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ENERGY AND NUTRIENTS FOR LIFE

ENERGY AND NUTRIENTS FOR LIFE. Thursday 30/8/2012. LESSON 1 EL: To determine what you already know about body systems. What do you already know?. Pre-test – Quiz Where does this organ belong? Divide into groups of four

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ENERGY AND NUTRIENTS FOR LIFE

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  1. ENERGY AND NUTRIENTS FOR LIFE Thursday 30/8/2012 LESSON 1 EL: To determine what you already know about body systems.

  2. What do you already know? • Pre-test – Quiz • Where does this organ belong? • Divide into groups of four • One person per group to lay on sheet of paper, while another person traces an outline of a body • Each group has 38 labels to position on the body

  3. Gums to Bums • What system could this be demonstrating? • If you miss this in class or want to see it again goto http://www.youtube.com/watch?v=UJRHo6eA7DY

  4. Homwork • Handout – ‘The Human Digestive Tract’ p.133-134. • Due next Lesson (Tuesday 4/9)

  5. Reflection • What did you already know about body systems? • Did gums to bums help you to learn the different stages of digestion? To test if it did or not, try to list the stages in order without looking at your notes.

  6. ENERGY AND NUTRIENTS FOR LIFE Tuesday 4/9/2012 LESSON 2 EL: To learn how heterotrophs obtain energy and how humans digest their food.

  7. Think, pair, share What is a heterotroph? What groups can we classify heterotrophs into? How do heterotrophs obtain nutrients and energy? How do these nutrients and the energy become available to individual cells?

  8. Heterotrophs • all animals, all fungi, some bacteria • require a supply of organic material from the environment • unable to synthesize its own organic carbon-based compounds from inorganic sources • consumers Grouped into: Carnivores, Herbivores, Omnivores – also parasites Obtain nutrients and energy from organic food matter Nutrients become available to individual cells via the process of digestion.

  9. DIGESTION • Involves breakdown of food into simpler molecules so they are small enough to pass through the cell membrane to be used by our cells. • Mechanical digestion: Involves breaking down food into smaller pieces through chewing or muscular movements in the stomach. • Chemical digestion involves chemicals breaking down complex nutrients into their simplest forms GLUCOSE • Carbohydrates into AMINO ACIDS • Proteins into • Lipids into TRIGLCERIDES & FATTY ACIDS

  10. The main reason for digestion Why is it important to increase the surface area to volume ratio?

  11. The Digestive System Four main stages, each carried out by specialised structures Remember the Gums to Bums demonstration

  12. Step 1 - Ingestion • Taking in nutrients through the mouth by eating!

  13. Step 2 - Digestion Breakdown of complex molecules by mechanical and chemical means to increase the SA:V ratio • Mechanical – teeth and tongue • Chemical – enzymes, acid, bile etc

  14. Digestion cont…… Food is moved through the digestive system through peristalsis (muscular contractions) http://www.youtube.com/watch?v=o18UycWRsaA&feature=related Peristalsis in small Intestine moving the chyme along. Similar to movement of a worm

  15. Step 3 - Absorption • Products of digestion are ready to be transported to cells that need them. • Most nutrients are absorbed in the small intestines • Why are the villi an important feature of the small intestine? • Alcohol/drugs may be absorbed via the stomach lining so affect a person faster.

  16. Step 4 - Egestion • Unwanted materials that were not absorbed in the small intestine enter the large intestine. • Food that is unwanted (e.g. fibre) is compacted for removal • Waste moves into the colon then rectum to be eliminated as faeces

  17. Digestive system – page 107

  18. Activity • Break up into 5 groups of 3 to 5 people • Each group will get one of the following to investigate and teach the rest of the class about in an interesting and interactive way • Mouth, teeth, salivary glands Group 1 • Oesophagus and stomach Group 2 • Pancreas, liver and gall bladder Group 3 • Small intestine Group 4 • Large intestine and caecum Group 5

  19. Activity continued • You have 20 minutes to prepare your “lesson” and no more than 5 minutes to teach it. • The catch – you are telling the story of a piece of sandwich being digested, so be creative!

  20. Preparation Time To give lesson

  21. Homework • Complete from chapter 5: • quick check qu 9-12 on pg 106 • Biochallenge qu 3 on pg 124 • Chapter review qu 6, 7, 8, 9, 11

  22. Reflection • What is a heterotroph? • What are the four main stages of digestion? • What did you learn about digestion from the section you taught and a section another group taught you about?

  23. ENERGY AND NUTRIENTS FOR LIFE Thursday 6/9/2012 LESSON 3 EL: To learn more about how humans digest their food and how it differs from other animals

  24. Human digestive system Create a concept map page using the info on pg 109-116 that illustrates the flow of food through the humandigestive system and the connections between the main organs and glands, including the important functions and the enzymes of each. You need to include the following key words: - Mouth - Gall bladder - Peristalsis - Oesophagus - Liver - Enzymes - Stomach - Pancreas - Faeces - Small intestine (duodenum, jejunum & illeum) - Large intestine (colon & rectum) - Bile - Anus - Absorption - Bolus

  25. Concept Map • Concept Words/Labels • Linking arrows • Linking sentences or words A PROPOSITION opens to the small intestines at the STOMACH PYLORIC SPHINCTER Controls flow of chyme from the stomach to the SMALL INTESTINES

  26. Different teeth – page 106

  27. Different digestive systems – page 118-121

  28. Python Swallows Possum Whole • See separate PowerPoint of pictures

  29. All animals need to respire! • Cellular respiration is a series of reactions that take place in the cytoplasm and mitochondria to release energy from organic molecules, such as glucose, and transfer it to ATP • Occurs all the time in cells of ALL living things – plants, animals, fungi, protists and bacteria

  30. Aerobic cellular respiration • Can be summarised by the equation: • Occurs in three stages (you’ll learn these next year!!!!) • Glycolysis • Krebs cycle • Electron transport

  31. Cellular Respiration & Photosynthesis

  32. Activity • Summarise pages 118-121 into two sentences per sub-heading in YOUR OWN words

  33. Homework • Complete from chapter 5: • Quick check qu 13-16 on pg 123 • Biochallenge qu 4 on pg 124 • Chapter review qu 2, 5, & 13 • http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?organs

  34. Reflection • Did the concept map help you organise your knowledge of digestion? • What is your favourite animal and what sort of digestive system is it likely to have?

  35. DISTRIBUTION OF MATERIALS LESSON 4 EL: To review our practical investigations

  36. 10 steps of scientific inquiry 1. Problem/Question (i.e. the Aim) 2. Observation/Research (becomes your introduction) 3. Formulate a Hypothesis (i.e. educated guess) 4. Design Experiment (i.e. materials and method) 5. Conduct Experiment 6. Repeat experiment several times 7.Collect and Display Results 8. Analyse results (i.e. discussion) and experimental design 9. Formulate Conclusion 10. Communicate the Results

  37. Referencing http://education.exeter.ac.uk/dll/studyskills/harvard_referencing.htm

  38. Referencing – direct quotations This is when you copy another author’s material word-for-word. You should show the reader that it is a direct quote by placing the material in inverted commas. Traditionally, double inverted commas have been used (“) but it is now acceptable, and preferable to use single inverted commas (‘). Sometimes it is difficult to avoid the direct quotation as the author’s words may precisely describe the point you are trying to make. However, do try to avoid the overuse of direct quotations; try to paraphrase the author’s work where possible. When organising our time, Adair (1988) states that ‘the centrepiece will tend to be goals and objectives’.

  39. Referencing - paraphrasing This is when you take another author’s ideas and put them into your own words. You are still copying someone else’s work, so you must reference it. You do not need to use inverted commas when you paraphrase, but you must clearly show the reader the original source of your information. Phillips (1999) suggests that generational change is inevitable and continuous. OR Generational change is inevitable and continuous (Phillips, 1999).

  40. Bibliography - books Book with one author • Adair, J. (1988) Effective time management: How to save time and spend it wisely, London: Pan Books. Book with two or more authors • Fisher, R., Ury, W. and Patton, B. (1991) Getting to yes: Negotiating an agreement without giving in, 2nd edition, London: Century Business. Book with an editor • Danaher, P. (ed.) (1998) Beyond the ferris wheel, Rockhampton: CQU Press. If you have used a chapter in a book written by someone other than the editor • Byrne, J. (1995) ‘Disabilities in tertiary education’, in Rowan, L. and McNamee, J. (ed.) Voices of a Margin, Rockhampton: CQU Press. Books with an anonymous or unknown author • The University Encyclopedia (1985) London: Roydon.

  41. Bibliography – electronic sources World Wide Web page • Young, C. (2001) English Heritage position statement on the Valletta Convention, [Online], Available: http://www.archaeol.freeuk.com/EHPostionStatement.htm [24 Aug 2001]. In the WWW page example, sometimes the author’s details or the date of publication/update might be missing. When the author’s name is missing, use the name of the web page to list the reference. If the date of publication or update is missing, omit this information, but be sure to still include in square brackets the date you accessed the information.

  42. Reflection • What did I do well? • What can I improve on next time?

  43. DISTRIBUTION OF MATERIALS LESSON 5 EL: To learn how materials are distributed through an organism, focusing on the human circulatory system

  44. What is a circulatory system? • Mechanism that delivers nutrients and oxygen to all cells of a multicellular animal • Usually consists of: • Blood • Blood vessels • Heart

  45. What is blood? http://www.youtube.com/watch?v=CRh_dAzXuoU

  46. What is in blood? (pg 132-34) • There are four major components: • Red blood cells (erythrocytes) • Haemoglobin in them gives red colour and carries oxygen • Each drop of blood has 300 million RBCs! • White blood cells (leucocytes) • Help fight infections • Platelets (thrombocytes) • Heal cuts and wounds (clot blood) • Plasma • The fluid the cells are carried around in

  47. Components of blood (first 2 minutes only) http://www.youtube.com/watch?v=bzYmPQOKBL8

  48. How much blood do we have? An average human has 5 litres of blood or half a bucket full!

  49. Blood Highways There are three kinds of blood vessels – what are they? Resin cast of blood vessels in the human head

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