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IB DemystifiedMYP Sciences
Hormones
A few micrograms of a chemical, released into your blood, can make your heart race, your liver release sugar or your body grow and mature. Hormones are the body's slower, longer-lasting messaging system, and when one fails, as in diabetes, the effects are felt everywhere.
Recommended for MYP 5 · eAssessment priority · About 3 lessons · Criteria A, B, C and D
Figure 1. Blood glucose after a glucose drink, with and without insulin control.
describe the endocrine system and the roles of the main glands and hormones
explain how insulin and glucagon control blood glucose by negative feedback
compare type 1 and type 2 diabetes and their treatments
explain the roles of adrenaline, thyroxine and reproductive hormones
compare hormonal and nervous coordination
evaluate health claims and public-health decisions about hormones
Before you start
You will use these skills. If any feel shaky, review them first.
the nervous system and homeostasis (see Nervous system and homeostasis)
respiration and the role of glucose
the circulatory system
Key vocabulary
Hormone
A chemical messenger secreted by an endocrine gland into the blood, acting on target organs.
Endocrine gland
A gland that releases hormones directly into the blood, such as the pituitary, thyroid, pancreas and adrenal glands.
Insulin / glucagon
Hormones from the pancreas that lower / raise blood glucose.
Glycogen
A storage carbohydrate made from glucose in the liver and muscles.
Negative feedback
A change from normal triggers responses that reverse the change.
Diabetes
A condition in which blood glucose is poorly controlled (type 1: no insulin; type 2: cells resist insulin).
Understanding the ideas
What is it?
Endocrine glands release hormones into the blood, which carries them to every part of the body. Only target cells with the right receptors respond. Key glands include the pituitary, thyroid, pancreas, adrenal glands, ovaries and testes.
Why does it happen?
Many hormones keep conditions stable by negative feedback. After a meal, rising glucose triggers insulin, which makes cells absorb glucose and the liver store it as glycogen. When glucose falls, glucagon makes the liver convert glycogen back to glucose.
How do we know?
In 1921 Frederick Banting and Charles Best, working in Toronto, extracted insulin and showed it lowered blood glucose in diabetic dogs; within a year it was saving the lives of children with diabetes. Today, glucose tolerance tests and blood tests measure hormone effects directly.
Why does it matter?
Diabetes affects hundreds of millions of people worldwide, and Pakistan has one of the highest rates. Hormones are also used in medicine, for contraception, fertility treatment and replacing missing hormones, and misused in sport.
What does it connect to?
Hormones link to the nervous system, homeostasis, reproduction and genetic engineering (bacteria that make human insulin) in biology, and to proteins and chemical signalling in chemistry.
Key hormones
Insulin (pancreas): lowers blood glucose.
Glucagon (pancreas): raises blood glucose.
Adrenaline (adrenal glands): fight or flight, raising heart rate and glucose.
FSH and LH (pituitary), oestrogen and progesterone (ovaries): control the menstrual cycle.
Testosterone (testes): male development.
Hormonal v nervous: hormones are slower, travel in the blood, act on many organs and last longer; nerve impulses are fast, electrical, targeted and brief.
Hormones in the real world
People with type 1 diabetes use insulin injections, pens or pumps, and many now use continuous glucose monitors. Iodised salt prevents thyroid problems caused by iodine deficiency. Fertility clinics use FSH and other hormones to help people have children.
Worked examples
Example 1: interpreting a glucose curve
A person's blood glucose rises from 5 to 8 mmol/L after lunch, then returns to 5 within 2 hours. Explain.
Glucose from digested food is absorbed into the blood, so the level rises.
The pancreas releases insulin; cells take up glucose and the liver stores it as glycogen.
The level returns to normal by negative feedback.
Example 2: diabetes types
A 10-year-old develops diabetes and needs insulin injections. Which type is it likely to be, and why?
Type 1: it usually starts in childhood.
The immune system destroys the insulin-producing cells, so no insulin is made.
Injected insulin replaces the missing hormone.
In the eAssessment
Hormone questions often use graphs of blood glucose or hormone levels over time. Expect:
Interpret graphs of glucose or hormone levels and explain each change.
Explain control mechanisms such as insulin and glucagon in clear steps.
Compare type 1 and type 2 diabetes, and hormonal and nervous control.
Discuss health policies and medical uses of hormones.
Common ways to lose marks: confusing glucagon with glycogen; saying insulin breaks down glucose; saying all diabetes is caused by sugar; and forgetting that hormones travel in the blood.
Check your understanding
Quick questions on the ideas above. Try each one before using a hint.
Practice questions
Show
Investigation: diagnosing diabetes from urine samples
Partially guided investigation · about 40 minutes · pairs
Research question
Which of five simulated urine samples (A–E) contain glucose, and roughly how much, and which "patients" might need further tests for diabetes?
Scientific background
When blood glucose is very high, the kidneys cannot reabsorb all of it, so glucose appears in urine. Glucose test strips or Benedict's reagent can detect it. The samples you will use are made from water, food colouring and known amounts of glucose.
Hypothesis
Write your own prediction, with a scientific justification.
Variables
Identify your independent, dependent and control variables, and explain how you will control them.
Apparatus
Five simulated urine samples, glucose test strips with a colour chart (or Benedict's reagent, test tubes and a water bath at about 80 °C), dropping pipettes, known glucose standards (0, 0.5, 1, 2 and 5 g/L).
Method
Test each known standard first to see the colour for each glucose concentration.
Test each sample in exactly the same way, with the same volume and time.
Compare each colour with the standards to estimate the glucose concentration.
Decide which patients might need a blood glucose test, and explain why.
Safety. Wear eye protection. The samples are artificial, but treat them as you would real samples and do not taste them. Benedict's reagent is an irritant; handle the hot water bath with care and use test-tube holders.
Then evaluate: why would doctors confirm a diagnosis with a blood test rather than a urine test alone?
Criterion-linked questions
Criterion B: inquiring and designing
Criterion C: processing and evaluating
Criterion D: reflecting on the impacts of science
Challenge questions
Harder problems in unfamiliar contexts. Plan before you calculate.
Topic check
Five questions picked at random from the whole topic. Take a new set whenever you like.
Review your mistakes
Questions you got wrong on this device appear here so you can try them again. Answer one correctly and it leaves the list.
Your progress
Tracked separately for each skill, on this device only.