Transcript body systems

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H&W Outcome
H&W
Throughout this unit, the following
Health and Wellbeing learning outcome
will be covered in great detail:
• I am developing my understanding of the
human body and can use this knowledge to
maintain and improve my wellbeing and
health.
HWB 3-15a / HWB 4-15a
Lesson 1 - Learning outcomes
•Know that the body is split up into several
body systems.
•Know why we need to breathe and what
happens when we breathe.
•Know the structure of the breathing
system.
Work with a partner on show me boards. Complete the
table below giving as many organs and their functions
as you can.
Copy your table from the ‘show me board into your note book.
Label pupil sheet 1 showing some of the main organs of the body.
brain
eye
ear
heart
liver
kidney
lung
stomach
large intestine
small intestine
http://www.kscience.co.uk/animations/body.htm
Body Systems
• The organs of the body do not work
independently of each other.
• The organs are grouped together into
different body systems.
• Each body system consists of several
organs working together in a
coordinated way to perform a particular
function.
Body systems involve more than one part
of the
body and some can be complex. e.g. the
immune system
H&W
The immune system helps us to fight disease and uses many
different types of cells and organs.
Immune System
LITERACY
H&W
Task- You have to chose a modern medical investigation
technique and make a presentation to the class.
e.g.
MRI
BM machine (glucose)
X-rays
Renal dialysis
ECG
Ventilator
CT scan
Cardiac bypass machine
Ultrasound scan
Doppler Scan
Angiogram
Defibulator
Arteriogram
Pulse oximeter
Echocardiogram
Capsule endoscopy
EEG
Transplants
Colonoscopy
Keyhole surgery
Endoscopy
Radiotherapy
Barium swallow
Barium meal
You may have another technique, idea for
your presentation. Let your teacher know.
Criteria for assessing the presentation – talk
with powerpoint
LITERACY
• Are you well prepared?
• Are you using visual aids (pictures) and if so are they
adding to the impact of your talk?
• Are you using suitable body language?
• Is the content of the talk as good as it can be?
• Have you structured the talk clearly and
thoughtfully?
• Is your voice clear and loud, and is your tone varied?
• Have you interacted with your audience?
• Have you included references?
Criteria for assessing the presentation – talk
with poster
LITERACY
• Was the layout of the poster planned out carefully?
• Have you included visual aids (pictures) and if so are
they adding to the impact of your poster?
• Does the poster look attractive from a distance?
• Is the content of the poster as good as it can be?
• Is the writing large and bold, and have you used a
variety of colours?
• Is your voice clear and loud, and is your tone varied?
• Have you interacted with your audience?
Powerpoint –
ideally 3-5
slides only
outline of the
technique
future
developments
Aim - at the
beginning
(must)
Reason(s) for
using the
technique
referenced
diagrams,
pictures
length, 3-4
minutes
Literacy Outcomes
LITERACY
• I can communicate in a clear, expressive
manner when engaging with others within and
beyond my place of learning, and can
independently select and organise appropriate
resources as required.
LIT 4-10a
• I enjoy creating texts of my choice and I am
developing my own style. I can regularly select
subject, purpose, format and resources to
suit the needs of my audience.
LIT 3-20a / LIT 4-20a
Can you identify these body systems?
Skeletal
Muscular
Nervous
Digestive
Lymphatic
Respiratory
Endocrine
Reproductive
Circulatory
Make a list of the above body systems.
During this unit the following body systems will
be investigated:
Respiratory
Digestive
Circulatory
Nervous
Respiratory System
nose and
mouth
air sacs
(alveoli)
windpipe
(trachea)
bronchi
diaphragm
Label the main parts of the respiratory system on pupil sheet 2.
Respiratory system
• LO: To know the parts of the respiratory
system and the difference between inhaled
and exhaled air.
Test Your Knowledge 1
1. Name the body system which:
a) allows the body to move;
b) allows oxygen to enter the blood;
c) carries materials around the body;
2. Put the following in the correct order,
to show the path that air takes when we breathe
in:
air sac, mouth, bronchi, windpipe
3.Which gas is taken into the body in the lungs?
4. Which gas is removed from the body and breathed
out?
5. Name two parts of the body (other than the lungs)
which move when we breathe in.
ANSWERS ON THE NEXT SLIDE!!
ANSWERS
1. a) muscular
b) respiratory
c) circulatory
2. mouth, windpipe, bronchi, airsacs
3. oxygen
4. Carbon dioxide
5. Ribs and diaphragm
Respiratory System
The main function of this system is to allow us to
breathe. When we inhale (breathe in) we take
in oxygen, O2. When we exhale (breathe out)
we get rid of carbon dioxide, CO2.
O2
out
in
CO2
Respiratory System
Breathing: Put your hands onto either side of your ribs. Take
a deep breath hold and then breathe out. Do this a
few times and as you do so try to describe what
movement your rib cage is making.
Inhale -
Exhale -
ribs move
out and up
ribs move
down and in
Onto pupil sheet 3 write what happens to your
ribs when inhaling and exhaling.
The diaphram is a sheet of muscle below the lungs (the
red line on the diagram) . It is also involved in
breathing movements.
Inhale-
Exhale-
Diaphragm
moves down.
Volume of
lungs
increases, and
air rushes
in
Diaphragm
moves up.
Volume of
lungs
decreases,
air rushes
out.
Lesson 2 - Learning outcomes
•Know that gas exchange occurs in air sacs
and what this means.
•Carry out an experiment to demonstrate
the difference in composition of inhaled
and exhaled air.
Gas exchange in the lungs
The exchange of the gases oxygen and carbon
dioxide occurs in the air sacs or alveoli.
air sacs
(alveoli)
Gas Exchange
Gas exchange takes place at the air sacs (alveoli).
Air sacs(alveoli) have a good
blood supply.
CO2 leaves the
blood and enters
the air sacs.
O2 is taken up by the
red blood cells to be
transported to the
body’s cells.
GAS EXCHANGE IN THE ALVEOLI
This picture shows the bronchi and air
sacs in the lungs.
Difference Between Inhaled And Exhaled
To do this experiment you will need :
a gas jar and lid, a candle and a stopclock.
1. Collect a sample of classroom air, this will be your inhaled air. Leave
the gas jar opened to the air. After 30s, place the lid on the jar.
2. Light the candle.
3. Turn the gas jar upside down, remove the lid and place the gas jar over
the lit candle.
4. At the same time start the stop clock and time how long it takes for
the candle to go out.
5. Remember to record your results.
Inhaled Air
Gas
jar filled
with air
lid
lit candle
Exhaled Air
Fill gas jar with
water, H2O.
Blow into mouth piece.
This is exhaled air. Exhaled
air will displace the water.
Remove gas jar with exhaled air,
keep it upside down.
Put the gas jar lid on it as quickly
as possible.
Repeat the candle experiment, this time with the gas jar
filled with your exhaled air.
Gas
jar filled
with
exhaled
air
lit candle
lid
Write a brief report on this experiment. Remember
to include your results. In your conclusion include the
name of the gas that your lungs have absorbed.
Gases In Air
Air is a mixture of different gases.
What gases do you think are in air ?
Gas
nitrogen N2
% of gas in air
78
oxygen O2
21
carbon dioxide CO2
0.033
others
0.77
Gases in Inhaled and Exhaled Air
Why does the candle in exhaled air go out quicker
than the candle in inhaled air ?
Test your Knowledge 2
1. Where in the lungs does gas exchange
take place?
2. Which gas is used up when a candle
burns?
3. Which has more oxygen – inhaled or
exhaled air?
4. Which gas makes up
a) around 78% of the air
b) around 20% of the air
c) around 0.03% of the air?
5. Which gas leaves the blood and goes into
the air sacs?
ANSWERS ON THE NEXT SLIDE!!
Answers
1. Air sacs (alveoli)
2. Oxygen
3. Inhaled
4. a) nitrogen
b) oxygen
c) carbon dioxide
5. Carbon dioxide
Lesson 3 - Learning outcomes
•Know about the lung structures which keep
the lungs clean.
•Know about the effect of exercise on
breathing rate.
•Measure peak flow rate (if time allows).
•Know how to test for O2 and CO2 (and H2 if
time allows).
Cleaning the lungs
hairs
(cilia)
mucus
cells forming the lining of
the lungs and windpipe
hairs move in a
sweeping, wave
type motion
The hairs and the mucus work together to keep the
lungs clean. The mucus traps the dirt. The hairs sweep
the mucus up towards the gullet (oesophagus), to be
swallowed.
Microscope Slides Of Cilia
electron microscope slide
X500,000
light microscope slide
(X1000)
Homework Task
Below are some diseases which affect our lungs.
LITERACY
H&W
Your task is to chose one of these and present a
report to your teacher on the disease. You should include: the cause; who
it affects; how it spreads; treatment/prevention.
It should be presented on a piece of A4 paper 1 – 2 sides long.
Affects of Smoking on the lungs
Chronic Bronchitis
Emphysema
The Flu
Allergies
The Cold
Asthma
Lung Cancer
Tuberculosis
Pulmonary Embolism
http://lung.ca/children/grades7_12/index.html
Literacy Outcomes
LITERACY
• Throughout the writing process, I can review and edit
my writing independently to ensure that it meets its
purpose and communicates meaning clearly at first
reading.
LIT 4-23a
• I can use a range of strategies and resources
independently and ensure that my spelling, including
specialist vocabulary, is accurate.
LIT 4-21a
• I enjoy creating texts of my choice and I am
developing my own style. I can regularly select
subject, purpose, format and resources to suit the
needs of my audience.
LIT 4-20a
Measuring Breathing Rate
•Count how many times you breathe in one
minute while at rest.
•Work out how many times you breathe in an
hour at rest.
•What happens to breathing rate during
exercise?
•Why do you think this happens?
Remember to write down your answers into your note book
Peak Flow Meter
A peak flow meter is used by
doctors to help assess the
condition of a patients lungs.
Using a peak flow meter:
•use a fresh mouthpiece;
•take a deep breath;
•blow into mouth piece quickly
(only one short sharp breath);
mouth piece
(replace each time
when sharing)
•record the reading;
•move the marker back to zero
•repeat this a further twice;
•calculate an average.
Gas Tests
Gases you will test for are: oxygen, O2
carbon dioxide, CO2
hydrogen, H2
Carry out the tests and write a report for each gas test.
oxygen, O2
glowing splint
oxygen, O2
http://www.youtube.com/watch?v=Do_A0c_WrGA
Gas Tests (continued)
carbon dioxide CO2
lime water
shake test tube
carbon dioxide CO2
+ lime water
Gas Tests (optional)
hydrogen, H2
Hydrogen is lighter than air. For this reason you must hold
the test-tube upside down. This will prevent the H2 from
escaping.
H2
GAS TEST SUMMARY
Gas
Oxygen (O2)
Carbon dioxide
(CO2)
Hydrogen (H2)
Test
Positive result
GAS TEST SUMMARY
Gas
Test
Oxygen (O2)
Glowing splint Relights the
splint
Limewater
Turns
limewater
cloudy
Burning splint Burns with a
pop!
Carbon dioxide
(CO2)
Hydrogen (H2)
Positive result
Test your Knowledge 3
1. What substance produced by the lungs traps dirt
and germs?
2. What name is given to the small hairs which push
this substance up and out of the lungs?
3. What happens to breathing rate during exercise?
4. Why does this happen?
5. Describe the test and positive result for
a) carbon dioxide
b) oxygen
ANSWERS ON THE NEXT SLIDE!!
Answers
1. Mucus
2. Cilia
3. It increases / gets faster
4. To get more oxygen into the body (to supply the
working muscle cells with oxygen)
5. a) turns limewater cloudy
b) relights a glowing splint
Pupil sheet 1
Pupil Sheet 2
Pupil Sheet 3
Teacher Info.
Composition of Dry Air
Substance % by volume
Nitrogen, N2 78.08
Oxygen, O2 20.95
Argon, Ar 0.93
Carbon dioxide, CO2 0.033
Neon, Ne 0.0018
Helium, He 0.00052
Methane, CH4 0.0002
Krypton, Kr 0.00011
Nitrogen(I) oxide, N2O 0.00005
Hydrogen, H2 0.00005
Xenon, Xe 0.0000087
Ozone, O3 0.000001