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SAMR Model: A Practical Guide for K-12 Classroom Technology Integration

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Discover how to enhance student learning using integrated classroom technology and the SAMR Model in your K-12 blended classroom.

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F-10 Curriculum | V9 Australian Curriculum

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General capabilities for year 8 bio unit 4 

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General capabilities for year 8 bio unit 4 

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In this project, we explored the different ways your body maintains it's internal balance, also known as homeostasis. My group and I had to choose a way homeostasis is maintained, then conduct an experiment to prove it. Afterwards, we did the experiment and showed our results in a scientific poster. My group decided upon thermoregulation, the process that maintains your body's temperature.

​Thermoregulation keeps internal body temperature stable. In humans, the average temperature is 98.6 degrees F. This temperature can be influenced by a number of factors; drug use, alcohol consumption, metabolic conditions, and weather cool the body, while fever, digestion, exercise, and weather warm the body. No matter the conditions, thermoregulation should always bring the internal body temperature back to 98.6 degrees F. The hypothalamus of the brain is the body's thermostat. When nerves in the skin or blood detect abnormal temperatures, they send signals to the hypothalamus. The brain sends a message to the thyroid gland, which secretes hormones that trigger a cooling or heating process. Cooling happens through sweating, vasoconstriction, and panting. Warming happens through goosebumps, vasodilation, and shivering.

The first step in our experiemnt was to have the test subject take their temperature. We then had them d escribe how warm/cold they felt (they should currently be wearing a short-sleeved tee shirt and jeans). Next they p ut on a sweatshirt and it's hood, a down jacket (or ski jacket), a scarf, and a warm hat. They then had to s tand still for 15 minutes, r ecord their temperature every minute, and describe how they felt (sweating, flushed, etc.) Take off the excess clothing once the 15 minutes are over. Start a stopwatch and t ake their temperature every minute (record it). Set a timer for 5 minues and take their temperautre every minute. Their body should return to it's original temperature (it should be around 98.6˚F). Keeping only their pants and shirt on, go outside and record their temperature every minute for 15 minutes straight. ​ Have them describe how they feel. Go back inside once the 15 minutes are over and set a timer for 5 minutes, recording their temperature every minute. Record the data.

Thermoregulation aids the maintenance of homeostasis in the body by keeping internal body temperature close to 98.6℉. The hypothalamus detects the irregular body temperature and sends messages throughout the body to take action. To test this phenomena, we wrapped 4 subjects in warm layers for 15 minutes, waited 5 minutes for their body temperature to return to normal, and took them outside in only a short sleeve shirt, jeans, and shoes in 60℉ weather for 15 minutes. In both warm and cold conditions, they had symptoms of homeostasis. While wrapped in layers, they had fairly thick veins and traces of sweat. Their bodies reacted to the cold environment through shivers, thin veins, and goosebumps. All of our participants' temperatures stayed within 2-3 ℉ throughout our entire experiment. This proves that thermoregulation effectively regulates body temperature and maintains homeostasis.

​ The human body is a complicated, delicate system. To function properly, an internal balance needs to be maintained. This is done through the process of homeostasis. Homeostasis regulates a number of levels in the body through positive and negative feedback. Positive feedback speeds up the direction of change, like lactation in mothers. Negative feedback reverses the direction of change, like the regulation of blood pressure, blood sugar, and water. This study is designed to focus on thermoregulation.
Thermoregulation keeps internal body temperature stable. In humans, the average temperature is 98.6 degrees F. This temperature can be influenced by a number of factors; drug use, alcohol consumption, metabolic conditions, and weather cool the body, while fever, digestion, exercise, and weather warm the body. No matter the conditions, thermoregulation should always bring the internal body temperature back to 98.6 degrees F. The hypothalamus of the brain is the body's thermostat. When nerves in the skin or blood detect abnormal temperatures, they send signals to the hypothalamus. The brain sends a message to the thyroid gland, which secretes hormones that trigger a cooling or heating process. Cooling happens through sweating, vasoconstriction, and panting. Warming happens through goosebumps, vasodilation, and shivering.
The experiment above will show how the internal temperature relates to how the subject feels externally. When the subject puts on layers, they will feel warm. When they stand outside in the cold morning air, they will feel cold. Will their internal body temperature change? Or will homeostasis ensure that it stays at 98.6 degrees F? From our research, our hypothesis is that their internal body temperature will remain the same.

​We predict that our subject's temperatures will stay relatively the same inside and outside due to thermoregulation.

​Our test subjects were four 14-15 year-old girls wearing jeans and short sleeve shirts. We tested them two at a time in order to use the same temporal thermometer every time. First, we took their baseline temperature. Then, they layered warm clothes in this order: sweatshirt with the hood on, warm jacket, thick knitted neck wrap, and warm hat. We recorded their internal body temperature and description of how they felt every minute for 15 minutes. We periodically asked to see their veins and whether they were sweating and looked to see if they were flushed. Afterwards, they took off the layers, and we recorded their body temperature every minute for 5 minutes. Following this we took the subjects outside, where it was around 60 degrees F, to record their body temperature and description of how they felt for 15 minutes. We periodically asked to see their veins and asked them to tell us when they felt goosebumps or shivers. Next, we went back inside and measured their temperature every minute for 5 minutes in the normal classroom conditions. To finish, we repeated this process for the other two subjects.

Participant 1's baseline body temperature was 98.5℉. With the layers on, her body temperature increased about 0.1℉ per minute. From four to six minutes her body temperature remained at 99℉, and at nine minutes it reached a high of 99.4℉. While wearing the layers, she said she felt toasty and flushed. After five minutes without the layers on, Participant 1 returned to her original body temperature, 98.5℉. Next she went outside where the temperature was about 60℉. Her temperature immediately dropped down to 96.4℉ after three minutes, but then rose slightly and fluctuated between 96.5℉ to 96.7℉. Her lowest temperature was 96.4℉, which she reached briefly at three minutes and finally at fifteen minutes. Participant 1 had mini, sporadic shivers and prominent goosebumps while she was outside. Her toes, hands, and nose were all numb. Her veins were thinner and less visible. After five minutes, Participant 1's body temperature was at 98.2℉.
Participant 2's baseline temperature was 98℉. With the clothing layered on her, her body temperature stayed between 98℉ and 98.7℉ with the exception of 97.9℉ at one minute. After 15 minutes in the clothes, her body temperature was at 98.3℉ and she felt pleasantly warm. She removed the clothes and sat for five minutes. She said she felt uncomfortably cool -- despite her increasing temperature-- until the fifth minute, where she felt good. Her temperature ended at 98.3℉ once again. We went outside and her temperature dropped to 97.6℉ after the first minute. Her temperature continued to decrease, until seven minutes where her temperature was 96.3℉. She said she had goosebumps and was "freezing" after the seven minutes. Her temperature increased to 96.7℉ at ten minutes. It then fluctuated and finally ended at 97.3℉, and she said she still felt chilly, but not as cold as she had been before. She went back inside and her temperature increased and then decreased to 97.7℉. She said she felt relatively comfortable but still a little bit chilly.
Participant 3's baseline body temperature was 98.7℉. She said that she felt normal except for slightly cold hands. Her temperature fluctuated. She was already at 99.3℉ by the first minute. It continued to decrease until 5 minutes, when her body temperature was 98.6℉. She described feeling warm in the core and head, but she had cool hands and thin wrist veins. From there, her temperature increased at a fairly constant rate of 0.1℉ per minute. She noted that her right hand, which she took out of her pocket periodically, felt cooler than her left. Her left palm was slightly moist from sweat, and her veins were thicker and more prominent. Her temperature was 99.4℉ at the end of the 15 minutes. Without the layers, her temperature decreased to 99, then increased to 99.4℉. When she went outside, her temperature dropped to 98.4℉ within the first minute. In the 15 minutes, her temperature stayed between 98.4℉ and 98.8℉, ending at 98.8℉. She described little shivers that increased in intensity as time progressed. Her arms and hands were cold, but her core was still warm. Her wrist veins were barely noticeable at 12 minutes. She had less goosebumps, but the shivers were bigger. After 5 minutes in the classroom, Participant 3 warmed to 98.9℉.
​ Participant 4's baseline body temperature was 97.3℉. When she put the layers of clothing on, her body's temperature increased by about 0.1℉ each minute. At 8 minutes in the heat, her temperature started to fluctuate until ending at 99.5℉ after 15 minutes. Participant 4 said that she felt increasingly warm up until 8 minutes, after which she felt cooler. After 5 minutes without the layers, Participant 4's body temperature was at 98.7℉. When she went outside, her temperature fluctuated but stayed around 97.8℉ throughout the 15 minutes. At 8 minutes, with a temperature of 97.5℉, Participant 4 said she had goosebumps and was starting to have mini shivers. After 15 minutes outside, she was at 97.8℉. After returning inside to the classroom, her temperature increased each minute, until ending at 98.3℉ after 5 minutes. She said that at 98.3℉ she felt like she was at a pleasant temperature, but her hands were still a little cold.

​ For this project we ran into many things we could have done differently, and other things that went really well. First, as we tested for warmth we ran into some difficulty with the room temperature greatly fluctuating. We started by setting the heater to 70℉, but it would go up to about 74℉ then the a/c would go and make it 67℉. This made it much more difficult to track because we would have our huge jackets on and all the sudden get cold. On the other hand, even with lots of change in temperature all four subject's body temperatures stayed between 100℉ and 96℉. This is a good data set for showing how our body maintains its temperature.
The data from this experiment shows how homeostasis is helped maintained through thermoregulation. It is shown because when the test subject was wearing multiple layers, their veins appear bigger and more prominent. This shows the body's way of trying to cool the person off. When the veins widen, blood from the warm core is able to be dispersed throughout the body. The opposite applies to when the body is cold. For example, when the test subjects went outside, their veins were thinner and less prominent. Their body was trying to keep their core warm. Other signs of thermoregulation are sweating when hot and shivering when cold. All the participants in the experiment experienced these symptons while being tested.
Thermoregulation was also shown because even though the participant's body temperatures fluctuated, they stayed relatively close to their baseline temperature. This shows how the body is working to keep it's temperature in balance. After the test subjects were brought back to normal temperatures and conditions, their body temperature quickly returned to it's baseline.

Homeostasis: your body's ability to keep everything stable

This was a fun project. I enjoyed the freedom of getting to design your own experiment. My group and I worked wonderfully together. We were great at communicating. We each shared our input and ideas and analyzed things together. We also all stayed on task and put in the same amount of work. One problem my team came across was that we did not manage our time well. We spent too much time on some things that caused us to be rushed near the end of the project. Another problem was that the temperature in the room kept changing instead of staying constant. This caused our data to be less accurate. One thing I need to work on are my presenting skills. I still need to be more confident in what I am saying and less timid.

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In this project, we explored the different ways your body maintains it's internal balance, also known as homeostasis. My group and I had to choose a way homeostasis is maintained, then conduct an...

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How to Make a Line Graph in Microsoft Excel

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Use of information and communications technology (ICT) in the teaching and learning of writing

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This report identifies the potential impact of digital technology on written text and on the process of planning, creating and editing.

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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Why SPARKvue?

SPARKvue makes data collection, analysis, and sharing quick and easy on every platform. Compatible with all of PASCO's wireless and PASPORT sensors, students can quickly set up their lab, or use a built-in Quick Start Lab and begin collecting data immediately. SPARKvue is for all sciences and grade levels. However, if you're an advanced user looking for more capabilities such as video analysis, advanced statistics and calculations, and greater customization of data displays on a PC or Mac ®, then check out our PASCO Capstone™ software.

Since SPARKvue was first released, it has been winning awards, and we never stop improving it. With the latest major release of SPARKvue 4, we've continued to add features without adding complexity. A new Welcome Screen makes it easy to get started and discover SPARKvue's capabilities. Whether you want to add data manually, use sensors for real-time or remote logging, or open one of the hundreds of existing labs, this is your starting place.

Data Collection

Using a USB or an interface, with SPARKvue you can just plug-and-play with nearly one-hundred sensors via Bluetooth®, which pairs wireless sensors through a simple in-app list (no system settings are required). PASCO understands that classrooms and labs can be hectic, so SPARKvue allows you to simply select a sensor from the sorted list (the closest sensors are first) and match a 6-digit laser-etched ID number to get connected. This method works even when there are dozens of Bluetooth sensors in the same lab.

Once you've selected a sensor, choose from a template or Quick Start Experiment, or you can build a page to meet your needs. SPARKvue is designed for inquiry, and students are not constrained to a few pre-selected layouts... the software can support expanding capabilities with ease.

Collecting and visualizing data is easy with an array of displays, and the tools you need for analysis are right at your fingertips. Students can annotate data, apply curve fits, compare runs, create calculations, and much more! In-context tools make it simple to find what you're looking for, which means that students spend their time learning the science, not the software.

Whether you're teaching K-8, high school, or college students, SPARKvue has the displays and tools you need to collect and analyze data. The basics you'd expect (such as digits, meter, graph, and table) are all included, but you will also find FFT, bar graphs, map display, embedded assessment questions, video playback, image capture and analysis, as well as space for text and images. The labs you can build are only limited by your time and creativity.

Data Sharing and Export

When it's time for students to submit their work, SPARKvue supports a variety of formats, and its export tools make it easy for educators. Students can easily snapshot their work in SPARKvue and submit an image, export the data to a .csv file to work in a spreadsheet, or save it in our .spklab format, when they can come back and do more work in the future. SPARKvue also supports many other apps for saving or sharing data, including Google Drive on Chromebooks™.

If students are collaborating on a lab activity across devices, they can set up a shared session and stream results in real-time. Then, when the session is over, each student will have a copy of the data to analyze independently. These sessions can be set up in seconds within a student group, or the entire class can share the data from a teacher demonstration.

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Data collection and analysis is an integral part of any science investigation. SPARKvue software helps you and your students address important science and engineering practices in your labs.

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Education Perfect | Learning, Assessment and Analytics Platform

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Education Perfect is a leading learning, assessment and analytics platform for years K-12. Learn More.

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Tips to help your children be safe and responsible online users.

The internet is a great way to socialise, learn, work, play and be entertained - but with technology comes risks. Do you know how to keep your child safe online?
If you need support to report cyberbullying, image-based abuse or illegal and harmful content go to Report Abuse on the eSafety Commissioner website. You can also learn about the latest games, apps and social media platforms, including how to protect your information and report inappropriate content in The eSafety Guide.
Set the ground rules

Establish rules about the types of content or information your child should report to an adult - for example, telling you about any swearing or bad words they find online.

Set rules to make sure your child knows what information they can share or post online and the websites they can visit. This includes telling a trusted adult before posting any personal information online, including for competition entries.

Encourage your child to use the same manners and communication they would use offline, and remind them it's okay to report others who aren't being nice.

Stay involved

Closely monitor younger children's internet use.

Try to keep the computer in a shared or visible place in the home.

Be aware of how your child uses the internet and explore it with them.

Proactively guide

Help your child understand that what they say and do online is important.

Encourage your child to learn about online safety with fun resources from the eSafety Comissioner website, like Hector's World and #GameOn.

Talk to your child about personal information and why it is special and remind them how it can be used to identify or locate them.

Bookmark a list of favourite sites you are comfortable with your child visiting and teach them how to access this list.

Consider using filters to help manage your child's online access.

Support positively

Advise your child not to respond to any negative messages and to report any hurtful messages they receive to you or another trusted adult.

Teach your child that there are ways they can deal with material that worries or frightens them - this includes immediately telling a trusted adult of any concerns or uncomfortable material and how to close a web page or turn off a screen.

If your child shows any concerning changes in behaviour or mood then talk to them or seek professional support - Kids Helpline provides free, confidential online counselling for young people, and your school may also be able to help.

For tips to help you support your children to become safe and responsible online users or to report offensive or illegal content visit the eSafety Commissioner website.

Young people and fighting

Children under the age of 18 can still get in trouble with the law for being involved in a fight. This includes fighting someone, or for helping or encouraging someone to fight another person. The punishment will depend on how serious the charge is, if there is a criminal record, and other personal circumstances.

A child can get in trouble with the law if they:

organise a fight.

prevent the victim from getting away or from leaving the assault.

shout out words of encouragement. For example: yell out words like "go on, hit them".

film a young person fighting.

post or share a video of a young person in a fight on social media.

keep a video of a fight involving a young person that was sent to you, whether you asked for the footage or not, or

ask someone to send you a video of a fight involving a young person.

Read One punch can change a life for information on the laws about fighting.

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Tips to help your children be safe and responsible online users. The internet is a great way to socialise, learn, work, play and be entertained - but with technology comes risks. Do you know how to keep your child safe online?