A workbook prepared for use in second semester life science on the tenth grade level

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A WORKBOOK PREPARED FOR USE IN SECOND SEMESTER LIFE SCIENCE ON THE TENTH GRADE LEVEL

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

hy Katherine Hope Hanson August 1950

UMI Number: EP46344

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

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'si H-^st P r ‘^-

T his project report, w ritten under the direction of the candidate’s adviser and app ro ved by h im , has been presented to and accepted by the F a c u lty o f the School of E d u catio n in p a r t ia l fu lfillm e n t of the requirements f o r the degree

of M a s t e r of

Science in Education.

Dat

.......... ...........................

(J

A d v is e r

Dean

TABLE OF CONTENTS Section A CHAPTER I.

PAGE

THE PROBLEM

..................................

1

...........

1

.................

1

Statement of the problem Setting of the problem

•• . .

Organization of the project

•. .

.........

bi­

section B YOU AND YOUR LIFE 1.

HOW MAN BECOMES AWARE OF HIS ENVIRONMENT Part 1

. • .

8

Structure and Function of the Nervous

S y s t e m ..................................

8

Preview ....................................

8

References

................................

9

Problem 1

What are t r o p i s m s .............

9

Problem 2

What are reflexes

Problem 3

What are i n s t i n c t s ..........

Problem b

What are h a b i t s ...............

Problem 5

What is the unit of structure of

•

........

11 .

the nervous s y s t e m ..................... Problem 6

.................

Organs

12

lb

What are the parts of the

sympathetic nervous system Part 2

12

What are the parts of the

central nervous system Problem 7

11

.............

16

Structure and Function of the Sense 16

iv CHAPTER

PAGE P r e v i e w ................... • • ...

16

R e f e r e n c e s ..........

17

Problem 1

How we see • • • • • • . • • • •

18

Problem 2

How we h e a r ...................

20

Problem 3

How closely related are the

*

senses of taste and Problem b Part 3

smell • • • • • • • •

What is the sense of toiich

M a n fs Mind

.

Preview . . . . . . .............

. ♦ .

2b

• • .*

25

25

R e f e r e n c e s .............. ..................

26

Problem 1

What is intelligence • • • • • •

26

Problem 2

What is mental h e a l t h ........

28

Problem 3 Part b

What is mental illness *

Work of the Endocrine System

.. . •

30

•• • .

30

Preview . . . . ............ .. ............

30

References

• ..............................

31

Problem 1

What is an endocrine gland . . .

32

Problem 2

What are the functions of

endocrine glands II.

22

. . . . .

CONSERVATION OF HUMAN L I F E ......... Part 1

Disease and Its

. 35

Cause. . . . . . . .

P r e v i e w ......... *........................ R e f e r e n c e s ......................

32

38

35 35

V

CHAPTER

PAGE Problem 1

What is disease

Problem 2

What are the characteristics of

microbes Problem 3

•• • • • • • •

* • • • • • • • • • • • • • • •

• • .........

Prevention and Control of Disease

Preview References Problem 1

*+3

• •

...................

b5 *+5

.......................

*+6

How does your body defend itself

against invasion ........ Problem 2

37

What are the characteristics of

other pathogenic organisms Part 2

36

b6

• • • • • • • •

What are the characteristics of

certain infectious d i s e a s e s .............

*+8

III. CONTINUATION OF L I F E ............................

58

Part 1

Spontaneous G e n e r a t i o n ...............

P r e v i e w .............. References Problem 1

.

................

53 58

Can life start from dead organic

substances • ................. Part 2

53

. . . . . .

58

Asexual Reproduction . . . • • • • • •

61

Problem 1

What is reproduction by

fission .

61

Problem 2

What is reproduction by

budding .

6l

Problem 3

What is reproduction by

spores .

62

Problem b

What is vegetative reproduction

.

62

vi CHAPTER

PAGE Part 3

Methods of Sexual Reproduction

in P l a n t s ..................................

63

Preview .

63

• ...............................

R e f e r e n c e s ..............

• • • . .........

6^

sex c e l l s .............

65

Problem 1

Whatsisconjugation

Problem 2

What are

Part

Reproduction in Higher Animals

Preview • • . . References

6h

• • .

67

.......... .. ............

. . . . . . .

67

68

................. .

68

.

.

72

Problem 3

How does a girl become a woman

•

73

Problem b

What are the characteristics of

Problem 1

Where to look for information

Problem 2

How does a boy become a man

human d e v e l o p m e n t ....................... Problem 5

Why are people like their

a n c e s t o r s ................................ BIBLIOGRAPHY

75

. . . . . . .

..........................

77 80

LIST OF TABLES TABLE 1.

PAGE Total Reading Grade Placements for the 19*+75 19*+8, and 19*+9 Freshman Classes

II.

• • • • •

3

Learning Capacity of the Freshman Class of - 1 9 ^ 9 ......................................

5

LIST OF FIGURES FIGURE

PAGE

1.

A Typical N e u r o n .............

13

2.

The Human B r a i n ...............

15

3.

The Human E y e ...................- ...........

k-.

The Human E a r .....................

.

19 21

CHAPTER I STATEMENT OF THE PROBLEM A large amount of published material has been made available for use in Life Science on the tenth grade level. There are numerous

W o r k b o o k s 1, or laboratory guides, and

certainly as many texts, which deal adequately with the subject-matter.

Even in view of this mass of published

material, there remained a need for a student 1workbook1 of a still different type for Life Science.

The need was for

a 'workbook1 devoted to problems of daily living;

one

that would make the student acquainted with himself, his physical, mental, and emotional urges and needs.

At the

same time this 'workbook' must appeal both to students who are college preparatory, and to a majority of students who may never have any other exposure to a science course, some of them barely finishing high school.

Thus the ’work­

book* has of necessity omitted much of the basic material on lower forms of life, and has mentioned their place in the total picture only briefly. SETTING OF THE PROBLEM The geographic area in which this 'workbook* will be used has numeTous diversities.

The total population of

the school district is sixty-five thousand, with a high

school population of three thousand divided between two high schools.

The Life Science course is required for grad­

uation, and is offered' on the tenth grade level to segre­ gated classes.

The purpose of the segregation is to allow

greater emphasis on problems of family life and relation­ ships between the sexes. About fifty per cent of the fathers and mothers are employed in the metropolitan Los Angeles area, thus placing the school district largely in a suburban area.

However,

the area includes agricultural pursuits of many types, in­ cluding fruit growing and dairy farming, as well as small industries and businesses.

There is now in progress a

survey conducted by Gunnar L. Wahlquist, Director of Guid­ ance for the school district, to reveal the economic status of the district,.

At the present tabulation it seems likely

that the status will prove to be definitely low average in income. Of the three thousand students in the high school population, there was a sixty-five per cent turnover during each of the two school years of nineteen forty-eight and forty-nine, and nineteen forty-nine and fifty.

Presumably

a good part of this turnover was the result of the seasonal nature of much of the employment in the area. Of those graduating from the high schools of the district, only four per cent will go to a four year college,

3 TABLE I TOTAL READING GRADE PLACEMENIfOR THE FRESHMAN CLASSES OF 1947, 19^8. 19^9

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3

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£

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767 Students; Actual G.P., -.7; M.A.G.P., -lk829 “ ....... ......

828

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