DOCUMENT RESUME

ED 190 385 SE 031 329

AUTHoRTITLE

TNSmITUTION

SPONS AGENCY

PUB DATENOTE

ronAr, John v).., Ed,: 11 t B V 11mvs A.,Probing the Natural World, Level III., Rocold book,Student Guide: Well-Being. Intermediate SciunceCurriculum !tudy.Florida iate Univ., Tallahassee. Dept. ot ScienceEducation.National Science Foundation, Washington, D.C.; Otficeof Education (DHEW), Washington, D.C.,7260p.: For related documents, see SE 031 300-330, ED.035 559-560, ED 049 032,-and ED 052 940.

FDRS PRICE ME01/PC03 Plus Postage.DESCRIPTORS *Drug Education: *Grade 9: Health Education:

*Individualized Instruction: Instructional Materials:'Junior High Schools: *Laboratory Manuals: Records(Forms): *Science Ac+ivities: Science CourseImprovement Prolects: Science Education: SecondaryEducation: Secondary School Science: Worksheets

IDENTIFIERS *Intermediate Scienc4 Curriculum Study

ABSTRACTThis is the student's edition of the Record Book of

the unit Well-Being" of the Intermediate Science Curriculum Study(ISCS) for level III students (grade 9). Space is 'provided foranswets to the questions. from the text as well as for the optionalexcursions and the self evaluation. An introductory note to thestufent explains the use of the book. (SA)

JO.

4.

***********************************************************************Reproductions supplied by EDRS are the best that can be made

* from the original document.*************************************************************4*********

R ecord Bqpk

,<

U S DEPARTMENT OP HEALTH,EDUCATION& WELFARENATIONAL INSTITUTE Or

EDUCATION

THIS DOCUMENT HAS SEEN REP 0-DUCED EXACTLY AS RECEIVED FPtJMTHE PERSON OR ORGANIZATION oRI IN-ATING IT POINTS 00- VIEW OR OPINI Ns.)TATED DO NOT NECESSARILY REPRE-SENT oFFIcIAL NATIONAL INSTITUTE OFE DUCA TION POSI T ION OR POLICY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

"PERMISSION TO REPRODUC§THISMATERIAL HAS BEEN GRANTIO BY.

Mary L. Charles.of the NSF

. . .

:5 4 ts:

m. : ''` 0 ,W .,-s .

... S',,./-,.....i.., ;1

: . i ,it. ,r< -',:rit- .'..:.!; 'rztO

..

mr.-Arx* rzert,.2riltrlf*?4,41W11.111RMI,IETT.f.WAir'f.

. .r'1 ' 2'''4701414*..i.144.f.

:

''.1N:'kit+

. I

.4: 4,.,,,,..<7**,,%q . tfr

,

4

THIS B6OK IS THE PROPER-TY OF:

STATE

COUNTYPARISH

SCHOOL DISTRtCT

OTHER

Book No.Enter informationin spacesto the left asinstracteil

ISSUED TO

4. I f

0

1

Yoor

Used

CONDITION

ISSt/ED. REToltgar

PUPILS to whom this textbook is issued must not write on any pave

or mark any part of it In any ways consumable.textbooks excepted:.

1. Tosolsors should so. OW the pupil's 'owe is slowly Titian in ink in tits *now glom Is won/

2. The following hoes shoved ho wed itt coosedhig do condition of 14 Walls Mows Gook lokrtbook Mood.

Polo Sod.

1.

3

.02-*

A

1

a*

*ire; - ,-, 4 :4 4

4'Y-4

-". .

4,444 1.40

I INTERMEDIATE. SCIENCE CURRICULUM STUDY

Record Book

Well-BeingProbing the Natural World '4 Level HI

aSILVER BURDETTGENERAL LEARNING CORpORATION

Morristown, New Jersey Park Ridge,' Ili...Palo Alto Dallas Atlanta

kt*4',;-g,(Pd

,i12ANA.kbo.1.61,:maikgasikaaairagidad.mimialiairk.a.r.addiableibeik,

a

ISCS PROGRAM

LEVEL I Probing the Natural World / Volume 1 / with Teacher's EditionStudent Record Book / Volume 1 / with Teacher's Edition

Master Set of Equipment / Volume 1

Test Resource Booklet

'44

LEVEL II Probin he Natural Worid / Volume 2 / with Teacher's EditionRecordilook / Volume 2 / with Teacher's Edition

lest Resource Booklet

LEVEt. III Why You're You / with Teachers EditionRecord Book / with Teacher's Edition / Master Sit ofEnvironmental Science / with Teacher's Edition

Record Book / with Teacher's Edition / Master Set ofInvestigating Variation / with Telicliers EditionRecord Book / with Teacher's Edition / klaster fifet of

_In Orbit / with Teacher's Edition. .

Record Book / with Teacher's Edition / Mester Set of

at's Up? /. with Teacher's Edition

R ord Book / with Teacher's Editiorr / Master Sot of

CrustY Problems / with TeaclArs EditionRecord Book / with Teacher's Edition / MasterWinds and Weather I with Teacher's EditionRecord Bo?k / with Teacher's Edition / MasterWeStBeing / with Teacher's EditionRecord Book with Teacher's Et:11ton / Master

Equipment

Equipment

Equipment

Equipment

Equipment

Set of Equipment

Set of Equipment

Set of Equipment

ACKNOWLEDGMENTS

The work presented or reported herein was performed pursuant to a Contract with the U. 8.

Office of Education. Department of Health. Eilucation. and Welfare. It was supported, also, by

the Nationel-Science Foundation. However, the opinions expressed hweln do not necessarily

reflect the posltion or policy of the U. S. Office of Education or the National licience Feundation,

and no official endorsement by either agency should be Inferred.

0 1972 ME FLORIDA STATE UtriSITY

AN rights reserved . Printed In the United States of America. Published simultaneously in

Canada Copyright is cialmeduntil 1 .t. Except for the rights to materials reserved by others.

the Publishers and the copyright ownhsreby grant permission to domestic elheons Of the

Untied Seates and Canada for use ó4s work without charge In the English language In the

United States and Canada after 197 provided that the publications incorporating maferlaie

covered by the copYrights contain I acknowledgment of them and a statemet that the

publidation is not endorsed by the copyright owner. For conditiorts of use and pormisalon to We

materials contelneck herein for fonsegii publications In other than the English language, apply to the

'copyright maw. This publication, or parts theriof, may not be reproduced in any fOrft1 by

photographic, electrostatic, mochentcol, or any other method, for any use. Including Information

storage and retrieval, wtthout wrtiton permimion from the publisher.

ILLUSTRATIONS: (g) 1972 GENERAL LEARNING CORPORATION.

ALL RIGHTS RESERVED,

5A

.1 I .

ISCS STAFF

David D. Redfield, Co-DirectorWilliam It. Snyder, Co-DirectorErnest Burkman, Steering Committee Ciuurman

Laura M. Hell. Arlin*John IL Boner. Editor

Direancn A. Browne,,Artin

Robert L Cocanongher, Art DirectorBetsy Conlon Balzano. Evaluation

Stewart P Darrow, Field Thal-Tehch-er Educauon

NILGamic 0. Dawson. reacher EducationJames A. Hathway. Editor

ISCS ADVISORY COMMITTEE

J. Myron Atkin, University of IllinotBetsy Conlon Balzano. State University of New York at BrockportWerner A. Baum. University of Rhode Island NHerman Branson. Lincoln University .

'Martha Duncan Camp. The Florida State UniversitysCliRon B. Clark. University of North Carolina at GreensboroSseve Edwards, The Florida State UniversityRobert M. Gagne. The Florida State UniversityEdward Haenisch, Wabash CollegeMichael Kasha, The Florida State UniversityRussell P. Kropp, The Florida State UnwersityJ. Stanley Marshall, The Florida State UniversityWilliam V. Mayer, Iversity of ColoradoHerman Parker. Uni rsity of VirginiaCraig Sipe. State Unit rsity of New York at Albany

t Harry Sisley-. Univer.ity of Florida'Clifford Swam, State University of New York at Stony BrookClaude A. Welch, Macalester CollegGates Willard, Manhasset Junior H h School. Manhasset, N.Y.Herbert lira, Science Writer; Ta nier. Florida

.46...cs.,....a.u.S.Suilask...aallaissiaaa.,aidiamik. -age

'John & Hutchinson. neld Dial Teacher Eiliscation

°Sally Dines Kaicher, ,11r1 Durttor

lane Larsen, Art DirectorAdrian b. Lovett. Adinmorquo.

Andley C. 'McDoiiild.'AdmintwarronW. T. Myers. AdministrationLynn H. Rogers. ArtistStephen C. Smith. Anis;

Lois & Wilson. Assistant Editor

Femur meneer

,t,e1 rti. .1,

'Ai:. 031,,' 5?.;:.s

i "

). 1-,e. ' -4 *1=0414.4t. 4 A

S.

as.

;- -"

"V`111:1-Y,fi,4 P,.ssr',f ''-

e-v);71,,ttr'

r

MATERIALS DEVELOPMENT CONTRIBUTORS

if

Tho list Mchides writing-conference porticipants *ad others who made significant contributiom to

the materials. includit7 te.at and ars for the exporanenial editions,

Janet Anderson. Nyack N Y Gerald R Bakker. Zorlhav College Frank Bs liana. FS Harald N

Mayville State College Olaf A Boedtker. Ornort State Univ. Calvin t Bithn. IS U. Earl Brakken. Aro

Harbors, Minis Bobby R. Brown. F.SU Robert .1 Callahan. Jr. (dtreated). Brian W. Cans. University of

Illinois. Lois H. Case. Lombard. Ill. Clifton B. Clark. University of North Carolma at Greensboro. Sara P.

. Craig. F.S.U. John D. Cunningham. kerne StateCollege David II Dasenbrock. F S U Doris Dasenbiook.

F.S.1.1... Jeff C. Davis. University ofSouth*Plorida Alan D Dawson. Dearborn PvMW Schools. Mick George

0. Dawson. IS III Gerrit H. DeBoer. PS.0 Howard E DeCamp. Glenn Ellyn. III. James V. DeRoae,

Newtown. Square. Pa William A. Deskin. Cornell College. William K. Easley. Northeast Louisiana State'

College. Donald C. Edinger. ilniveritity of Aruor:a Camillo Fano fin:versify of Chicago Laboratory School

Ronald A. Fisher. Maquoketa. Iowa Edwin H. Fkmming. F.U.S. Paul K Flood. IS. U. Harper W. Fratuz,

Pasadena City College (Emeritus). Earl Friesen. San Francisco State College Bob Galap. Fullerton. Calif

J. David Gavenda. The University of Texas. Charles A. Gilman. Winchester. N.H Robert J. Goll..lecksoatalk

University Ralph H. Granger, Jr., Walpole. N.H. H. Winter Griffith. FS. U. William Gunn, tliatni. Florida

John Hart, Xavier University. John R. Hassaid. Georgia State University J. Dudley Herron. Purdue Univer-

sity. Father Francis Heyden. Si., Georgetowa University:. Leonard Himes, Sarasota, Florida. Evelyn M.

Huriburt, Montgomery !senior .College John R. Jablonski. Boston University Bert M. Johnson, Eastera

Michigan University. Roger S. Jones. University of Mintresot.conard A. Kaki. Colorado School of Minas..

Theodore M. Kellogg. University ofRhode Island Elizabeth A71tendzior. University of Illinois. F. J. Kizig,

F.S.U. David Klemm Milkille. Calif Kea Kramer. Wright Stare University. Willian H. Long. F.S.U.

Robert Lepper. California State College. Harold G. Liebberr.- Milwaukee. KU William D. Larson, College

of St. Thomas, Mable M. Load, Beaverton, Oregon. H. D. Luttrell. North Texas State University, Muwell

Maddock. E.V.U. Solomon Malinsky. &wawa, Florida Eloise A. Mann. Sarasota. Florida Harken W.

McAda. University of California at Santa Barbera Auley A. McAuley. Michigan State Unidersity. E. Wesley

McNair. 151]. Marilyn Mikloa. 15.11. Floyd V. Monaghan. Michigan State Universiiy. Ruins F. Morton,

Westport, Conn. Tamsod Myer. F.Stt Gerald Neufeld, ISU James ()key. University of California

Lawrence E. Oliver, ISU. Larry Olken, Ake. Texas. Herman Parker. University of Virginia. Harry A.

Pearson, Western 'Ansirolia. James E. Perham. Raadolph-Macon Woman't College. Derrell G. Phillips,

Universio, of Iowa Howard Piave, FS.U. David Poch& F.S.U. Charles 0. Pollard, Georgia Institut* of

Technology. Glenn F. Powers. Northeast Loralsiana State College. Ernest Gene Preston, Louisville. Ky.

Edward. Ramey. F.SII. Earl R. Rich. Unionsity of Mialni. John Schaff. Syracuse University. Garroll A.

Scott. Williamsburg, Iowa Emig S.,Soort. Ripon College. Thomas R. Spalding. F.SU. Michael E. Smut.

Univesisy of Texas. Sister Agnes Joseph San, Marygrove College.Clifford Swartz. State University Of New

York. Moines Testes, IS.U. Bill W. Tdkry. Universiiv of Wyoming. Ronald Townsend, lhavenity of Aiwa

Mordecai Treblow, lloomsburg Slate College. Hegtry J. Triezenberg, National Union of Christie* Schools.

Paul A. Vestal, Rollins College. Robeti L. Vickery, Western Australia. Frederick B. Voight, F.S. U. Claude A.

Welch, Maralester Colkge. Paul Wesongyer. FS.U. Earl Williams, University of Tampa G. R. Wilma,

Jr., University of South Alabama. Harry K. Wong, Atherton, California. Charles M. Woollseater. ESA

Jay A. Young. Klafl Collega Victor J. You& Queensboromgh Community Callao

The roods of saw of the ISCS mersrial atom from a summer writing conference In 19611. The

participeats wow.

Frances Abbott. Mkewl-Datie Javier College, Ronald Atwood, Universiv of Kentucky. George Amara, "\

Connie institute. Colin H. Barrow. University of West &dies. Peggy Band. F.S.O. Roberl Diaper

(deceared), Donald Rocklin, University of Wisconsin. Martha Duncan Campoir.S. U. Roy Campbell.

Brown, County &wed of Pubbc lastructioa. Fla. "Bruce E. Cleave. Tallahassee Junior College. Anmdle

Hall, Pensacoln, Refit* Charles Holcolapb, Mississippi State College. Robert Kemman, Mt. Prospect.

.1ll. Gregory O'llary, Canal Gables. Florida Elra Palmer. Baltimore. James Van Pierce, Indiana Universlty

Southeast. Guenter Schwarz, F.S.U. Juses E. Smeland. FS.U. C. Richard tillis. Pine Jog Nature Custer.

fled& Peggy Wiesand. Emery Univenity. Elizabeth Woodward, Augusta College. John Wooleves San

7N

li

sZ

Foreword

A pupil's experiences between the ages of 11 and 16 probably shape his

ultimate view of science and ofihe natural world. During these years

. most youngsteirs become mere dept at thinking conceptually. Since

concepts are arthe heart of science, this is the age at which most stu-

dents fiçYain the ability to study science in a real,Jy organized way.

Here oo, the commitment for or against scienc IIS an interest.or a

tion is Often made.Paradoxically, the students at this critical age have been the -ones

least affected by the recent effort to produce new science instructional

materials. Despite a number of commendable efforts to improve the

situation, the middle years stand today as a comparatively weak link in

science education between the rapidly changing elementary curriculum

and the recently revitalized high school science courses. This volume

anil its accompanying materials represent one attempt to provide a

sound approach to instruction for this zelatively uncharted level.

At the outset the organizers of the ISCS Project divcided that it

would .be shortsighted and unwise to try io fill the gap in middle

school science edueation by simply writing another textbook. We chose

instead to challenge some of the most firmly established concepts

.about hove. to teach and just what science material can and should be

taught to adolescents. The ISCS gtaff have tended to mistrust what

authorities believe about schools; teachers, children, and teaching until

we have had the chance to test these assurnptions in actual classrooms

with real children. As conflicts have arisen, our policy has been to rely

more upon what we saw happening in the schools than upon what

authorities said could or would,happen. It is largely because of this

policy that the ISCS materials represent a subitantial departure.from

the norm.The primary difference between the ISCS program and more con-

ventionarapproaches is the, fact that it allows each student to travel

liss.2" '

:4

4

8

,c,;..-,--,.',I'dk4..,..t , ---,, -.,,,\_..,,, , . ZS. g".1.: . .

: a'*",, c 1 ...- ' ' '',.. . %-,, . . . .

L" & ...-: .: .41 . .. : 7 Zi'''''"..' ',..".itl-',41...:: t';;;.:4"4;, ..... .f

.' %;0',' :

.;%*

I

at his Own pace, and it pt-mits the scope sand sequence of instruction-

to vary with-his interests, abilities, and background. The ISC'S writers

have systematically tried to give the student more of a role in decidingwhat he should study next and how soon he should study it. When thematerials av used as intended, the ISCS teacher serves more as a"task easert than a "task master." It is his job to help the studentanswer the questions thw arise from his own stndy rather than to tryto anticipate and package what the student needs to know.

There is nothing radically new in the ISCS approach to instruction._Outstanding teachers from.Socrales_io_MArklip.pkin h.#%e stressej the.

need to personalize education. 1SCS has tried to do something morethan pay lip service to this goal. 1SCS' majOr contribution has been tcdesign a system whereby an average teacher, operating under normal..onstraints, in an ordinary classroom with ordinary children, can in-deed give maximum attention to each student's progress.

The development of the 1SCS material has been a group effort fromthe outset_ It began in 1962, when outstanding educators met to decidewhat might be done to improve middle-grade science teaching. Therecommendations of these conferences were converted into a tent/Wye

plan for a set of instructional materials by a small group of Florida .State University faculty members. Small-scale ,writing sessions con-ducted on the Florida State campus during 1964 and 1965 resulted inpilot curriculum materials that were tested in selected Florida sch s

during the 1965-66 school year. All this preliminary work was s p-ported by funds generously provided by The Florida State Universi

in June of 1966; fiRancial support was provided by the United States.Office of Education, and the preliminary effort was formalized intothe 1SCS Project. Later, the National Science Foundation made sev-eral additiilal grants in support of the ISCS effort.

The first draft of these materials was produced in 1968, during asummer writing conference. The conferees were scientists, stienceeducators, and junior high school teachers drawn from all oVer theUnited States. The original materials have beep revised three timesprior to their publication in this volume. More than 150 writers havecontributed the materials, and more than 180,000 children, in 46states, have be. involved in their field testing..

We sincerel h, that the teachers and students who will use this...;materjal will 1nd that the great amount of time,. money,' and effortthat has gone into its development has been worthwhile.

-

Tallahassee, Florida The DirectorsFebniary 1972 INTERMEDIATE SCIENCE CURRICULUM STUDY:

.11

liallt"""1""40.".

e

Contents

NOTES T9 THE STUDENT

CHAPTERS

ix

1 Take it Off 1

2 Where There's Smoke, There's Fire 7

3 Chemicals and Your Body 13

4 You're Down Before You're Up 14

5 Wake Up, and See Things 16

6 Should It Be AgainsPthe Law? 20

EXCURSIONS

1-1 Big C and Little c 25

1-2 Counting Calories 26

1-3 Actlidties and Calories 26

2-1 How Are You Organized? 27

2-2 Ask Me the Right Question 28

2-3 The Rounekand-Round System 29

5-1 I. It Really There? 29

5-2 The DSST 30

5-3 Pot or Booze? 31

SELF-EVALUATIONS

135

2 37

3 639

4 40

5 41

43

SELF-EVALUATION ANSWER KEY 47

=1111111111.1..-

10z

MS-

461LIe_.44.+

Notes td the Student

This Record Book is where you should write your answers.Try to fill in the answer to each question as you come to it.

If the lines are not long enough for your answers, use the mar-

gin, too.Fill in the blank tables with the data from your experimcnts.

And use the grids to plot your graPhs. Naturally, the answersdepend on what has come before in the particular .chapter orexcursion. Do your reading in the textbook and use this book

only for writing down your answers.

S.

lx

).

. a.

. V-

C "

ay.

1;):shLeedaa.

Table.1-2

Day I

Day 2 ..t

.tv

TyPCof Activity

Sleeping

Not active

Light.activity

Moderate activity

Strenuous activity

TYPeof Activity

Sleeping

Not active

Lht activity

Moderate activity .

Strenuous activityik

Time Spent(iniThis Activity

(in hours)

Time Spenton This Activity

(in hours)

Chapter 1Take It Off

;

;".:V

,4

r

2

De 3Type

of Activity

Time Spenton This Activity

(in hours)

Sleeping

Not active

Light activity

Moderate activity

Strenuous, activity

Day 4

tt

6

Typeof Activity

Time Spenton This Activity

(in hours)

Sleeping

Not acti've

Light activity

Moderate activity

Strenuous activityV. 4

Day 5Type

of Activity

Time Spenton This,Activity

(in hours),

Sleeping

Not active

Light activity

Moderate activity

Strenuous activity

014.

0172.

tb1-3.

Ii

13

44""...

4

01-4

01-5.

014.

01-7.

014.

01-9.

01-10.

01 -11-

01-13

01-15.

0146-

14

4

Li1-20.

01-21.

[]1-22.

f 1}1-23.

[111-24.

Problem Break 1-2, Figure 1-9

40

39

38

37

36

34

, -I

,_.

. ,. .

.-

Vi _.

,

.1... .... .

. I

fk

S'N .

0 6 12 18 24 6 1 12 18 24 6 12 18 24 6 12 16 24

TIME plat Day Olt-- 2 d Day 411-4 3rd Day 401 Day 14

01-25.

,

4,0

1

n1-27.

01-28.

01-29.

01-30.

01-31.

01-32.

01-33.

01-34.

Problem Braak 1-3

Table 1-4 '

tip

Daily CalorieInput /

Daily CalorieOutput Difference

,

Day I

Day 2,.

Day 3..

,

.

Day 4 .

.4'

Day 5.

Average411,

01-39.

4

Problem Bre* 1-4 (Optional)Proccdures:

4

Diet:

sy

4

IM

I 7

11111.1

4.

Isazan.sant

Results:

- --

N,

Probkm Breilk 21Hypothesis:

.,1

Procedure:

I

4."

^

'\ Chapter 2Where There'sSmoke,There's Fire

4

Observations:

(

187

,

Conclusions:

02-1.

If_

11 2-3.

tti2-4.

0 24.441 .

p.

0 24.

0 2-7.

y

4.

0 2-6.

0 2-1 O.

0 2-1 1.4.

b.

1 9'

!

,.iitgalk6tait.wduifir,dri.,igjaagiNiatictatii611111iggiaadiii"1"414-4114610dloillgodikkAaika"."1"1"'"""6""1"1" 4

.....war11111M1

Problem Break 2-2

() Comparison of pulse and breathing rates of smokers and non-smokers, (2) effect of exercise, and (3) tune to return to normal afterexercise.Procedure:

Data:

Conclusions:

0 2-12.

Problem Break 2-3Fingertip temperature of smokers and ?onsmokers.Observations:

20

N!" "":?. =1,1, isf..". - 0,

. ..!,

427`. ,

,

,

: . .

Syr

. :1'1; , .5

Conclusions:N.

1

02-13.

02-14.

0

Problem Break 2-4

Ej2-111.

4 02-17.A

Il

Q2-1III.

12-19.

tTable 2-6

AmountSmoked

Risk of Getting Lung CancerCiompared to "Never Smoked"

Less than ipack daily

* 4.7 times greater risk

i to lackdaily A

tithes gr?ter risk

/,/1 to 2 packsdaily

.times greater risk

More than 2packs daily

times greater risk

Problem Break 2-5

4.

5 5 y Si"? 2 t 5A 7 "1 7t .01 4 , q. j ,

SAM,

"14, 13<%,k.

12

Problem Break 2-6

Problem Break 2-7

02-20.

02-21.

0 2-22.

02-23.

.14

02-24.

9 3

V

/

. . .. '' -:. ... . .. . ,

..

. . . ..

.

-"....:':;"°_'a ,V-i.t ..:,-.1.-- : i -,:,-,-... ; ;- . :;

I ' - .:- '. -. . I'kv? ,..*:, .*.-.;-1-+. it ckc:1:+n,t. ,- '.,,.' 7

LI 2-25.

0 2-28.

0 2-27.

0 2-28.

0 2-29.

0 2-30.

02-31.

0 242.

0 2-33."

0 3-1.

0 3-2.

9

Chapter 3Chemicals andYour Body

13

9

e.

L1 3-3-

Li 3-4.

03-5.

03-6.

03-7.

03-6.

i 03-9.

Chapter 4You're DownBefore You'reUp

04-1.3

004-2.

9

<1'114

0 4-7.

0 4-5.

.r

r

0 4-9.

va 2 6'

. -.,41/4 ' kit . r

t

,bj

". \. v.. . .

. .

15

i

11

04-10.

Chapter 5 05-1.

Wake Up andSee Things

.1117:12.

"

JO%

05-2.

^ #4. .

"*.

;

, .

:r;''..1,'f-;:`:%;.:=L',..(c4; .1>

. .

\

2 7

t

V . S":1A114-0:4,1kAtrAabiti'gfAMW0414* 1.0e; fitt n-*; 4144

t 1 r a k A it .1 Oa k u aloAd k

-3

Problem Break 5-1Hypothesis: Students who drink coffee (or tea) will do more poorly on

a school test than students who do not drink coffee (or tea).

Procedures:

11.

Data:

Conclusions:

%.«

S.

28

[]5-5.

le

0 5-6.

5-7.

0 5-8.

0 5-9.

5-10.

05-11.

0 5-12.

0 5-13.

05-14.

,;4.-11/4;?-vi;ZI.

, iTsv

al °I. f P.;

29

" r,...

[115-1 5.

U 5-17.

5-18.

a

0 5-21.

0 5-22.

0 5-23.

n 5-24.

0 5-25.

0 5-28.

0 5-27.

5-28.

30

!AL. k .h.

Chapter 6Should It BeAgainst theLaw?

1

20

Problem Break 6-1

n6-2.

OS

Problem Break 6-2Questions: (1) What types of movies (if any) shOuld young people be

barred from seeing?

(2) Why did you answer question 1 as you ,did?

31

is 4 4.1

jt-P1411%

''......."'""-.41.114141,46.said""436111.611414416.1"411141111diailin.f...fitt.

441..

21

V

22

Ate

iahulai Summary:

Feelings of People:

OP.

33

will' 4, ,hiolLLIIIIAlgaili

ti

Al

Rulesc.or Movies:

11-3.

414.

35

"",^',..

Excursions

Table 1

MARSHMALLOWS

TrialNo.

,

No. of Mini-marshmallows

Mass ofWater

(grams)

StartingTemp.

("(T)

FinalTemp.C(7)

Change inTemp. .

(°C)

1 5 40 .

2 5 40

3 5 40,

Average Tem-perature 4ange

NUTS

TrialNo. No. of Nuts

Mass ofWater

(grams)

Starting'Temp...CC)

FinalTernr(°C)

Change inTemp.(°C)

1

2

3

1

1

40

40

40

Average Tem-perature Change

36

Excursion 1-1Big C andLittle c

25

Ci 1 -

LI 2.

Li 3-

LI4.

Li 5.

Excursion 1-2 Di.Counting 2-Calories

Excursion 1-3Activitiesand Calories `,

Table 1

Activity .Rounded Time

(in hours)

Calories Uscd(per pound of body

weight per hr)

.

Body Weight(in pounds) Calories Used

Bicycling (fast) 3.4

Bicycling (slow) 1.1

Dishwashing 0.5

_

Dressing and undressing 0.3 i

Eating. _

0.2

Playing Ping-Pong 2.0.

Runningesv

3.3 f

Sitting quietly,

0.2

Sleeping 0.2.-

Standin 0.2

37

Ilaiuruksi.2.16;

Studying or writing 0 2

Swimming 3.6

Tennis,---

3.0

Typewriting rapidly 0.5

Violin playing 0.3

Volleyball , 2.5

Walking00.9

Work, heavy 2.6

Work, light 1.0

Total Calories Used per Day

01.

0 3.

0 4.

0 5-

06-

*

p.

Excursion 2-1How Are YouOrganized?

27

.P;

,P;

Problem Break 1

xcursion 2-2 DiAsk Me theRight Question

211

Ape

02.

a

0 3.

. 39

. ,

41.

Excursion 2-3The Round-and-

_

Round System

ol. Excursion 5-1Is It Reallyoz There?

03-

04.

0 5.

7

1

011.,

07.

t

ofr

40

4

74.; 'A. 0,- .41 - -4 4t *CL . , 4i; ..- '-, <

k.:, nkikyt% . 4 4'... I .;'t:,i'S

Ape

Excursion 5-2 oiThe DSST

30

03-

Problam Break 1Reasons for changes in scores on DSST by marijuana users:

,

-t

i`

-araionigliaAg L..k.to'

4144.

0 6-

I \

07.

0 8

0 8.

fallb

10.

Excursion 5-3Pot or Booze?

31t

.siss:v.:1,11410 VAtle - '.e rtE 'SI

s

;- -,r;

..41W'

How Well Am I Doing?

You prOably wonder whip you Ire expected to learn in this sciencecourse. You would like to know how well you are doing. This sectionof the book will help you find out. It contains a Self-Evaluation fmeach chapter. If you-can answer all the questions, you're doing verywell.

The Self-Evaluations are for,your benefit. Your teacher will not usethe results to give you a grade. Instead, you will grade yourself, sinceyou are able to check your own answers as you go along.

Hcre's how to use the Self-Evalpations. When you finish a chapter,take the Self-Evaluation for that chapter. After answering the questions,turn to the Answer Key that is at the end of this section. The AnswerKey will tell you whether your answers were right or wrong.

Some questions can be answered in more than one way. Your answersto these questions may not quite agree with those in the Answer Key.If you miss a question, review the material upon which it was basedbefore going on to the next chapter. Page references are frequentlyincluded in the Answer Key to help you review. -

On the next to last page of this booklet, there is a grid, which youcan use to keep a record of your own progress.

4LTA.

4.3)

33

It

." ! t`e "4 %.t: 4). t

4

1"6"Allid",1

Circle any of the excursions for this chaprr that you completed. SELF-EVALUATION 1

(1-1; 1-2; 1-3; 1-4

01-1. Use the graph below to answer the questions that follow.

1MM

Pm.

MN&

1

Daly

3 4

a. Based on the above graph, what is the set point for thc person's

body temperature?b. At about what temperature does this person's "body thermostat"

turn on the body's heat supplier?C. Which of the following is not a "normal" temperature for this

person: 37°C;'39°C; 38°C; 36°C?

01-2. State an operational definition for the term calorie.

44

35

-

1

11-3. What is die ielationsi4trip.

two.% .1 .0011c and a Caloin.."'

01-4. flow many calories of heat would it take'ro wdrrn up 40 gramsof %yaw! from 12°C to 19'C?

AK_

U1-5. What two things will determine whether you gain or lose weightover a period of time?

a

b.

01-6. In order to have a good diet, you need other inputs to your bodybesides Calories. Name two of these other inputs.

r11-7. A boy who is 15 years old and is 5 feet 6 inches tall weighs 1401b, Use the table of weights given in Excursion 1-4 to determine whetherthe boy is average, underweight, or overweight, and by how much.Record your csficlusio9s below.

The boy is for his age and size by lb.

01-8. a. What is meant by the term negative feedback system?.

b. Give an example of a negative teedback system.

014. Design an Operiment that will show how many Calories an adultmale rabbil needs to maintain its body weight. Keep in.mind that youdo not want to harm the rabbit.

.

Alia

4.

Circle any ot the excuisions tot tins chaplet that you completed. SELF-EVALUATION 2

(-12-1. A student wanted to investigate the etket of a solution of ciga-rette chemicals on the geimmation of coin seeds I lc labeled two jars,one A and the other B. Ile placed tour corn seeds and sonic tap wald !in jar A. In or B he placed tour coin seeds from the same packagein the same iinotint of a solution of cigarette chemicals. After tive days.all four corn seeds in jar A had produced seedlings. No seedlings hadbeen formacl in jai B.

a. Why did the student bother to use jar A with just tap water init?

b. Can you conclude from this experiment that the cigarette chemi-cals in solution prevented the corn seeds from germinating?

Explain your answer.

L12-2. Describe the 'effect that smoking seems to produce on each ofthe followiRg.

a. Goblet cells

b. Ciliated cells

c. Air sacs

02-3. The death rate from lung cancer and the number of cigarettessmoked are both increasing at the same time. Do you think this is acause-and-effect relationship or is it just a coincidence and not related?

Explain your answer.

37

r

3$

,444 'W3

":4:" =C,-,

112-4. Some kinds of smoking seem,to be more harmful to health thanothers. Put the f011owing kind* of smoking ifi order from the mostharmful to health to the least harmful to health.

Pipes 1 . (most harmful)CigarettesCigars 2

3. (least harmffil)

[1] 2-5. What differences would you expect to find between smokers (onepack per day) and nonsmokers if you were to nieasure the following.

a. Heartbeat ratc

b. Breathing rate while resting

c. Amount of CO in the exhaled air

24. Suppose you have a friend who smokes and has been smokingfor 'several years. If he said that he is going to continue smoking becausegiving up smoking wouldn't do him any good now, what would yousay to him?

02-7. Congress has passed a law that forces cigarette manufacturersto put a.warning of the danger to health on each pack of cigarettes.Why do you think Congress did not pass a law forbidding the manu-facture or sale of cigarettes?

4 , . S. 4

le

2-th Check the best answer. The evidence that cigarette smoking isharmful is

a. inconiplete and more investigation is necessary.

b. biased and cannot he trusted.

c. conclusive and should be considered.

d. conclusive but not really relevtaitt.

03-1. Give an operational defizition of physical dependence. SELF-EVALUAN 3

03-2. Give an operational definition of psychological dependence,

03-3. What is meant by a "cold turkey cure"?

D 3-4. What are some characteristic symptoms of a withdrawal illness?

3-5. In what ways can a chemical introduced into the body disturbnormal negative feedback systems?

18

39

ligh A. u11,8445 ...z.klmaaaaat414V

113-6- What are some of the'thing,\ that a prcrnant wituniin should

consider twforc takinr any diur

SELF-EVALUATION 4 04-1. Describe the general effect of depressants on the body.

40.

[14-2. Why-does alcohol enter the bloodstream much faster than foods

-do?

(144. What are at least two things that might explain why the same

amount of alcohol affects people differently?

D44. Wh t are two medical uses for depressants? sr'

04-5. Why are doctors very careful to use sterilized (weOleaned)needles *hen giving people injections of a drug?

04-6. How does the chance of having anautomobile accident changewhen a person has had several drinks before driving?

1

9

'4LAryuLA.. ,&.-Aki.bkLASGLUtnagsriQL.erlir.aiMra*

f14-7. Why is it very dangeious to take two ot more drugs dining thesame period of tune? (An examplir is drinking alcohol -and then taking

barbiturates.)

04-41. Codeine is a depssaiit that is found in some cough medicines.Do you think these cough medicines should be sold to the publicwithout a doctor's prescription?

Give reasons for your answer.

(=1 4-9. Donald has been using heroin regularly for three months. Hesays that he can quit any time he wants.

a. Do you think he can?

b. Explain your answer.

c. What are some of the dangers other than the heroin itself thatDonald faces?

1

---

Circle any of the excursions for this chapter that Ku completed. SELF-EVALUATION 6

5-1; 5-2; 5-3; 5-4

. .

0 5-1. What is the general etre& of stimulants on the bod041

50

Y.:14

42

ibiah6i1Anjula&Ldiwitlimiah&ka:Ltalk.iilL.,1 `-hmaid

What arc two psychological ellects of stimulants?

hv does a iegulat user ol ceitam drugs require larger andlarger Lloscs of tire (hug to achieve the ellects that hc wants?

ES-4. Give a definition of a hallucinogenic drug,

r15-5. Some students sometimes take stimulants to stay awake and;-

study the night before a test. Do you think this is a good idea?

Explain your answer

05-6. What are some of the known physical effects of hallucinogenicdrugs? 1.

'Oft

-

4/0 4

i

115-7. Suppose you met someone With the ft)llowing chataiterimicpinpoint eye pupik. pale complexion, uncicai speech, etying and sad.and in a dreamlike state

Has the person taken a stimulant, or a depressant?_

5-8. There are many arguments given for and against the legalization

of marijuana. How would you vote and why?._

D6-1. a. What is a double-blind method of doing drug experime5is? SELF-EVALUAT1ON 6

b. Explain why this method is necessary.

0 G-2. What are some of the reasons why laws are made?

6-3. What are some of the reasons that some laws are more difficultto enforce than others?

52

c2"

k).A.1.,;54ti.:.'qsii.

,

..( Lis

-,

1 6-4 . Why do you think the rovei nment was unable to stop the useof aluthol by passing laws to stop its pioduction and sale?

,

[ 1 6-5. Why do you think it is easief to pass laws prohibiting the manu-facture, sale, or possession of certain drugs than to pass laws prohibitingthe manufacture and sale of alcohol?

11 6-6. Suppose you were going to vote on a law to prohibit the manu-facture and sale of cigarettes. List all the arguments you can think offor and against such a law.

. I-70R AGAINST

.

IP

4

Self-Evaluation Answer Key

." SELF-EVALUATION 1

s

1-1. a. About 37*CIL'About 36*C.C. 39*C

II you had trouble with this question. review pages 14 to 16 in Well-Being.

1-2. You should have inclyded the following relationship in your answer: calories ml mass (grams)

X change in temperature ().If you forgot the relationship, review Excursion 1-1.

1-3. 1,000 calories I CalorieSec Excursion 1-1 if you-had difficulties,

14. 280 caloriesReview Excursion 1-1 if you missed this question. If you still cannot seem to understand how

to get the answer, check with your teacher,

14. Your answer should have included these two ideas:

a. the number of Calories taken ID

b. the number of Calories usedYou shquid have mentioned that it is theliumber of Calories taken in and not just the amount

of food you eat, because different foods contain different numbers of colones.

14. Vitamins and mineralsProblems with this? Review page 22, right at the end of the lint chapter.

1-7. Tbe boy is overweight for his age and size by 15 lb.

If you had difficulty with this, you should review Excursion 1-4.

14. a. Your answer should have indicated that it is a system in which a change in the input

produces an opposite change in the output. You might have said instead that It is a system in

which the response is opposite to the stimulus. See pages 9 and 10 if you had difficulties.

b. One of many examples possible is the heating or cooling system in your house. Another

would be a driver in a car. In both -cases a change in some variable (temperature or direction

of motion) is detected by a detector (thermostat. driver) that causes a change in the system to

compensate for the change detected (furnacegoes on, driver turns steering wheel). Yrattr example

should be a system that contains those same parts:

,

6-4

,itg,;(0,0?!'" " ,

-1;" . ,;,-1 ki,it'O.e.'ira.;;;:'(:4:141: ;1.or A:- i`z

4

1..Tel

48

1-9. orn deslyn should mc ludc plans to do the following thinriI Is cep an al ciliate retold ill the iabbit's weight? Keep oat k 411 Occ food he consumes every etas and find out iii,iii itloiis air m

this fo.otithe I atthtl healthy' bs scemp that he gets the nee CSNaT S SiI.iti tillS and minerals

4 Vats the I. alone intake of the rabbit eat h %seek until at a lett:MI MIMI It" VC! its body weightIs maintained plat malls unehatved 101 an entire Week

If sou had planned to use this puttt etillts' With several rabbits instead of with .1ust one, youcould have riior c confidence m your findings

SELF-EVALUATION 2

2-1. 0. Jar A was used as a control In many expernnents, what you are interested in Is thcdiffercellte between a control anti an experimental group

b. i here is some evidence that points to the possibility that the solution of cigarette chemicalsprevented the corn seeds from germinating However. you-can't be mire 1 here is the possibilitythat the seeds that were put in jar B would riot have germinated even it they had been put intap water. You would have to repeat this experiment several times before you could be certainthat it is the cigatette chemicals in the solution that is preventing the seeds from gernunatmg.

2-2. a. Goblet cells tend to enlarge and produce more mucus.b. ciliated cells become fewer and beat more slowly.C. Au sacs arc fewer and have thicker walls.

If you had difficulty answering these, review pages 31. 32 and 34.

2-3. This question probably made you think a bit. I ung cancer death rates and the number ofcigarettes smoked have increased together Even though there is strong evidence that there is anassociation between the increase in deaths from lung cancer and the numbei of cigarettes smoked,there is no evidence that one causes the-other. If smoking causes cancer, then all smokers shouldget lung cancer unless they die accidentally while they arc still young There is, however, a greatdeal of evidence that the two things are related. But there is no evidence for a cause-and-effoctrelationship at the present time. You might want to look at thc bat graph on page 40 again.

24. I . Cigarettes2. Cigars3. Pipes

See page 44 if you had difficulties with this question.

2-5. a. Increased heartbeat ratc for smokersb, Increased breathing rate while resting for smokersC. Increase in amount of CO in the exhaled air for smokers

See pages'35 and 45 if you found these questions difficult.

2-11. This was not an easMikstion to answer. You know that the fairly minor changes that areassociated with smoking disap r when people stop smoking. Extra mucus stops being produced,

-"the cilia beat faster, arid the c,itheIium of the lungs gradually becomes thinner! Also, excesscoughing seems to disappear. Th 0.ata in Figure 2-16 indicates that stopping smoking even reducesthe rate of death from lung cancer. You might also reread pages 46 and 47.

2-7. You probably thought about this question for a while. There arc several possible answers.One main reason is that so (ar the evidence does nOti establish a cause-and-effect relation betweenspoking and cancer or other diseases. Another reason is that perhaps the law could not beenforcedeven if .Congyeis did pass it. You will get a chance to examine this question in greater detaila bit later in this unit.

65'

1114

kLsbNAls:A.

24. Well, what did you check on this one> I he evidence that cigarette smoking.A hal mtul appears

to be conclusive and thus should be lonsidelcd liowevei, you may have a rlitIcient opinion

You might want to discuss your answei to this question with sOnle ot you! classmates oi your

teacher.

SELF-EVALUATION 3

3-1. You should have indicated that a person is physically dependent on something if, whcn he

suddenly stops using the substance. he gets a withdrawal illness ,

If you had problems wilting an operational definition for physical dependence, you should

review pages 49 and 50.

3-2. A person is psychologically dependent on a substamx if he has a strong desire for the sub-

stance even thOugh his body does n need thc substance.

If you had difficulty with this ques . read over page 51." L

3-3. A "cold turkey cure" is when a pertso suddenly stops using a substance and gets a withdrawal

illness. A gradual tapering off is nor a '.cul4.1urkeillyire."

3-4. You could have listed a fariety of syrAptoms such as twitching, cramps, loss of appetite,

and nausea. Check your list against those given in Tabk 3-1 on page SO.

3-5. A chemical that is introduced into the body may block the messages that are beinwent

Crean dectector to controller in your body's negative feedback systems. Suppose a brightiright

were placed in front of your eye. No.ina6 this would cause your "light stet" to send a message

to the pupil of your eye to close down. It is possible that a chemical introduced into your body

might stop this message from going through. -Ibis could seriously injure your eye, which would

be receiving too much light_See pages 52 to 54 for a more detailed explanation.

34. One of the things a pregnant woman should consider before taking any drug is what effect

it will have on htr unborn child. In Chapter 2. yVi learned that tobacco smoke can affect the

baby of a pregnant woman. It is also known that if a pregnant woman takes certain drugs regularlY,r

her unborn child may become physically dependent on these drugs. The baby can be born an

adilict. You may have read or heard about other cases where chemicals taken by an expectant

mother haye affected her onborn baby.See page 51 .for more information about this.

SELF-EVALUATION 4

4-1. Depressants arc chemicals lhat slow the body down.

4-2. Alcohol enters the bloodstream faster because it does not have to be digested. It goes

unchanged from the digestive system into the bloodstream.

Review the section "How's Your A.Q.?" on page 60 if you had difficulty with this question.

4-3. You may have mentioned keral factors but the two main ones are the person's weight

and whether the person is a new drinker or not. Other important factors include whether the .

person is drinking on an empty stomach or has just eaten and whether the person uses other

drugs at the same time he is drinking.If ypu had difficulty with this, question, you eiould go over the sections "Variation of Effect,"

on page 64, and "It's Not So Simple." on page 65.

,5(0

49

4

so

EIN

4-4. I heir air sr% mil meth( al list.. of &plc...ants Now ans.% ci should !hoe Int hided two olthese to ielas patients. to neat hirh Hood piessine ii 1.1CstAll t1.ih1.iti seUtitCs, to help peoplesleep tO relit-VC pain and to tedut e t otirhtny \ct I Ablt 4 I tC %on nerd help

4-5. Non mas hasc had to thnik about thus question tor :I Ttiititile I he leason is that duty needleswould tend ro spread diseases 110111 MIC petson I he use ol dm% needles is what t lime%people ssho inlet I t hennt als into then body to yet diseases sin h as hepatitis a% well as Mkt ttottsthat cause boils Pape sv disk tissrs this problem

4-6. I he data piesented in 1 unite 4 ? on page 61 stn..... the iclationship between the chanceof this inf! an ;Rodent and the hlotitl akohol Irsel It intimates that the ham c of having an accidentint leases sTls,,lapIlli% as the bloodalcohol level rises

4-7. Nou should have indivated in your answer that one ding or chertitcal can t'ItlISC your bodyto trail shift-tenth: to anothri %hug An example of this is thr irlationship how ern alcohol and

tenakhloilde arbon ten achloodc has been used fin %ems as a clrantng agent and was,thonyht to be tautly harmless Howes-ei . d von hase been di inktitr and then hteathe in the fumesof t arbon tetrachloride. you arc Yety likely. to have a ses etc ..ase of knhiel, poisoning that may

death It is wise not to mix drugs even it It is -common knowledge- that thcy can'thurt you Page 65 can help here.

4-8. 1 his was a personal opinion micsnon In yonr answet vim should have consideted thc possibleharmful ctIrcts of depressants and what tould posstbly happen II they are readily available toall people It is interesting that regulanons as to the sale ot these cough medicines vary fromcountry to country III the l!mted States a VI est:I pt1011 Is I cquitcd. while in Canada they arc soldwithout a piescription although there is a kgai limit on thc codeine content.

4-9. a. Donald is probably kidding himself .

b. lle is more than likely well o!, fbe way to becoming a drug addict I.ven though he maVwant to quit. he may not be able to because the withdrawal illness would he too much for himto dcal with.

c. l he other dangers he faces mi:lude the i;ossibility of hepatitis front ditty needles, infection,the danger of an overdose. etc.

SELF-EVALUATION 5

5-1- Stimulants are chemicals that speed up the body's activi es.

5-2. Them arc several psychological effects of stimulants. Your answer should include two ofthese- nervottmess. irritabi4.. uninhibited behavior-, confusion.

If you named other eflects or you weren't able to think of any. check over the section on page69.

5-3. A regular user of a drug may develop a tolerance for the drug. His Nod gets used to thechennall and no longer re,acts in the same way. As this tolerance increases. t erson requireslarger and larger doses to get thc same effect.

5-4. A hallucinogenic drug is one that affects the mind so that the world, as detected ,by thesenses, is distorted. If you would kke to find out more about hallucinogens. see Exetirsto9 5-1.

5-5. We hope that you said No to this question. Stimulants do not get rid of tiredness. Theyjust help the body use up its stored energy. However, this energy' is limited and as a result aperson may suddenly runout of energy without warning. 1 his may occur just before or duringthe test, and as a result the student may find that he falls asleep during the lest itself. The bestidea seems to be to study well ahead of time so that you can get a good night's sleep on thenight before the test. Try itn really works!

5 7

NW-

5-6. Not vety much is known about thr phssical hanrcs that th cut Whcn onc uses hallucinogenic

drugs. In fact. thc rffects found so !al do not always seem to bc too senous In some ascs.

such as with I SD. theie Is some evident e to indicate that thrie mas br somr chtomosomr damaitc

One thing that may point to a physical aangr ot int mg Is the Ilashhai that Call twCIII inlet

takmg hallucinogens suth as l.sl ) ou must kerp to mind that thr lab trsts of the drugs makr

use of very pure drugs I he drugs that arc sold "on the street.' may well not be pine As a lesult.

the other chemicals they cinitain may produce %eyrie illness, such as that caused by taking LSD

that ha's been mixed with strychnine. a deadly poison.

3-7. It ts quite possible that thc person has taken a depiessant. tor he is exhibiting many of the

charactenstics of an individual under the influence of a depressant. Refer back to Chainet 4 it

you are not sure.

84. This el a question for which there ts no tight ot wtong answer. You are asked to make a

decision about how you would vine on thc qurstion of the legalitation of matimana and why

The most important thing to do in making your decision is to try to consider all the evidence

and all the points of view ft-chile making up your mind. Voting for or against the use of manmana

should not be based on pure emotions. It should be based on evnience.about the effects marijuana

may have on people. Remembei that a decision based on present evidence may not be valid

in five years. Researchers may tind mote evidence one way or the other. You may want to talk

this over with your classmates of even with your parents, asking them how they would vote and

why. -

SELF-EVALUATION 6

6-1. a. A double-blind experiment is onc in which neither the doctor nor the patient knows

whether the patient is -receiving the treatment or placebo.

b. This method is necessary to counteract a human effect on both doctor and patient. If a

person thinks something will have an effect on hun, his belief may cauw the effect to occur. And

patients can sense whether or not the doctor expects an effect to occur. Experimenters have to be

able to tell the difference between the change due to the treatment and the change due to the

person's belief that there will be a change. (See page 86 for more mformatton.)

6-2. Your answcr should have included the two main reasons why laws are made:

a. To protect people from other people

b. To enforce some people's idea of what is morally correct

If you had difficulties with this question, read trier the sections on pagcs 86 through 88.

6-3. Some laws are more difficult to enforce than others simply because people are not willing

to abide by them. The reasons for not abiding by the law may be economic reasons, selfish reasons,

and sOmetimes unknown reasons. If enough people do not obey a law, it becomes impossible

to enforce. Under these conditions the law is often ineffective and must be repealed.

6-4. There were many people who confinued to drink alcohol in spite of the laws against its

consumption. These people were willing to accept the risks in drinking, and they felt that they

had the right to make their own choice. Most people felt that it was unfair to impose the prohibition .

laws on everyone. If someone chose not to drink, that was fine, but why impose the moral

judgments of these people on everyone. As more and more people refused to obey thc laws, law

officers found that the laws had become completely unenforceable.

0-5. There are many possible reasons you could have given. Some of the reasons are given below.

a. Many jobs depend on tht alcohol industry, but very few depend on the sale or manufacture

of Illegal drugs.b. The sale of alcohol provides the government with a great deal of tax revenue, but the sale

of illegal drugs does not. .

.

a

s,

5 8

52

,.

C. I hr mr of alcohol c wt cad. W h lc thc mc of diuf.:. i not neatly so Hirstu cadd. Prople air 1.tniili.tt with thr tir 01 al.ohol and it. triiI,i nohIctn. hut most people rue

hcmtant about I:110%111y thr me of nc% and unfamthal thug.11an proplc in nguntem and imucitul lob\ um. alkohol. hut (CM, atc chug usets.

6-6. Well. you rna have hmrd man\ alFunicnt lo: and yamm a law to outlaw thc manufactmeand .alr of 4. igairttc. ompalr NOM with thr .01nr of von: clavonatirs You mightwant to discus:, this with you: clascmate., yout teacher. of your parents

e

0,6

,t Tr'

My Progress s

K eep track of your progress in the course by plotting the percent correctfor each Self-Evaluation as you complete it.

Percent correct = N umber correct X 100Number of questions

To find how you are doing, draw lines connecting these points. Afteryou've tested yourself on all chapters, you may want to draw a best-fitline. But in the meantime, unless you always get the same percentcorrect, your graph may go up and down like a series of mountainpeaks.

5 9

At.

--,

-aiAiAaAssa.ikoa SAILAoliisAo- lidAmnitaiLlg %6ALoa4saikAaikki.k.111AsiJkJ.11,62k."

A

RECORD OF MY PROGRESS

100

90

80

70

60

50

40

30

20

100. .

01 2 3 4- 5 6

CHAPTERS

ot, -.Jos'

':;::%;-

, ,

53