LeBron James asks Sal Khan about which muscles we use when we shoot a basket. Created by Sal Khan and LeBron James.

This video presents the structure and functions of ligaments, joints, and tendons. Created by Tracy Kim Kovach.

Students learn the function of the liver and how biomedical engineers can use liver regeneration to help people. Students test the effects of toxic chemicals on a beef liver by adding hydrogen peroxide to various liver and salt solutions. They observe, record and graph their results.

Find out exactly where the heart rests in your body and what it does. Rishi is a pediatric infectious disease physician and works at Khan Academy. Created by Rishi Desai.

Every time you take a breath, oxygen makes it way into your lungs. Follow along on that journey! Rishi is a pediatric infectious disease physician and works at Khan Academy. Created by Rishi Desai.

This lesson describes the function and components of the human nervous system. It helps students understand the purpose of our brain, spinal cord, nerves and the five senses. How the nervous system is affected during spaceflight is also discussed in this lesson.

Including local settings of the sunset on Magen's Bay in the background content would bring cultural relevance to this resource.

Acting as biomedical engineers, students design, build, test and redesign prototype heart valves using materials such as waterproof tape, plastic tubing, flexible plastic and foam sheets, clay, wire and pipe cleaners. They test them with flowing water, representing blood moving through the heart. As students creatively practice engineering problem solving, they demonstrate their understanding of how one-way heart valves work.

This lesson covers the topic of human bones and joints. Students learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts' bones. Students also learn how to take care of their bones here on Earth to prevent osteoporosis or weakening of the bones.

Students learn about the human body's system components, specifically its sensory systems, nervous system and brain, while comparing them to robot system components, such as sensors and computers. The unit's life sciences-to-engineering comparison is accomplished through three lessons and five activities. The important framework of "stimulus-sensor-coordinator-effector-response" is introduced to show how it improves our understanding the cause-effect relationships of both systems. This framework reinforces the theme of the human body as a system from the perspective of an engineer. This unit is the second of a series, intended to follow the Humans Are Like Robots unit.

This lesson goes over the parts of the human respiratory system and the gas exchange process that occurs in the lungs. It also covers changes in the respiratory system that occur during spaceflight, such as decreased lung capacity.

This lesson focuses on the process of pollination. The learning objectives include learning the anatomy and physiology of flowers, the ecology of pollination, and a focus on plants as essential players in the natural world. There are no prerequisites for the lesson. The lesson will take 1½ hours, or 2 class periods or more -- depending on the areas teachers want to spend more time on or how far in depth they want their students to go. Materials needed are colored modeling clay, 8 or more assorted fresh flowers or pictures of flowers, preferably native to the local ecosystem. Dissecting microscopes or magnifying glasses are great for examining the fresh flowers, but not necessary. Additionally, pictures of different subjects/objects amongst plants are needed for the last activity. Activities for the breaks include assessing student knowledge of flowers by model building, and examining flowers to determine and distinguish between the pollination anatomy of different flowers.

To gain a better understanding of the roles and functions of components of the human respiratory system and our need for clean air, students construct model lungs that include a diaphragm and chest cavity. They see how air moving in and out of the lungs coincides with diaphragm movement. Then student teams design and build a prototype face mask pollution filter. They use their model lungs to evaluate their prototypes to design requirements.

Students reinforce their knowledge of the different parts of the digestive system and explore the concept of simulation by developing a pill coating that can withstand the churning actions and acidic environment found in the stomach. Teams test the coating durability by using a clear soda to simulate stomach acid.

Students observe and test their reflexes, including the (involuntary) pupillary response and (voluntary) reaction times using their dominant and non-dominant hands, as a way to further explore how reflexes occur in humans. They gain insights into how our bodies react to stimuli, and how some reactions and body movements are controlled automatically, without conscious thought. Using information from the associated lesson about how robots react to situations, including the stimulus-to-response framework, students see how engineers use human reflexes as examples for controls for robots.

This lesson contains background about the blood vascular system and the heart. Also, the different sizes of capillaries, veins, and arteries, and how they affect blood flow through the system. We will then proceed to talk about the heart's function in the blood vascular system. This will lead into a discussion of heart valves, how they work and what might cause them to fail. Then we will discuss prosthetic heart valves.

Students learn about human reflexes, how our bodies react to stimuli and how some body reactions and movements are controlled automatically, without thinking consciously about the movement or responses. In the associated activity, students explore how reflexes work in the human body by observing an involuntary human reflex and testing their own reaction times using dominant and non-dominant hands. Once students understand the stimulus-to-response framework components as a way to describe human reflexes and reactions in certain situations, they connect this knowledge to how robots can be programmed to conduct similar reactions.

In this video we will explore the structure and function of the human skeleton in depth, as well as some animal skeletons. Created by Tracy Kim Kovach.