Thursday 30/8/2012
ENERGY AND NUTRIENTS
FOR LIFE
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
◦ 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
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
Homwork
Handout – ‘The Human Digestive Tract’
p.133-134.
 Due next Lesson (Tuesday 4/9)

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.

Tuesday 4/9/2012
ENERGY AND NUTRIENTS
FOR LIFE
LESSON 2
EL: To learn how heterotrophs
obtain energy and how humans
digest their food.
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?
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.
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
 Carbohydrates into GLUCOSE
 Proteins into
AMINO ACIDS
 Lipids into
TRIGLCERIDES
& FATTY ACIDS
The main reason for digestion
Why is it important to increase the surface
area to volume ratio?
The Digestive System
Four main stages,
each carried out
by specialised
structures
Remember the
Gums to Bums
demonstration
Step 1 - Ingestion

Taking in nutrients through the mouth by
eating!
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
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
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.

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
Digestive system – page 107
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
Oesophagus and stomach
Pancreas, liver and gall bladder
Small intestine
Large intestine and caecum
Group 1
Group 2
Group 3
Group 4
Group 5
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!
Preparation Time
To give lesson
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
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?

Thursday 6/9/2012
ENERGY AND NUTRIENTS
FOR LIFE
LESSON 3
EL: To learn more about how
humans digest their food and how it
differs from other animals
Human digestive system
Create a concept map page using the info on pg 109-116
that illustrates the flow of food through the human
digestive 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
Concept Map
Concept Words/Labels
 Linking arrows
 Linking sentences or words

STOMACH
opens to the small
intestines at the
A
PROPOSITION
PYLORIC
SPHINCTER
Controls flow of
chyme from the
stomach to the
SMALL
INTESTINES
Different
teeth –
page 106
Different digestive systems – page
118-121
Python Swallows Possum Whole

See separate PowerPoint of pictures
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
Aerobic cellular respiration
•
Can be summarised by the equation:
•
Occurs in three stages (you’ll learn these next
year!!!!)
– Glycolysis
– Krebs cycle
– Electron transport
Cellular Respiration & Photosynthesis
Activity

Summarise pages 118-121 into two
sentences per sub-heading in YOUR
OWN words
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/bod
y/interactives/3djigsaw_02/index.shtml?organs
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?
DISTRIBUTION OF
MATERIALS
LESSON 4
EL: To review our practical investigations
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
Referencing
http://education.exeter.ac.uk/dll/studyskills/
harvard_referencing.htm
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’.
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).
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.
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.
Reflection

What did I do well?

What can I improve on next time?
DISTRIBUTION OF
MATERIALS
LESSON 5
EL: To learn how materials are
distributed through an organism, focusing
on the human circulatory system
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
What is blood?
http://www.youtube.com/watch?v=CRh_dAzXuoU
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
Components of blood (first 2 minutes only)
http://www.youtube.com/watch?v=bzYmPQOKBL8
How much blood do we have?
An average human has 5 litres of blood
or half a bucket full!
Blood Highways
There are three kinds of blood vessels – what are
they?
Resin cast of blood vessels in the
human head
Blood Highways (page 134)
Arteries carry oxygenated blood from the heart
 Veins carry deoxygenated blood to the heart

◦ There are two exceptions – what are they?

Capillaries carry blood between arteries and veins
The lymphatic system

When oxygen and nutrients
diffuse from capillaries, fluid,
proteins and white blood cells
sometimes escape too

This fluid, called lymph, is
collected by a special series of
vessels of the lymphatic system –
a one way system that delivers
lymph back to the circulatory
system via veins
Activity

Take 5-10 minutes to look at the microscope
slides set up around the room

Sketch the artery, vein, capillary and blood
smear

If you finish early make a start on a Venn
diagram detailing the similarities and differences
between arteries and veins. If you want to be
really clever, add a third “capillary” circle
How is blood carried around the body?

It is pumped
around the
body by the
heart

There are two
“pumps” in the
human heart
separated by a
muscular wall
(septum)

Look at page
137 in your
book
Two types of blood

Oxygenated blood - comes from your
lungs to your heart, and then gets
pumped around the rest of the body. It
looks red because of the attached oxygen
makes the normally blue haemoglobin
molecules turn red.

Deoxygenated blood - when oxygen has
been delivered to the cells it is described
as deoxygenated.
Pump 1
Deoxygenated
blood is pumped
from the right side
of the heart to the
lungs to get
oxygenated and
to get rid of carbon
dioxide, then goes
back to your heart.
Pump 2
Oxygenated
blood is pumped
from the left side
of the heart to the
rest of the body to
deliver oxygen and
collect carbon
dioxide, then goes
back to your heart
deoxygenated.
Four chambers

The human heart has
four chambers – two on
each side of the heart

Upper two chambers:
Right Atrium and Left
Atrium (plural: atria).
Blood from veins enters
the atria.

Bottom two chambers:
Right Ventricle and Left
Ventricle. Blood enters
via the atria and leaves
the via arteries.
Four chambers

The two sides of
the heart are
different: the walls
on the left side are
thicker as they have
to pump the blood
all around the body.

Flaps called valves
stop blood from
going backwards
(like sphincters in
digestive system)
Circulatory system

http://www.youtube.com/watch?v=PgI80U
e-AMo
When hearts go wrong
Blockage of coronary artery
Crazy heart facts

Your heart only weighs 300 grams!

Even when you are relaxing, 5 litres of blood
passes through your heart each minute

In an average lifetime, your heart will beat over
2 500 000 000 times!!!!!!!! and….

Pump more than 340 million litres of blood
Different types of hearts

Fish has only two chambers – one
atrium and one ventricle

Amphibians and most reptiles have
three chambers – two atria and one
ventricle. What will this mean in
terms of types of blood in the single
ventricle?

Birds and mammals have four
chambers – two atria and two
ventricles. Separation of oxygenated
and deoxygenated blood.
Open vs closed systems

Closed circulatory system = blood
enclosed in vessels and materials diffuse
through membranes to cells
◦ e.g. all vertebrates

Open circulatory system = blood
sometimes in vessels,
but also leaves vessels
to bathe tissue
◦ E.g. insects
Activity
Chapter 6:
◦ Quick check qu 1-3 page 136 and 8&9 page
142
◦ Quick check qu 4, 5, 6, &10 page 142
◦ Biochallenge 1 page 170
◦ Chap review qu 2, 3, 4 & 5 page 171-172
Reflection

Draw a labelled flow chart of the human
circulatory system, including the 4
chambers of the heart
ENERGY AND NUTRIENTS
FOR LIFE
LESSON 6
EL: To examine the structure of a sheep’s
heart and identify the major circulatory
and digestive organs in a rat
Rat dissection
To be completed in groups of 3 or 4
 You will need to hand this in as a practical
activity:

◦ Activity 5.1: Digestive system of a rat:
 the pre-lab definitions (for homework)
 the observation diagram (please include circulatory and
respiratory system in diagram)
 the discussion questions and conclusion
◦ Activity 6.2: The heart (Part B – examination of
the heart)
 Questions 6, 7, 8 (label diagram), 9, 10 &11
Reflection
Was the digestive system of the rat
consistent with its diet?
In what ways were the rat and sheep hearts
both similar and different to each other?
DISTRIBUTION OF
MATERIALS
LESSON 7
EL: To learn how different animals
breathe
Respiration in humans

http://www.youtube.com/watch?v=HiT62
1PrrO0
Bronchi fan out like coral in
this resin cast that also
shows pulmonary arteries
and trachea.
Respiration in humans

Use the information on pages 143-146 to
either:
◦ complete a summary flow chart of the stages
in human respiration
◦ Draw a diagram of respiration
◦ Create a story about a molecule of oxygen
being breathed in (and out as CO2)
What are some other ways of
respiring?
Fish respiratory
system
Insect respiratory
system
Questions
Chapter 6:

Quick check qu 12-16 on page 150

Chap review qu 6 &14
Reflection: Venn Diagram
Mammal
Fish
Insect
Activity

In groups of 3 or 4, complete activity 6.3
on page 58. To make it more time
efficient, one person should work on each
animal and one person can record
sketches and observations.

This does NOT have to be handed in
(unless you need extra prac credit!)
DISTRIBUTION OF
MATERIALS
LESSON 8
EL: To learn about the human
excretory system
Getting rid of waste

Your body is like a factory: It takes in raw
materials (food, water and air) and
produces new products and wastes
◦ What might some of these wastes be?

Removal of wastes from the body is
called excretion
◦ Most common wastes are CO2 (excreted by
lungs) and nitrogenous wastes such as urea
(excreted by kidneys)
Nitrogenous waste
Ammonia is the by-product of protein
digestion. It is toxic to cells and needs to be
dissolved in lots of H2O or converted into a
non-toxic compound such as:
◦ urea (e.g. mammals)
◦ uric acid (e.g. birds and insects)
The human excretory system
Consists of two kidneys, two ureters, a
bladder and a urethra
Kidneys

Main job is to maintain osmoregulation and
extract nitrogenous waste from the blood

Blood is supplied to the two kidneys by a large
artery called the renal artery and taken away by
the renal vein

About a litre of blood passes through the
kidneys each minute - the kidney filters it and
then passes the waste and some water to the
bladder as urine
Excretory system
Complete the
excretory
system
worksheet and
hand in for
assessment.
Chapter 6:
 qu 17&18, pg
157
Qu 7, pg 172
Reflection

What did you find interesting about
today’s lesson?

What did you find challenging to
understand?
DISTRIBUTION OF
MATERIALS
LESSON 9
EL: To dissect a kidney and learn about
the excretory systems of other animals
Dissect a kidney

Follow instructions on the worksheet and
hand in one completed worksheet per
group
Excretory systems in the animal
kingdom

Read and summarise pages 154-157

Research the excretory system of an
animal not discussed in your text and it’s
excretory system – summarise how it
works using words and pictures (can be
done in pairs

Chapter 6 questions:
◦ 19-22
Holiday homework

Finish and mark any incomplete chapter
questions from chapter 1-6 (chapter 5&6
questions will be checked first lesson
back)

Start working on AOS 2 project
Reflection: Venn Diagram
Human
Other animal
DISTRIBUTION OF
MATERIALS
LESSON 10
EL: To explore how plants transport
materials around themselves
Watch

Transportation systems in plants and
complete the questions (23 mins)
Find
Find and define the following words on pages
158-160
 Then use the words to put together a
paragraph explaining how materials are
transported around plants

◦
◦
◦
◦
◦
◦
◦
Xylem
Phloem
Transpiration
Mesophyll cells
Cohesion
Translocation
sucrose
Activity

Set up part A & B of activity 6.4 :
Transport systems in plants” on page 64
and write the aim, hypothesis, materials
and method section of your report

Quick check qu 23-26 on page 163
Reflection

What did you already know from todays
lesson?

What was completely new knowledge?
DISTRIBUTION OF
MATERIALS
LESSON 11
EL: To further explore how plants
transport materials around
themselves
Xylem

Xylem tissue transports water from
roots to leaves.
Phloem

Phloem tissue transports sap (water and
sugar) from “source” to “sink.”
Source and Sink

Source: where
the sugar starts
its journey
(either where it
is produced or
stored).

Sink: where
sugar ends up
(either where it
is needed or will
be stored).
Transpiration
Water transport in 3 parts

Transpiration (or evapo-transpiration) is
the transport of water and minerals
from roots to leaves. It involves three
basic steps:
◦ Absorption at the roots.
◦ Capillary action in the xylem vessels.
◦ Evaporation at the leaf.
Part 1: Roots

Roots absorb water and minerals in a 4-step
process:
◦
◦
◦
◦
Active transport of minerals into root hairs.
Diffusion into the pericycle.
Active transport into the vascular cylinder.
Diffusion into the xylem.
Mineral and water uptake
Microbial helpers

Mycorrhizal
fungi help
plants absorb
minerals by
extending the
surface area of
roots.
Step 2: Capillary action
Cohesion: polar
water molecules tend
to stick together with
hydrogen bonds.
 Adhesion: water
molecules tend to
stick to polar
surfaces.

Capillary action
Cohesion and
adhesion cause
water to
“crawl” up
narrow tubes.
 The narrower
the tube the
higher the same
mass of water
can climb.

Cohesion-tension theory
Cohesion between water molecules creates a
“water chain” effect.
 As molecules are removed from the column by
evaporation in the leaf, more are drawn up.

Back to the roots...
Pressure differences created by transpiration
draws water out of the roots and up the stems.
 This creates lower water pressure in the roots,
which draws in more water.

Part 3: Evaporation
Evaporation at the surface of the leaf keeps the
water column moving.
 This is the strongest force involved in
transpiration.


Transpiration:
http://www.kscience.co.uk/animations/transpiration.htm
Stomata control

Guard cells around
the stomata are
sensitive to light,
CO2, and water
loss.

Cells expand and
open in response to
light and low CO2
levels, and collapse
in response to
water loss and
close.

Guard Cell Function:
http://www.phschool.com/science/biology_place/labbench/lab9/stomamov.
html
Stomata

When stomata are open, evaporation
draws water out of the leaf. Gas
exchange can also occur to keep
photosynthesis and respiration running.

When stomata are closed, evaporation
cannot occur, nor can gas exchange.
What happens to photosynthesis and
transpiration?
Sugar Transport
Sap
Sap consists of sugar dissolved in water
at high concentrations: usually between
10% and 25%.
 Since this is highly concentrated, plants
have to use active transport to work
against a diffusion gradient as part of the
sap-moving process.

Pressure-flow theory

The pressure-flow theory explains how
sap moves in a plant from source to
sink:
◦ Sugars begin at a source and are pumped
into phloem tube cells.
◦ Osmosis moves water into the cells and
raises pressure.
◦ Pressure moves the sap.
Pressure flow 1
The leaf is a source of
sugar, since it makes
sugar by
photosynthesis.
Glucose and fructose
made by
photosynthesis are
linked to make sucrose,
which does not move
easily through the cell
membranes. Why is this
important?
Pressure-flow 2
Active transport is
used to load sucrose
into phloem tubes
against a diffusion
gradient. As sugar is
loaded into the cell,
what else moves in
on its own? What
will happen to the
pressure in the cell?
Pressure-flow 3
The high
concentration of
sucrose in the sieve
tube cells of the
phloem causes water
to move in by
osmosis, which
raises pressure in
the cell. What
happens to the sap?
Pressure-flow 4
A developing fruit is
one example of a
sink. Sucrose may be
actively transported
out of phloem into
the fruit cells. In a
root, sucrose is
converted into
starch, which keeps
sugar moving in by
diffusion.
Pressure-flow 5
As the sugar
concentration
drops in the sieve
tube cells, osmosis
moves water out
of the tube.
Pressure-flow 6
As water moves out
by osmosis, the
pressure in the sieve
tube cells drops. The
pressure difference
along the column of
sieve tube cells
keeps the sap
flowing.
Pressure-flow: Review

Pressure-Flow animation:
http://bcs.whfreeman.com/thelifewire/content/chp36/36020.html
Activity
Chapter 6:

Quick check qu 27-30 on page 167 and
31&31 on page 169

Biochallenge qu 2&3 page 170

Ch review qu 10, 11, 12 & 13
DISTRIBUTION OF
MATERIALS
LESSON 12
EL: To observe and write up our
plant transport system experiment
Observe

Observe part A & B of activity 6.4 :
Transport systems in plants” on page 64
and complete part C

Draw diagrams of part A&B into your
results and complete part C, also drawing
your observations

Complete questions 2-16 in discussion
and write a conclusion
Reflection

Was your prediction about the
experiment right or wrong and why?