pouring leftover liquids down the sink. Some waste products can be harmful to the environment and must be processed in a special way. Safety rules in the laboratory During laborator y experiments, you may handle chemical products or perform tasks that involve some risk. For this reason , it is necessar y to follow a set of rules to keep people and equipment safe. • Choose three rules. Explain the importance of following them and the consequences of not doing so. Highly toxic Harmful or irritant Flammable Oxidiser Corrosive Explosive Safety labels on chemical products The science project 12
Fieldwork Reproducing the phenomena you want to study in a laborator y using the scientific method can be ver y dif ficult, or even impossible. In these cases, it is necessar y to obser ve and collect data in the place where the phenomenon occurs. We call this fieldwork. In areas such as astronomy or ecology, experimentation is not possible. Research is based mainly on obser vation and analysis of the data collected . When carr ying out fieldwork it is ver y important to know exactly what steps you will follow, so you will need clear instructions. It is also essential to have a good map to find your way around the area , as well as maps of its topography, geology and vegetation . Various instruments or tools are used to collect the information that will help us to answer the research question . The field notebook allows us to record everything we observe during our research, and then study and analyse the results. Take a note of the place, date, weather at that time, characteristics of the relief, type of ecosystem, and the fauna and vegetation observed. For example, if we are researching the behaviour of an animal, in addition to the place and date, we should record aspects such as what it eats, what sounds it makes, when it sleeps, whether it behaves aggressively or not, etc. The freehand illustrations we make on site are an important part of the field notebook. These can include a drawing of the surroundings, a sketch of an animal or plant, or any other details. Some of the most commonly used instruments are the compass, GPS, magnifying glass, binoculars and the telescope. Photos and recordings, both in video and audio format, are also used . They provide information about objects, sounds, etc., and facilitate further analysis of what has been obser ved . • Field guides are also used in this type of research. Search for information and explain what they are used for. • Think of a natural environment close to where you live. For example, a forest, a beach, a park, etc. Explain what instruments you could take to collect data. Record your observations on a page of your field notebook. 13
The science project Edward Jenner (1749-1823) Doctor Known as the father of immunology, he was the first to use science to prevent disease, developing, in 1796, the first vaccine in histor y. He was born in England , but the French National Assembly granted him citizenship in 1800 becasuse of his great discoveries and scientific advances. He discovered the smallpox vaccine by inoculating an eight-year -old boy with infected material from a person with cowpox. This caused the boy to develop a fever, but not a serious illness. Later, he returned to inoculate him with human smallpox and found that the boy did not develop the disease. From there, the practice of vaccination spread throughout the world . Hippocrates of Kos (460 AC-370 AC) Doctor Hippocrates is considered the father of Western medicine. He studied Medicine, Philosophy and other subjects, and founded a school in Kos, Greece. His method was based on observation and experience in the study of diseases, establishing a cause to natural phenomena instead of the intervention of the gods, as his contemporaries believed. He also considered that health depended on a proper diet, fresh air and personal hygiene. In addition, he is credited with the oath that bears his name: the Hippocratic Oath, which is still used today. It is a traditional declaration made at the beginning of a medical career. Robert Koch (1843-1910) Doctor and microbiologist Born in Germany, he was a bacteriologist who established the foundations of modern medical microbiology. In 1880, he became director of the bacteriological laborator y of the Imperial Health Department in Berlin , where he discovered the tuberculosis bacterium in 1882. A year later, he was credited with the discover y of the cholera bacterium, ignoring the previous work of Filippo Pacini , who had already discovered it in 1854. He also researched the methods of identification and control of bacteria in the laborator y. He received the Nobel Prize in Physiology or Medicine in 1905 and formulated Koch’s postulates, which link a disease to the pathogen that causes it. Louis Pasteur (1822-1895) Chemist and bacteriologist He studied in Paris, became professor of Chemistr y at the University of Strasbourg and directed the Institut Pasteur since its inauguration in 1888. He discovered that some foods were spoiled by fermentation due to microorganisms. He heated these substances to eliminate them, and so invented pasteurisation , a process that is widely used today. He also formulated the germ theor y of infectious diseases, according to which their cause was a microscopic living thing capable of spreading between people. In addition , he found that weakened strains of a disease allow people to develop immunity against them. Great scientists Throughout histor y, many people have stood out because of their scientific careers, as they helped to advance knowledge in biology, geology and environmental sciences. 14
Rachel Carson (1907-1964) Biologist and environmentalist She was born in Pennsylvania (USA), and published her first article at the age of eleven . She began her studies in English Literature, but changed and in 1929 graduated as a biologist. She continued to study Zoology and Genetics at Johns Hopkins University. In 1935, she obtained a position with the U.S. Fish and Wildlife Ser vice as a scientist and editor. Carson began researching DDT and its harmful ef fects. In 1962, she published her book Silent Spring, which proposed policies and behaviours to preser ve the environment. With her book and her testimony, she helped develop the philosophical and political movement that today we call environmentalism. Inge Lehmann (1888-1993) Seismologist In 1936 this Danish seismologist discovered the Lehmann discontinuity, which separates the liquid outer core from the solid inner core of the Earth . This discover y was ver y important because, until then , people had believed that the Earth was hollow. She helped establish two seismological stations in Greenland and participated in the assembly of a network of seismographs in Copenhagen . In 1928, she was appointed head of the Department of Seismology of the Royal Danish Geodetic Institute, which she directed for 25 years. Lehmann relied on the analysis of seismic waves to prove her theor y, collecting seismograph data from various parts of the world . Françoise Barré-Sinoussi (1943) Virologist and immunologist Françoise Barré-Sinoussi began her career as a researcher at the National Institute of Health and Medical Research and later moved to the Institute Pasteur. Two years after the detection of the first cases of AIDS in the United States, a group of specialists, led by Barré-Sinoussi and Luc Montagnier, discovered the agent that causes the disease: HIV. In 2008, they were awarded the Nobel Prize in Physiology or Medicine for this discover y. Her career focuses on AIDS research , with work aimed at finding a vaccine, preventing disease and fighting infection . Rita Levi-Montalcini (1909-2012) Neurologist Levi-Montalcini studied Medicine at the University of Turin (Italy). She graduated in 1936 and specialised in Neurology and Psychiatr y. During World War II, Jews were forbidden to practise any profession , so she set up a laborator y in her room to continue working. In 1947, she entered as a research associate at Washington University in St. Louis, Missouri . In addition , she also led the Institute of Cell Biology in Rome. In 1986 she received the Nobel Prize in Physiology or Medicine, shared with Stanley Cohen , for discovering ner ve growth factor, a protein that stimulates the development and growth of the ner vous system. This is a selection of some of the people most relevant to the contents of your book. In the units you will meet some more scientists. Can you add any more examples? 15
L E A R N I N G S I T UAT I O N Jamie visited the Museo Nacional del Prado. While he listened to the guide explain the various masterpieces, he suddenly had a peculiar idea . Is there anything more amazing than our own body? Humans are highly complex living things. All of our internal parts are extremely well organised . Practically nothing is left to chance. It would be interesting to paint all of the dif ferent shapes, sizes and colours of the structures that make up our body. Tomorrow first thing he will suggest to his Biology class that they prepare their own art exhibition about the human body. The human body 1 Plan an art exhibition on the human body CHALLE NGE 16
IN THIS UNIT… 1 Levels of organisation 2 Human cells 3 Cellular differentiation 4 Tissues of the human body 5 Organs and systems by life processes Take action In order for a community to lead a healthy life, it is ver y important that ever ybody be familiar with their own body and understand how it functions. Your art galler y will help those who visit it to understand how the body is organised through an attractive visual presentation . SDG 3: "Ensure healthy lives and promote well-being for all at all ages." What are the basic units that make up living things? How do we classify living things by the number of cells they are made up of ? What is the difference between a eukaryotic cell and a prokaryotic cell? WORK WITH THE IMAGE . The photos on the right show the eukaryotic cells of different living things. – Which photo shows an animal cell? What is the other one? – Which cell structures do you recognise? Do you think all the cells in our body are the same? Explain. What three life processes do all living things carry out? Describe them. What type of nutrition and reproduction do humans have? Explain why. Name an organ or a system involved in each of the life processes. L E T ' S G E T S TA R T E D A B 17
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