Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Unit 3: Power Study Guide Lesson 3.1: Introduction to Power Preface With each breath, we take in oxygen that feeds our cells and fuels the production of energy. Water nourishes our tissues and helps regulate the level of chemicals in the body. The carbohydrates, proteins and fats that we ingest in food supply energy, as well as building materials the body uses for growth and maintenance. Each of these resources is vital to human survival. But how long can your body last when one of these resources reaches a critical low? Stories of human survival in harsh and extreme environments highlight the body’s amazing ability to adapt. In this lesson, students will be introduced to the story of Mauro Prosperi, an endurance runner who found himself stranded in the Sahara Desert. Even with very limited food and water, Mauro managed to last nine days before he was rescued. His incredible story baffled doctors and physiologists. How could a man possibly live in these conditions for such a long period of time? Mauro’s body, however, provided more than enough evidence to corroborate his story. When he was found, he had lost 33 pounds, his body required over 16 liters of water to replace his water loss, and his kidneys and his digestive system were almost completely shut down. Adaptations of the body and of the mind helped this man push past the thresholds of human endurance and show the power the body has to stretch vital resources to their absolute limit. In this lesson, students will be introduced to the concept of power in the human body. They will explore the resources that fuel life as well as debate how long the body can last when these resources become scarce. Students will examine a survival guideline, the Rule of Threes, and discuss how environmental factors and personal factors impact the body’s ability to deal with a fuel shortage. As the unit progresses, students will study the body systems that help create, process or distribute each of the body’s three main resources – food, oxygen and water. Understandings Many human body systems work to create, process, and distribute the body’s main resources – food, water, and oxygen. Knowledge and Skills It is expected that students will: List and describe the human body systems that create, process, and distribute food, water, and oxygen. Recognize that factors unique to the person, such as age, weight, and overall health affect the body’s ability to utilize biological resources and maintain homeostasis. Unit 3: Power Study Guide Recognize that factors in the environment, such as climate or temperature, affect the body’s ability to utilize biological resources and maintain homeostasis. Estimate how long the human body can last without food, without water, and without oxygen. Essential Questions 1. What are the resources the human body needs to survive? 2. What role does food play in the human body? 3. What role does water play in the human body? 4. What role does oxygen play in the human body? 5. What human body systems work to create, process or distribute the body’s main power sources? 6. How do personal factors and environmental factors impact the body’s ability to survive without air, food or water? Key Terms Homeostasis Macromolecule Resource Lesson 3.2: Food Preface The human digestive system processes the food we consume and converts the energy of digested macromolecules into usable energy and power. Carbohydrates, fats and proteins are progressively broken down into smaller molecules that can be used by the body for the production of energy or for growth and repair. Complex carbohydrates are broken down into simple sugars. Proteins are broken down into amino acids. Fats are broken down into two molecules, fatty acids and glycerol. These monomers can be utilized to recharge the energy molecule, ATP, and power the human body. Each hydrolysis reaction in the digestive system is catalyzed by a specific enzyme. These enzymes perform optimally at temperatures and pHs specific to their location in the body. In this lesson, students will begin to relate the macromolecules that are processed in food to energy potential. Student teams will design and build models of the human digestive system. The materials used to construct the parts of the model should relate directly to the function of each key structure or organ. Students will also be responsible for discussing chemical digestion of a specific bite of food as it moves through the digestive system model. Unit 3: Power Study Guide Enzymes will be explored further as students design experiments to test the optimal conditions for the action of the amylase enzymes. Students will relate their results to what is actually happening inside the body to digest and process starch. Students will analyze diet and explore the concept of metabolism. Acting as nutritionists or dieticians, they will meet a fictional client, analyze his diet, and write a client report that compares the number of calories consumed in the diet to the amount expended in daily activities and analyzes overall health and fitness. Finally, students will directly relate food, particularly glucose, to the production of ATP. They will explore the structure of ATP, the creation of the molecule and the release of energy from the removal of a phosphate group. This energy is used to fuel all of the cellular processes in the body. Understandings Enzymes are usually proteins and act as catalysts which speed up chemical reactions in the human body. (Optional) The digestive system consists of the gastrointestinal tract and the accessory digestive organs which function together to chemically and mechanically digest food, absorb water and nutrients, and remove wastes. Metabolism, the sum of all the chemical reactions that occur within the body, is required to maintain homeostasis. When a process in the body requires energy, ATP is broken down to liberate energy stored in its chemical bonds. Knowledge and Skills It is expected that students will: Recognize that enzymes are designed to be highly specific, and the structure of the enzyme’s active site determines the substrate it acts upon. (Optional) Recognize that factors such as temperature, pH, and enzyme and substrate concentration affect the rate of an enzyme-catalyzed reaction. List specific enzymes that digest carbohydrates, fats, and proteins at sites along the digestive tract. Describe the structure and function of the organs in the digestive system. Explain how energy is stored in ATP. Model the interaction between enzymes and their corresponding substrates. (Optional) Outline what happens to a bite of food as it travels down the digestive tract. Design a laboratory experiment investigating the impact that environmental changes can have on enzyme function and analyze the results. Analyze energy inputs and outputs in the body to assess overall health. Essential Questions 1. What are the functions of the digestive system? Unit 3: Power Study Guide 2. How does the structure of each organ in the digestive system relate to its function? 3. How does the digestive system assist in maintaining the water balance in the body? 4. How do enzymes assist the process of digestion? 5. How do factors such as temperature, pH and concentration of enzyme or substrate affect the rate of enzyme-catalyzed reactions? 6. What are BMI and BMR? 7. How can BMI and BMR help assess healthy diet and weight? 8. What are the health risks associated with being overweight or underweight? 9. What body systems are affected when a person is overweight or underweight? 10. What is ATP? 11. How is energy released from ATP and used to do work in the body? 12. How do the air you breathe and the food you eat relate directly to the production of energy in the form of ATP? Key Terms Adenosine triphosphate (ATP) Anabolism Basal metabolic rate (BMR) Body mass index (BMI) Bolus Calorie Catabolism Catalyst Digestion Digestive system Enzyme Esophagus Gallbladder Gastrointestinal tract Large intestine Liver Metabolism Monomer Oral cavity Pancreas Peristalsis Pharynx Polymer Salivary amylase Salivary glands Small intestine Stomach Substrate Lesson 3.3: Oxygen Preface This lesson focuses on oxygen as an essential resource for the survival of cells. In the first activity, students are introduced to a young woman who is experiencing shortness of breath and wheezing during her normal activities. As they progress through her case and make a diagnosis, students explore the structure of the respiratory system and its connection to the cardiovascular system. It is important that students understand that the design of the lungs allows for efficient and effective Unit 3: Power Study Guide interaction between the two systems in order to supply oxygen to all the cells in the body. Students also explore the changes in the respiratory system that lead to a condition such as asthma. The second activity introduces students to the mechanics of breathing and to the use of a spirometer to measure lung capacity. Students measure their tidal volume and inspiratory and expiratory reserve volumes using the spirometer and data analysis software. This allows students to visualize that their normal breathing uses only a small percentage of their lungs’ total capacity. Students will then analyze prescription medications and begin to think about how drugs work in the human body. Students will analyze how each medication prescribed to their patient relates to the anatomy and physiology of an asthmatic. Finally, students will explore another biomedical career area by writing a resume for a fictional respiratory therapist. Students will then play the role of a respiratory therapist to help their patient get a better handle on her asthma and design a plan to manage her illness. Understandings 1. The structure of the lungs and the close association between the lungs and the vessels of the cardiovascular system facilitate the transport of oxygen to all cells in the body. 2. During normal breathing, a healthy individual is using only a small percentage of the total capacity of his or her lungs. 3. The amount of oxygen required by the cells in a body depends on the activity level of the cells. Knowledge and Skills It is expected that students will: Describe the structure of the respiratory system, especially the lungs, and the basic mechanics of breathing. Explain how the structure of the lungs facilitates the exchange of oxygen and carbon dioxide between air and the body. Use sensors to measure lung capacity. Analyze data collected using a spirometer to determine tidal volume, vital capacity, and minute volume. Describe the action of specific medications on the body and investigate how this action helps treat and control disease. Essential Questions 1. Why do we need oxygen? Unit 3: Power Study Guide 2. How do we breathe? 3. How does the oxygen we inhale get to all of our cells? 4. How do muscles assist in the movement of air in and out of the respiratory system? 5. What changes in the respiratory system contribute to asthma? 6. Why is it valuable to measure lung capacity? 7. Why might some people be more efficient at capturing oxygen than others? 8. What are examples of diseases or medical conditions that would affect breathing or lung capacity? 9. How does a doctor decide which drug to prescribe a patient? 10. How does a respiratory therapist assist patients with ventilation and utilization of oxygen? 11. What are the components of an effective resume? Key Terms Abdominal cavity Residual Volume Alveoli Résumé Bronchi Spirometer Diaphragm Thoracic cavity Intercostal muscle Tidal Volume Minute Volume Vital Capacity Lesson 3.4: Water Preface In lean adults, water makes up about 60% of body mass. Water is essential for the hydrolysis reactions that take place in the body, and water is the major component of the liquid that bathes human cells and tissues. Water helps regulate body temperature, moistens tissues in the eyes, mouth and nose, lubricates joints, dissolves minerals and nutrients to make them accessible to the body, flushes out waste products and helps deliver nutrients and oxygen to cells. Without water, blood pressure drops, cells begin to shrivel and overall homeostasis is lost. In this lesson, students will review the many functions of this key resource in the human body and will explore the main human body system that not only conserves water and important ions, but also rids the body of harmful wastes - the urinary system. As students investigate the urinary system and water balance in the body, they will begin with the “big picture” and then “zoom in” to see the specific details of what occurs deep inside the kidneys. Students will research the structure of the urinary system and create a replica on their Maniken®. They will then explore the structure of the kidney by completing a dissection and by mapping out the general path of Unit 3: Power Study Guide urine formation. Students will then zoom in on the kidney and explore exactly what takes place at the nephron, the functional unit of the organ. By creating a drawing of nephron action, students will explore the connection between blood and urine as well as visualize which substances are filtered out in urine and which substances are reabsorbed by the body. Students will then investigate how the body uses hormones to regulate and control the amount of water in the body. Students will continue to add hormones and target organs to their graphic organizer, create feedback loops to demonstrate hormone action, and build necessary glands on their Maniken ®. Finally, students will unlock the medical clues hidden in urine as they complete urinalysis testing for fictional patients. Knowing the composition of normal urine, students can easily detect abnormalities and connect these clues to the malfunctions in the body. Changes in urine often signal illness or dysfunction that originates in body systems other than the urinary system. Although this lesson focuses primarily on the urinary system, students will explore other ways the body conserves or loses water. They will discuss how the skin, the respiratory system, and the digestive system help manage this important fuel. Students will discuss what happens to the body in a water shortage and should relate problems with water balance to the overall health of cells and tissues. Understandings The urinary system helps maintain homeostasis in the body by filtering the blood, regulating water and electrolyte concentration, maintaining the pH balance of the blood, and ridding the body of liquid waste called urine. Through filtration, reabsorption, and secretion, the nephron assists in maintaining normal values of water, electrolytes, pH, and blood pressure in the body. The hormones aldosterone and antidiuretic hormone (ADH) both help regulate the amount of water in the body. Malfunctions in the body can be identified through noticeable changes in the composition of urine, and these changes can be detected through urinalysis. Knowledge and Skills It is expected that students will: Describe the structure and function of the human urinary system. Describe how the structure of the kidney relates to its function in the body. Recognize that the nephron is the structural and functional unit of the kidney. Describe the connections between urine and blood and the exchange of ions and fluids that occurs across the nephron. Illustrate the path of urine formation through the kidney. Estimate the filtration rate of the glomerulus and relate mathematical estimates to the function of the human kidney. Analyze urinalysis results to diagnose disease and dysfunction in human body systems. Unit 3: Power Study Guide Essential Questions 1. What are the functions of the urinary system? 2. What are the major organs of the urinary system? 3. What is the general structure of the kidney and how does this structure relate to kidney function? 4. How does the kidney form urine? 5. What is the relationship between blood and urine? 6. What is the function of the nephron? 7. How do filtration, secretion and reabsorption in the nephron help maintain a fluid and electrolyte balance in the body? 8. How do the hormones ADH and aldosterone affect the nephron and the body’s overall water balance? 9. What is urinalysis? 10. How can the composition of urine provide clues about problems in other human body systems? Key Terms Adrenal glands Aldosterone Antidiuretic Hormone (ADH) Excretion Filtration Glomerular Filtration Glomerulus Kidney Nephron Ureter Urethra Urinalysis Urinary bladder Urinary system Urine