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H&W Outcome
• 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
Throughout this unit, the following Health and Wellbeing learning outcome will be covered in great detail:
H&W
• 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.
Lesson 1 - Learning outcomes
Work with a partner on show me boards. Complete thetable 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
ear
small intestine
large intestinekidney
heart
liver
lung
eye
stomach
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
The immune system helps us to fight disease and uses many different types of cells and organs.
Immune System
H&W
You have a presentation for this section of work.
Task- You have to chose a modern medical investigation technique and make a presentation to the class.
MRI BM machine (glucose)X-rays Renal dialysisECG VentilatorCT scan Cardiac bypass machineUltrasound scan Doppler Scan Angiogram DefibulatorArteriogram Pulse oximeterEchocardiogram Capsule endoscopyEEG TransplantsColonoscopy Keyhole surgeryEndoscopyRadiotherapyBarium swallowBarium meal
e.g.
You may have another technique, idea for your presentation. Let your teacher know.
H&WLITERACY
Criteria for assessing the presentation – talk with powerpoint
• 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?
LITERACY
Criteria for assessing the presentation – talk with poster
• 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?
LITERACY
You should try to include in your presentation:-Aim - at the beginning (must)
Aim - at the beginning (must)
outline of the technique
outline of the technique
Reason(s) for using the technique
Reason(s) for using the technique
future developments
future developments
diagrams, pictures
diagrams, pictures
Powerpoint – ideally 3-5 slides only
Powerpoint – ideally 3-5 slides only
length, 3-4 minutes
length, 3-4 minutes
referencedreferenced
Literacy Outcomes
• 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
LITERACY
Skeletal Digestive Lymphatic
Muscular Respiratory Endocrine
Nervous CirculatoryReproductive
Make a list of the above body systems.
Can you identify these body systems?
During this unit the following body systems will be investigated:
Respiratory
Digestive
Nervous
Circulatory
nose and mouth windpipe
(trachea)
bronchi
diaphragm
air sacs(alveoli)
Respiratory System
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, windpipe3.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
O2
in CO2
out
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.
Respiratory SystemBreathing: 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 -
Onto pupil sheet 3 write what happens to your ribs when inhaling and exhaling.
ribs move out and up
ribs move down and in
Diaphragm moves down. Volume of lungs increases, and air rushes in
Diaphragm moves up. Volume of lungsdecreases, air rushes out.
Inhale- Exhale-
The diaphram is a sheet of muscle below the lungs (the red line on the diagram) . It is also involved in breathing movements.
• 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.
Lesson 2 - Learning outcomes
air sacs(alveoli)
Gas exchange in the lungsThe exchange of the gases oxygen and carbon dioxide occurs in the air sacs or alveoli.
Air sacs(alveoli) have a good blood supply.
O2 is taken up by thered blood cells to be transported to the body’s cells.
CO2 leaves the blood and enters the air sacs.
Gas ExchangeGas exchange takes place at the air sacs (alveoli).
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.
Gasjar filled with air
lid
lit candle
Inhaled Air
Exhaled Air
Fill gas jar with water, H2O.
Blow into mouth piece.This is exhaled air. Exhaledair 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.
Gasjar filled with exhaled air
lid
lit candle
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 % of gas in airnitrogen N2 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 quickerthan 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
mucushairs (cilia)
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 thelungs clean. The mucus traps the dirt. The hairs sweep the mucus up towards the gullet (oesophagus), to be swallowed.
Microscope Slides Of Cilia
light microscope slide(X1000)
electron microscope slideX500,000
Affects of Smoking on the lungsChronic Bronchitis Emphysema The Flu Allergies The Cold Asthma Lung Cancer TuberculosisPulmonary Embolismhttp://lung.ca/children/grades7_12/index.html
Below are some diseases which affect our lungs. 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.
Homework Task
H&WLITERACY
Literacy Outcomes• 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
LITERACY
• 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?
Measuring Breathing Rate
Remember to write down your answers into your note book
Peak Flow Meter
A peak flow meter is used by doctors to help assess thecondition of a patients lungs.
mouth piece(replace each timewhen sharing)
Using a peak flow meter:• use a fresh mouthpiece;• take a deep breath;• blow into mouth piece quickly (only one short sharp breath);• record the reading;• move the marker back to zero• repeat this a further twice; • calculate an average.
Gas Tests
Carry out the tests and write a report for each gas test.
Gases you will test for are:
carbon dioxide, CO2
oxygen, O2
hydrogen, H2
oxygen, O2
http://www.youtube.com/watch?v=Do_A0c_WrGA
glowing splint
oxygen, O2
Gas Tests (continued) carbon dioxide CO2
carbon dioxide CO2
lime water
+ lime water
shake test tube
H2
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 fromescaping.
GAS TEST SUMMARY
Gas Test Positive result
Oxygen (O2)
Carbon dioxide (CO2)
Hydrogen (H2)
GAS TEST SUMMARY
Gas Test Positive result
Oxygen (O2) Glowing splint
Relights the splint
Carbon dioxide (CO2)
Limewater Turns limewater cloudy
Hydrogen (H2) Burning splint
Burns with a pop!
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
Composition of Dry Air
Substance % by volumeNitrogen, N2 78.08Oxygen, O2 20.95Argon, Ar 0.93Carbon dioxide, CO2 0.033Neon, Ne 0.0018Helium, He 0.00052Methane, CH4 0.0002Krypton, Kr 0.00011Nitrogen(I) oxide, N2O 0.00005Hydrogen, H2 0.00005Xenon, Xe 0.0000087Ozone, O3 0.000001
Teacher Info.