Yr+8+Living+Connections

Class Notes Survival
 * __ Survival __**
 * ** Student book section ** || ** VIC Syllabus links ** || ** Suggested indicators of learning and understanding ** || ** Suggested teaching and learning activities ** || ** Resources ** ||
 * ** 7.1 Systems are made up of cells, tissues and organs **

VCSSU094
 * (pages 128–129) ** || // Science Understanding //

// Science as a Human Endeavour // VCSSU089

// Science Inquiry Skills // VCSIS110 VCSIS113 || By the end of this unit, students should be able to: • define tissue, organ, body system and anatomy • describe the relationship between cells, tissues, organs and body systems • provide examples of body systems and the main organs they involve. || ** What if? ** Students investigate the responses of their own body to exercise.

// Brown paper body brainstorm // Students draw all the organs they can think of inside a human body outline and develop a colour coding system to indicate organs systems. || ** Oxford Science 8 Victorian Curriculum resources ** • What if? Page 127 • Check your learning, page 129 • Challenge 7.1, page 222 ||
 * Challenge 7.1 **
 * ** 7.2 The digestive system is made up of organs **

VCSSU094
 * (pages 130–131) ** || // Science Understanding //

// Science Inquiry Skills // VCSIS107 VCSIS108 VCSIS109 VCSIS110 VCSIS112 VCSIS111 VCSIS113 || By the end of this unit, students should be able to: • define digestion, peristalsis, chyme and villi • describe the differences between chemical and physical digestion • list the main organs of the digestive system • explain the function of the digestive system • relate the structure of villi to their function. || ** Experiment 7.2A ** // Digesting protein // Students investigate the function of pepsin as a digestive enzyme and determine the optimal conditions for its action.

// What if an enzyme was boiled? // Students investigate the effect of boiling and other treatments on the action of enzymes using pineapple to dissolve jelly.
 * Experiment 7.2B (Possible Demo ?) **

Students can consolidate their understanding of the structure and function of the digestive system using the John Kitses animated digestive system. || ** Oxford Science 8 Victorian Curriculum resources ** • Check your learning, page 131 • Experiment 7.2A, page 223 • Experiment 7.2B, page 224 || John Kitses interactive, animated digestive system: [] ||
 * Digestive system in action **
 * ^  ||^   ||^   ||^   || ** Additional resources **
 * ** 7.3 The digestive system varies between animals **

VCSSU094
 * (pages 132–133) ** || // Science Understanding //

// Science Inquiry Skills // VCSIS113 || By the end of this unit, students should be able to: • define caecum, rumen, reticulum, omasum and abomasum • describe why there are differences in the digestive systems of different animals • relate the structure of teeth to their function • relate the structure of organs in the digestive system to their function. || ** Comparative digestion ** Students can investigate the differences between herbivore and carnivore digestive system by reading the information on the VetSci website. || ** Oxford Science 8 Victorian Curriculum resources ** • Check your learning, page 133 || VetSci Comparative digestion: [] ||
 * ^  ||^   ||^   ||^   || ** Additional resources **
 * ** 7.4 Things sometimes go wrong in the digestive system **

VCSSU094
 * (pages 134–135) ** || // Science Understanding //

// Science as a Human Endeavour // VCSSU089

// Science Inquiry Skills // VCSIS113 || By the end of this unit, students should be able to: • define ulcers, gallstones, gluten intolerance, constipation, diarrhoea and ultrasound • describe some common malfunctions of the digestive system and the diseases or conditions they lead to. || ** Investigating digestive problems ** Students can choose one of the problems associated with digestion from this section, or another to investigate. In pairs or small groups, they can present their information as a poster, verbal presentation or another form. || ** Oxford Science 8 Victorian Curriculum resources ** • Extend your understanding, page 135 ||

Class notes Class Notes Survival 7.2

• definitions
•
 * 1) digestion, This is means food is broken down into very tiny molecules to be absorbed through our intestine into the blood.
 * 2) - Physical or mechanical Digestion- -This is chewing the food and churning the food in the stomach
 * 3) -Chemical digestion -is where the food is broken into tiny molecules by a chemical reaction eg enzymes or acid.
 * 4) peristalsis- this is the action of muscles in the digestive system contracting to push food along the digestive tubes
 * 5) chyme - is the mixture of acid, enzymes and partially digested food
 * 6) villi - Small ridges found in the small intestine that absorbs food. These ridges increase the surface area and make absorption faster.

• list the main organs of the digestive system • explain the function of the digestive system • relate the structure of villi to their function. What's in a bone Bones are alive - they mend after a break. They contain collagen - that helps them flex and minerals (calcium, phosphorous that ossifies the bone) and makes them hard and brittle. We need bones to give us shape and provide support

Joints. Bones are held together by strong flexible tissue called ligaments. A joint has slippery fluid called synovial fluid between the bones and cartilage that caps each end of the bone. The cartilage and the synovial fluid keeps the joints lubricated. Some special joints are a. hinge joints like in your elbow b. ball and socket joints like in your hip c. pivot joints like in your neck d. and fixed joints that do not move - like in your skull.

Page 141 chapter 2.10 -draw examples of each joint The Skeleton Use chapter 4.10 to make some notes Learn the main bones of the human body The 3 main moveable joints are - hinge--eg elbow, ball and socket eg shoulder and pivot eg neck and skull bones are held together by the ligaments inside a joint there is synovial fluid that acts a a lubricant along with the cartilage that caps the bone. How do we move? Muscles need skeletons to help us move. At the end of each muscle is some slippery, silvery, very tough tissue that grows out of the muscle and joins onto a bone - the tendon (achilles tendon) when a muscle contracts the tendons pull on the bone bringing the bones closer together.

There are 3 main types of muscles - cardiac, skeletal and smooth. Smooth muscles are found in the intestine -these muscles contract in 2 directions - and squeeze food along the tube skeletal muscles found on the arm and leg - Extensor and flexor muscles work opposing each other - eg in the arm. When one stretches the other contracts and when one contracts the other one stretches. cardiac muscle - found in the heart, these muscles contracts in 3 directions and squeeze blood out of the heart chambers.

Digestive system 4.3 Break it down &

media type="custom" key="23575382" http://kidshealth.org/misc/movie/bodybasics/digestive_system.html

Use this link above to learn the parts of the digestive system and what their function is. How digestion works Food is necessary to keep our bodies supplied with energy. It is also required so our bodies can replace old cells and grow.

For food to get into our blood stream it first must be broken down 1. mechanically by our teeth 2. Chemically by the enzymes (see p 98) and acids in our stomach.

The food goes from being a lump to individual molecules that can pass from our small intestine through the villi into the blood stream.

The role of the stomach The stomach churns the food that has come down to it via the oesophagus. In the stomach digestion occurs because acid is added as well as some enzymes. The stomach churning completes the crushing of food to form chyme. A gooey mass of blended food.

The main role of the stomach is to break down proteins. The stomach contains a very strong acid HCl at a high concentration (pH 2). The stomach is lined with mucous that prevents the stomach cells being disolved.

The role of the small intestine Glucose (broken down Carbohydrates), amino acids (broken down proteins) and fatty acids (broken down fats and oils) as well as some water is absorbed in the small intestine. To speed up the absorption the inside of the small intestine is covered in tiny little finger like projections called VILLI. We say the villi increases the surface area of the small intestine to speed up the absorption of nutrients.

Enzymes Make a simplified diagram of the enzyme diagram on page 98 to explain how enzymes work.

Enzymes are chemicals that assist the chemical digestion. An enzyme acts like a pair of ssissors cutting the food molecules into little bits.

Each food has its own special enzyme to break it down and these enzymes are released from glands through out the digestive system.

Examples of enzymes Amylases break down Complex Carbohydrates (like starch) into simpler carbohydrates Proteases breakdown Proteins (like meat) into simpler proteins Liapses breakdown Fats and oils (like butter) into lipids

Here are some specific examples of enzymes Inv. 4.3 Does temperature affect enzymes Does Temperature affect enzyme function Aim to investigate the effect of temperature on enzyme function Hypothesis -you fill in Method 1. 3 beakers of 100mLs of water 2. beaker 1 cold tap water, beaker 2, water from the hot water tap about 40 deg C, beaker 3 very hot water (about 80 - 90 degrees C) Safety note 3. to beaker 1 add 1 testube with 20mLs of milk and one testube with 20 mLs of milk and tiny teaspoon of rennin 4. observe and record observation in table, each minute for 5 minutes 5 repeat steps 3 and 4 for beaker 2 and beaker 3
 * Lactase breaks down lactose
 * Maltase breaks down maltose
 * protease breaks down proteins
 * protease breaks down proteins
 * protease breaks down proteins

Results you draw up the tables

Discussion experimental errors include My independent variable was My dependent variable was

Conclusion My hypothesis was / was not supported by the results. I found that..

The Villi

These look like thousands of fingers that wave inside our small intestine. They have the effect of increasing the surface area of the small intestine making it have more places for the nutrients to diffuse into the blood system.

Bile This is like a detergent that can emulsify fat (this means turn fat into very tiny droplets) This is how the fat gets small enough to get into your blood stream.

Blood highways Blood is composed of
 * 1) Red Blood Cells - that contain haemaglobin and carry oxygen molecules to the cells for respiration
 * 2) White blood cells - that fight infection by engulfing the foreign body
 * 3) Platelets - that can block little cuts
 * 4) Plasma - a yellow fluid mainly made of water and dissolved minerals and nutrients and hormones

Blood travels in special tubes Blood is pumped by the heart. Blood flows away from the heart in arteries. Arteries have thick muscular walls (pulse). They can squeeze the blood at a regular pulse similar to your heart beat. Arteries become finer and finer as they travel through your body until they become capillaries - the finest of all tubes. The capillaries may only be 2 or 3 cells in diameter and at this size the oxygen and nutrients leave the blood and enter the cells. The waste that was in the cells now move into the capillaries. As the capillaries get bigger in diameter they become narrow veins. Veins carry blood back to the heart under low pressure (no pulse). Veins have special cups inside them called valves that stop the blood flowing backward (or pooling in your feet due to gravity)

4.7 Sucked in & blown out & Cells need energy. They get energy from burning glucose in oxygen inside the cell. The cell gets glucose from digestion but it gets the oxygen from the lungs. Remember the red blood cells carry this oxygen to cells.

This process of burning glucose in oxygen produces waste carbon dioxide and water. WE call this scientific process RESPIRATION or Cellular respiration.

The lungs are 2 large sacs containing millions of tiny sacs called alveoli. Each alveoli is surrounded by tiny capillaries. It is here that oxygen can diffuse from the alveoli into the capillary. Excess carbon dioxide and some water diffuse from the blood back into the alveoli. We breathe these wastes out when we exhale.

Air gets into the lungs when the diaphragm flattens out (contracts). This creates a negative pressure in the lungs and air rushes up your nose, down larynx, past the voice box, through the trachea (a ribbed cartilage surrounded tube) into the bronchioles and down ever finer tubes to the alveoli.

To get the air out we relax our diaphragm. This then arches up and pushes the air out of the lungs. Muscles between our ribs also contract to squeeze the lungs.

Copy the diagram of the alveolus and how the oxygen gets into the capillaries and how carbon dioxide gets out. page 124

Complete questions in the guide sheet.

Asthma is _

The bronchioles

Anaphylaxis is _

Breathing trachea epiglottis bronchioles alveoli diaphragm asthma anaphylaxis

4.9 Excretion Excretion is the term for the removal of waste products by the body. (This is not poo) The most common form of waste made by the body is urea which is excreted by the kidney and carbon dioxide wexcreted by the lungs. The excretory system also manages our water balance.

Blood is filtered by the kidneys to return good things to the blood and take out urea and excess water. The urea is mixed with some water in the kidney and this forms urine. Urine travels down the ureter to the bladder where it is stored. The bladder empties through the urethra. This emptying process is called urination.

Parts of the kidney. The kidney is made of lots of very fine tubules, arteries and veins. Together we call them nephrons. All the filtering of the blood happens in the bowmans capsule. Reabsorbtion of water occurs in the loop of Henley

Draw this structure (see chap 4.9 the figure under the heading the nephron)

REVISION QUESTIONS
 * 1) Draw and label the digestive system
 * 2) draw and label the heart
 * 3) whats the difference between arteries and veins
 * 4) how is gaseous exchange part of the excretion process
 * 5) why can enzymes be used again and again - what is their role
 * 6) where would you find -what is the role of blood? what are the components of blood
 * 7) alveoli
 * 8) nephrons
 * 9) villi
 * 10) capillaries
 * 11) bronchioles
 * 12) osteoporosis
 * 13) what is the difference between
 * 14) oxygenated blood and deoxygenated blood
 * 15) nutrients and plasma
 * 16) red blood cells and white blood cells
 * 1) red blood cells and white blood cells



old course - resources need to be added up to the new course **__ Systems – Living Connections key concepts updated for new textbook __**** – ** student guide Name

**2017 Year 8 //__Systems: Living connections__// ****//__–__//****//__ Chapter 4 __//**

Cells Organelles Tissues Organs Systems || Inv. 4.11 Rubbery bones demo
 * ** Key Concepts ** ||  ||||   ||
 * # 1. Digestive system
 * 1) 2. Circulatory system
 * 2) 3. Respiratory system
 * 3) 4. Excretory system
 * 4) 5. Skeletal & muscular system |||| NAME: ||
 * || ** Science Quest 8 **
 * // TEXTBOOK //** |||| ** SCIENCE Quest 8 ****// PRACTICALS / ACTIVITIES //** || ** SCIENCE Quest 8 **
 * // HOMEWORK //** || ** OTHER ACTIVITIES/RESOURCES ** ||
 * 1 || ** 4.2 Working Together ** |||| Investigation 4.1 Mapping your organs || Understanding & Inquiring Q’s 1-12 (4.2) || ** Words to Learn **
 * 2 || ** 4.10 Keeping in shape ** |||| Suggestions:

Inv. 4.12 Chicken wing dissection || Understanding & Inquiring Q’s 1-6 || ** Words to Learn ** Skeleton bone cartilage minerals calcium phosphorous ossification brittle fracture stem cell osteoporosis ligaments muscle tendons joints sprains arthritis || Inv. 4.7 Dissect a Heart Inv. 4.8 Check your heart || Understanding & Inquiring Q’s 1-19 (4.5) Q’s 1-9 (4.6) Research – Q 10 (4.6)
 * 3 || ** 4.5 Blood Highways & **
 * 4.6 Transport technology ** |||| Inv. 4.6 Viewing blood cells



|| ** Words to Learn ** Blood vessels arteries veins capillaries plasma haemoglobin anaemic deoxygenated oxygenated vena cava ventricles atria valves blood pressure ||
 * 4 || ** 4.7 Respiratory system **
 * 4.8 Short of Breath ** |||| Inv. 4.10 Measuring vital capacity

If available – sheep’s pluck (Inv. 4.9) || Understanding & Inquiring Q’s 1-8 (4.7) Q’s 1-4 (4.8) || ** Words to Learn ** Breathing trachea epiglottis bronchioles alveoli diaphragm asthma anaphylaxis || Inv. 4.5 How well do you brush your teeth
 * 5 || ** 4.3 Break it down & **
 * 4.4 Digestive endeavours ** |||| Inv. 4.3 Does temperature affect enzymes

Rat dissection

Skulls || Understanding & Inquiring Q’s 1-9 (4.3)

Q’s 1-8 (4.4) || ** Words to Learn ** Digestion enamel pulp herbivore carnivore omnivore insectivore enzymes denatured substrate product amylase lipase protease bile emulsify digestive terms villi || If time permits - Research: Dialysis machines || ** Words to Learn ** Excretion lungs kidneys urea urine ureter bladder Bowman’s capsule nephron glomerulus ||
 * 6 || ** 4.9 Excretory system ** |||| Youtube clips – nephron functioning || Understanding & Inquiring Q’s 1-8

Online test This link takes you directly to this online test and will be the same for all published changes. ||
 * Status || Open – Currently available to be taken online ||
 * Availability || Wednesday, 3/8/2017 until the end of Monday, 4/3/2017 ||
 * Access Code unavailable || BodySystems ||
 * Version || 6 (Published 3/20/2017 11:05 PM) ||
 * Access Links ||
 * Test Link || @http://www.classroomclipboard.com/490625/Home/Test/3934DD21451B4CC1B394D00FDF225784

= =

old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course old course - resources need to be added up to the new course || 10.Describe how the structure of the teeth, oesophagus and villi in the small intestine assist their function 11.Describe how the tongue, gall bladder, pancreas and liver are involved in the digestive process 12. Explain how wastes are removed from the human body || Skeleton Bone Cartilage Minerals Calcium Phosphorous Ossification Osteoporosis Ligaments Muscle Tendons Joints Sprains Arthritis Blood vessels Arteries Veins Capillaries Plasma Haemoglobin Anaemic || Deoxygenated Oxygenated Vena cava Ventricles Atria Valves Blood pressure Lungs Breathing Trachea Epiglottis Bronchioles Alveoli Diaphragm Asthma Anaphylaxis Digestion Enamel Pulp Herbivore Carnivore || Omnivore Enzymes Denatured Substrate Product Amylase Lipase Protease Bile Emulsify Villi Excretion Lungs Kidneys Urea Urine Ureter Bladder Bowman’s capsule Nephron Glomerulus || * ** Science Inquiry Skills – Does **
 * ** Key Concept ** ||||||  ** Vocabulary **  ||  ** Assessment **
 * # 1. Identify the organs and overall function of a system of a multicellular organism
 * 1) 2. Describe the structure of each organ in a system and relate its function to the overall function of the system
 * 2) 3. Describe the structure of a human bone
 * 3) 4. Describe the relationship between bones, joints, ligaments and muscles
 * 4) 5. Identify the components that make up blood
 * 5) 6. Compare red blood cells and white blood cells
 * 6) 7. State the relationship between blood, heart, arteries, veins and capillaries
 * 7) 8. Use a flowchart to describe the relationship between the trachea, alveoli, lungs, capillaries, oxygen and carbon dioxide
 * 8) 9. Sequence the structures of the digestive system and state the function of each
 * Temperature Affect Enzymes? **
 * ** Science as a Human Endeavour **
 * Homework Tasks **
 * ** Question Gallery Mini-Poster **
 * ** End of Topic Test ** ||
 * ** Science Quest 8 –Main Concepts ** |||||| ** Suggested Activities ** || ** Science as a Human Endeavour/Extension ** ||
 * Wk 2 || ** 4.2: Working Together? **
 * Major Body Systems of the Body
 * Organs and Tissues
 * Systems Need to Work Together


 * 4.10: Musculoskeletal System - Keeping in Shape **
 * Bones
 * Joints
 * Muscles
 * Broken Bones |||||| ** Investigate ** : 4.1 Mapping Your Organs (p93)
 * Create: ** Body Systems Body Cut Outs
 * E-Book Plus: ** Body Systems Mind Map (p94)


 * Investigate ** : Investigation 4.12 Chicken Wing Dissection (p144)




 * Investigate ** : Investigation 4.11 Rubbery Bones (p143)
 * Create ** : Disarticulated Skeleton
 * Create: ** Model of the Arm (p145)
 * E-Book Plus: ** Bones, Joints and Muscles (p145) || Creation of Question Gallery (p81) ||
 * Wk 3 || ** 4.5: Circulatory System – Blood Highways **
 * What’s in Blood?
 * Connected Pathways
 * Have a Heart |||||| ** Investigate ** : Investigation 4.7 Heart Dissection (p113)
 * E-Book Plus: ** Blood and Highways (p116)
 * E-Book Plus: ** Interactivity – Beat It! (p116) || Refer to the Homework Schedule

|| Questions 1 complete in your glossary also ques 2 || Refer to the Homework Schedule
 * Wk 4 || ** 4.7: Respiratory System – Breathe In, Breathe Out **
 * Cells Need Energy!
 * Respiratory System |||||| ** Investigate ** : Investigation 4.9 Hands on Pluck (p126)
 * Investigate ** : Investigation 4.10 Measuring Your Vital Capacity (p127)
 * Think and Create ** : Model Lungs (p129)
 * E-Book Plus: ** Anatomy of Breathing (p129)

extension ques 4 and 5 ||
 * Wk 5 || ** 4.9: Excretory System – Taking Out the Trash **
 * Excretory System
 * Kidneys
 * Liver |||||| ** Investigate ** : Investigation 4.7 Heart Dissection (p113)
 * Create: ** Walk the Nephron (basic)
 * E-Book Plus: ** Removing Waste from the Blood (p139)

Questions - complete ques 1 in your glossary also ques 2, 3, 4 || Refer to the Homework Schedule Extension ques - 6 to 8 ||
 * Wk 6 || ** 4.3: Digestive System – Break it Down **
 * Mechanical and Chemical Digestion
 * Human Digestive System
 * Enzymes |||||| ** Investigate ** : Investigation 4.3 Does Temperature Affect Enzymes? (p99)
 * Investigate ** : Rat Dissection (p100)
 * E-Book Plus: ** Digestive Jigsaw (p102)
 * E-Book Plus: ** Digestion Animation (p102)
 * E-Book Plus: ** Digestive System Drag and Drop (p102)

Questions - complete ques 8 in your glossary

Questions - complete ques 1, 2, 3, 4, 5, 27 || Refer to the Homework Schedule

Extension ques 6, 7, 11a, 21, 27 ||
 * Wk 7 || ** End of Topic Test ** ||||||  || Review and Test || revision - see the "looking back section of your text book

revision sheet

online test @http://www.classroomclipboard.com/490625/Test/3934DD21451B4CC1B394D00FDF225784

the access code will be given to you on the test day ||  ||   ||

Movies from []

[|Movie: Heart & Circulatory System] [|Movie: Digestive System] [|Movie: Endocrine System] [|Movie: Immune System] [|Movie: Muscular System] [|Movie: Brain & Nervous System] [|Movie: Lungs & Respiratory System] [|Movie: Bones & Skeletal System] [|Movie: Urinary System]

=Class notes= =Chicken Wing Dissection diagram= A good diagram will be completed in pencil and will have labels and a heading you should be ale to label the following tendon, muscle, bone, ligament

It is important to see that muscles are arranged in pairs. when one contracts the other relaxes. The result is when one contracts it will move the bone in one direction. When its mate contracts it will move the bone in the opposite direction. =What's in a bone= Bones are alive - they mend after a break. They contain collagen - that helps them flex and minerals (calcium, phosphorous that ossifies the bone) and makes them hard and brittle. We need bones to give us shape and provide support

=Joints.= Bones are held together by strong flexible tissue called ligaments. A joint has slippery fluid called synovial fluid between the bones and cartilage that caps each end of the bone. The cartilage and the synovial fluid keeps the joints lubricated. Some special joints are a. hinge joints like in your elbow b. ball and socket joints like in your hip c. pivot joints like in your neck d. and fixed joints that do not move - like in your skull.

Page 141 chapter 2.10 -draw examples of each joint

The Skeleton
Download the worksheet from edmodo and complete. Learn the main bones of the human body Have a game of Simon says =How do we move?= Muscles need skeletons to help us move. At the end of each muscle is some slippery, silvery, very tough tissue that grows out of the muscle and joins onto a bone - the tendon (achilles tendon) when a muscle contracts the tendons pull on the bone bringing the bones closer together.

=Blood highways= __**Blood is composed of**__
 * 1) Red Blood Cells - that contain haemaglobin and carry oxygen molecules to the cells for respiration
 * 2) White blood cells - that fight infection by engulfing the foreign body
 * 3) Platelets - that can block little cuts
 * 4) Plasma - a yellow fluid mainly made of water and dissolved minerals and nutrients and hormones

Blood is pumped by the heart. Blood flows away from the heart in __//**arteries**//__. Arteries have thick muscular walls (pulse). They can squeeze the blood at a regular pulse similar to your heart beat. Arteries become finer and finer as they travel through your body until they become __//**capillaries**//__ - the finest of all tubes. The capillaries may only be 2 or 3 cells in diameter and at this size the oxygen and nutrients leave the blood and enter the cells. The waste that was in the cells now move into the capillaries. As the capillaries get bigger in diameter they become narrow veins. __//**Veins**//__ carry blood back to the heart under low pressure (no pulse). Veins have special cups inside them called valves that stop the blood flowing backward (or pooling in your feet due to gravity)
 * __Blood travels in special tubes__**

relaxed standing walking walking fast jogging running after 2 min relaxing after 4 min relaxing after 6 min relaxing after trying to slow your pulse
 * My pulse rate (beats per minute)**

The heart beats faster with strenuous exercise. A really healthy heart returns to the resting stage quickly.

My pulse rate (beats per minute) relaxed walking walking fast jogging running after 2 min relaxing after 4 min relaxing after 6 min relaxing after trying to slow your pulse

The heart beats faster with strenuous exercise. A really healthy heart returns to the resting stage quickly.

=4.7 Sucked in & blown out &= Cells need energy. They get energy from burning glucose in oxygen inside the cell. The cell gets glucose from digestion but it gets the oxygen from the lungs. Remember the red blood cells carry this oxygen to cells.

This process of burning glucose in oxygen produces waste carbon dioxide and water. WE call this scientific process RESPIRATION or Cellular respiration.

The lungs are 2 large sacs containing millions of tiny sacs called alveoli. Each alveoli is surrounded by tiny capillaries. It is here that oxygen can diffuse from the alveoli into the capillary. Excess carbon dioxide and some water diffuse from the blood back into the alveoli. We breathe these wastes out when we exhale.

Air gets into the lungs when the diaphragm flattens out (contracts). This creates a negative pressure in the lungs and air rushes up your nose, down larynx, past the voice box, through the trachea (a ribbed cartilage surrounded tube) into the bronchioles and down ever finer tubes to the alveoli.

To get the air out we relax our diaphragm. This then arches up and pushes the air out of the lungs. Muscles between our ribs also contract to squeeze the lungs.

Copy the diagram of the alveolus and how the oxygen gets into the capillaries and how carbon dioxide gets out. page 124

Complete questions in the guide sheet.

Asthma is _ __The bronchioles__ Anaphylaxis is _

Breathing trachea epiglottis bronchioles alveoli diaphragm asthma anaphylaxis

=Digestive system=
 * 4.3 Break it down & **

media type="custom" key="23575382" http://kidshealth.org/misc/movie/bodybasics/digestive_system.html

Use this link above to learn the parts of the digestive system and what their function is. =How digestion works= Food is necessary to keep our bodies supplied with energy. It is also required so our bodies can replace old cells and grow.

For food to get into our blood stream it first must be broken down 1. mechanically by our teeth 2. Chemically by the enzymes (see p 98) and acids in our stomach.

The food goes from being a lump to individual molecules that can pass from our small intestine through the villi into the blood stream.

=Enzymes= Make a simplified diagram of the enzyme diagram on page 98 to explain how enzymes work.

Enzymes are chemicals that assist the chemical digestion. An enzyme acts like a pair of ssissors cutting the food molecules into little bits.

Each food has its own special enzyme to break it down and these enzymes are released from glands through out the digestive system.

Examples of enzymes
Amylases break down Complex Carbohydrates (like starch) into simpler carbohydrates Proteases breakdown Proteins (like meat) into simpler proteins Liapses breakdown Fats and oils (like butter) into lipids

Here are some specific examples of enzymes
 * Lactase breaks down lactose
 * Maltase breaks down maltose
 * protease breaks down proteins
 * protease breaks down proteins
 * protease breaks down proteins

=Does Temperature affect enzyme function= 1. 3 beakers of 100mLs of water 2. beaker 1 cold tap water, beaker 2, water from the hot water tap about 40 deg C, beaker 3 very hot water (about 80 - 90 degrees C) Safety note 3. to beaker 1 add 1 testube with 20mLs of milk and one testube with 20 mLs of milk and tiny teaspoon of rennin 4. observe for and record observation in table, each minute for 5 minutes 5 repeat steps 3 and 4 for beaker 2 and beaker 3
 * Aim** to investigate the effect of temperature on enzyme function
 * Hypothesis** -you fill in
 * Method**

you draw up the tables
 * Results**

experimental errors include My independent variable was My dependent variable was
 * Discussion**

My hypothesis was / was not supported by the results. I found that..
 * Conclusion**

The Villi
These look like thousands of fingers that wave inside our small intestine. They have the effect of increasing the surface area of the small intestine making it have more places for the nutrients to diffuse into the blood system.

Bile
This is like a detergent that can emulsify fat (this means turn fat into very tiny droplets) This is how the fat gets small enough to get into your blood stream.

The Kidney
The role of the kidney is to filter the blood and extract the waste and excess water. The waste is called urea.

The excess water and urea are stored in the bladder and called urine



Make sure you know the meanings of these words Digestion enamel pulp herbivore carnivore omnivore insectivore enzymes denatured substrate product amylase lipase protease bile emulsify digestive terms - vili

**2016 Year 8 //Systems: Living connections// ****//–//****// Chapter 4 __//**

Cells Organelles Tissues Organs Systems || Inv. 4.5 How well do you brush your teeth
 * ** Key Concepts ** ||  ||||   ||
 * # 1. Digestive system
 * 1) 2. Circulatory system
 * 2) 3. Respiratory system
 * 3) 4. Excretory system
 * 4) 5. Skeletal & muscular system |||| NAME: ||
 * || ** Science Quest 8 **
 * // TEXTBOOK //** |||| ** SCIENCE Quest 8 ****// PRACTICALS / ACTIVITIES //** || ** SCIENCE Quest 8 **
 * // HOMEWORK //** || ** OTHER ACTIVITIES/RESOURCES ** ||
 * 1 || ** 4.2 Working Together ** |||| Investigation 4.1 Mapping your organs || Understanding & Inquiring Q’s 1-12 (4.2) || ** Words to Learn **
 * 2 || ** 4.3 Break it down & **
 * 4.4 Digestive endeavours ** |||| Inv. 4.3 Does temperature affect enzymes

Rat dissection

Skulls || Understanding & Inquiring Q’s 1-9 (4.3)

Q’s 1-8 (4.4) || ** Words to Learn ** Digestion enamel pulp herbivore carnivore omnivore insectivore enzymes denatured substrate product amylase lipase protease bile emulsify digestive terms villi || Inv. 4.7 Dissect a Heart Inv. 4.8 Check your heart || Understanding & Inquiring Q’s 1-19 (4.5) Q’s 1-9 (4.6) Research – Q 10 (4.6) || ** Words to Learn ** Blood vessels arteries veins capillaries plasma haemoglobin anaemic deoxygenated oxygenated vena cava ventricles atria valves blood pressure ||  ||
 * 3 || ** 4.5 Blood Highways & **
 * 4.6 Transport technology ** |||| Inv. 4.6 Viewing blood cells
 * 4 || ** 4.7 Respiratory system **
 * 4.8 Short of Breath ** |||| Inv. 4.10 Measuring vital capacity
 * 4.8 Short of Breath ** |||| Inv. 4.10 Measuring vital capacity

If available – sheep’s pluck (Inv. 4.9) || Understanding & Inquiring Q’s 1-8 (4.7) Q’s 1-4 (4.8) || ** Words to Learn ** Breathing trachea epiglottis bronchioles alveoli diaphragm asthma anaphylaxis || If time permits - Research: Dialysis machines || ** Words to Learn ** Excretion lungs kidneys urea urine ureter bladder Bowman’s capsule nephron glomerulus || Inv. 4.11 Rubbery bones
 * 5 || ** 4.9 Excretory system ** |||| Youtube clips – nephron functioning || Understanding & Inquiring Q’s 1-8
 * 6 || ** 4.10 Keeping in shape ** |||| Suggestions:

Inv. 4.12 Chicken wing dissection || Understanding & Inquiring Q’s 1-6 || ** Words to Learn ** Skeleton bone cartilage minerals calcium phosphorous ossification brittle fracture stem cell osteoporosis ligaments muscle tendons joints sprains arthritis ||