national 5 biology unit 2 – multicellular...
TRANSCRIPT
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 2 – Hormonal control
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Learning Intentions
To develop knowledge on hormones.
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Success Criteria
I know that hormones are released by Endocrine glands
I know that hormones travel in the blood stream
I know that target tissues have cells with hormone receptors that recognise specific hormones
I know that only some tissues are affected by each hormone
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Hormones
Hormones are
chemical
messengers that
travel around the
body in the blood
stream.
Hormones are
released from
endocrine glands.
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Hormones
Hormones are recognised by cell
receptors in specific tissues.
Each hormone is only recognised by, and
affects, specific tissues
Collect a copy of the
diagram and stick it in
your jotter
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Activity
Research the role of hormones (minimum 3) in the human body.
You need to include the following information (in your own words so it is understandable)
- The hormone name
- Where it is made
- Which tissue it affects
- What it does
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 3– Temperature
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Learning Intentions
To extend knowledge on blood glucose
regulation.
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Success Criteria
I can explain homeostasis in terms of
maintaining body temperature.
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The following slides are a recap from S3.
Only short summary notes with the key
points need to be written down.
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What is homeostasis?
The maintenance of the body’s
internal environment within
certain tolerable limits…..
….despite changes in the
body’s external environment.
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What is our normal body
temperature?
37 degrees
Why do we need to maintain the
body at this temperature?
Enzymes work best at 37 degrees
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How is temperature regulated?
In a fridge…
…there is a thermostat
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In the body…
The hypothalamus
acts like a thermostat
– detecting change in
core body
temperature through
thermoreceptors in
the skin.
Nerve impulses are
sent to the effectors
to create a response
to the change in
temperature.
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How does the body maintain a
constant temperature? -
summary
Condition Blood
vessels
Shiver or
sweat?
Skin
hairs
Cold
Warm
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How does the body maintain a
constant temperature? -
summary
Condition Blood
vessels
Shiver or
sweat?
Skin
hairs
Cold Dilate Shiver Contract
Warm Constrict Sweat Relax
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 4– Blood glucose
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Learning Intentions
To develop knowledge on blood glucose
regulation.
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Success Criteria
I know how blood glucose levels are
regulated or controlled
I can describe the role of Insulin, Glucagon,
Glycogen, the liver and pancreas in
maintaining blood glucose levels.
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All living cells
must have an
adequate supply
of glucose in
order to provide
them with
energy.
Blood Glucose
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After eating something your blood glucose
levels become very high.
It is unlikely that all of this glucose will be
required by your body straight away.
The requirements are
depending on how active
you are……
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Maintaining blood glucose
Glucose concentrations in the blood must be kept within tolerable limits and involves the following:
Monitoring centre – Islets of Langerhans receptor cells in Pancreas
Control Centre – Pancreas
Hormonal messages – Insulin or Glucagon
Effector – Liver
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Insulin and glucagon
Insulin causes the liver to take up glucose
from the blood and convert it to a storage
carbohydrate called glycogen and therefore
reduces the levels of glucose in the blood.
Glucagon causes the liver to convert the
storage carbohydrate glycogen to glucose
and therefore increases the levels of
glucose in the blood
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glucose
glucagon
glycogen
insulin
Soluble so easily released into the blood
Insoluble so easily stored in liver cells
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Increase in
glucose
concentration
of blood
Insulin
released
(hormone)
Islets of Langerhans
(in pancreas)
Glucose
converted to
glycogen, stored
in liver.
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Decrease in
glucose
concentration
of blood
Glucagon
released
(hormone)
Islets of Langerhans
(in pancreas)
Glycogen
converted to
glucose in liver
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Fight or Flight!!
• In emergency situations
the body requires extra
glucose to quickly
provide energy.
• This allows us to
respond with “fight or
flight”.
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The adrenal glands secrete adrenaline, which
inhibits the release of insulin and promotes the
breakdown of glycogen to glucose.
Once the crisis is over,
adrenaline secretion is
reduced.
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Receptor – islets of langerhans cells in
pancreas
Control centre – brain/adrenal gland
Messenger – adrenaline
Effector – liver
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Activity – complete the table
Homeostatic
mechanism
Receptors
/location
Control
centre
Messenger Effector
Blood
glucose
(normal)
Blood
glucose
(stress)
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Homeostasis summary
Homeostatic
mechanism
Receptors/
location
Control
centre
Messenger Effector
Blood
glucose
(normal)
Islets of
langerhans/
pancreas
Pancreas Insulin
Glucagon
Liver
Blood
glucose
(stress)
Islets of
langerhans/
Pancreas
Adrenal
gland
Adrenaline Liver
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Diabetes
Diabetes is a communication pathway that
has failed due to either
1) a fault in the release of insulin
2) a failure to respond to insulin
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Activity
Research on diabetes.
Find out:
- The difference between type 1 and type 2
diabetes.
- The causes and treatments of both types.
- Refer to trends in Scottish health statistics
during your research.
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Additional lesson if time permits
Exploring behavioural adaptations to ensure
body conditions are maintained
E.g. woodlice experiment
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 1 – Transport in plants
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Learning Intentions
To develop knowledge on plant transport
systems.
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Success Criteria
I can state the structures and functions of leaf tissues and label them on a diagram.
I can label a diagram showing the vascular bundles of a leaf.
I know that xylem vessels transport water and minerals.
I know that phloem vessels transport sugar.
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Photosynthesis
Write this in equation form
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Questions:
1. What is photosynthesis?
2. If your plant was kept in a closet and not exposed
to any sunlight, what would happen to it? Why?
3. What does chlorophyll do to sunlight?
4. Could animals survive without plants? Could
plants survive without animals? Why or why not?
5. True or False: Animals perform respiration to create
energy, however because plants perform
photosynthesis, they do not have to perform respiration.
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Carbon dioxide
and water Glucose and oxygen
Energy for heat,
movement, repair
and growth
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Leaf structure
• The structure of a leaf is suited to its function.
Collect and label a
leaf diagram
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The diffusion of gases occurs in the leaves. They
are adapted for this function in the following ways:
Leaves are thin. This decreases the distance gases have
to travel between the air and cells.
There are air spaces
between cells. This
increases the speed of
diffusion from the air to
the cells inside the leaf.
There are lots of
stomata (pores) on the
undersides of leaves.
These let gases in and out.
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Tissues of a leaf
• Upper Epidermis – consists of a waxy cuticle which prevents water evaporating from the leaf surface.
• Palisade mesophyll cells – many column shaped cells full of chloroplasts. This is the site of most photosynthesis.
• Spongy mesophyll cells – the cells here also have chloroplasts and photosynthesis may occur if light reaches this layer. There are many air spaces in this layer to allow gases into and out of the leaf.
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Tissues of a leaf
• Veins- these contain both xylem and phloem.
• Lower epidermis – Have same cells but also
contain pores called stomata. Each stomata
is surrounded by 2 guard cells which open
and close the stomata.
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Stomata
• Stomata are tiny pores found on the under surfaces of a leaf.
• They are involved in gas exchange.
• During the day, they open to allow carbon dioxide to enter for photosynthesis to take place and to allow exit of oxygen.
• During the night, the stomata are closed to conserve energy and photosynthesis cannot take place in the dark.
Open - Day
Closed-Night
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Plant transport systems
• Plants need a transport system to get water and minerals from the soil up to the leaves for photosynthesis.
• Sugar from photosynthesis must be transported around the plant.
• The transport system consists of bundles of tubes running up and down the plant (vascular bundles).
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Activity 1 - Demonstrating the site of
water movement in a plant
• Cut a piece of celery and
place it into a beaker of
red dye until the next
day.
• Observe what has
happened.
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Before After
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Why do multicellular organisms
need a transport system ?
The bigger an organism is, the lower its surface area to volume ratio.
Substances needed by a large organism could not be supplied through its exposed external surface.
Oxygen passing through an external surface would be rapidly used up before reaching the many layers of underlying cells.
Similarly waste substances would not be excreted quickly enough. This problem has been solved, through evolution, by specially adapted tissues and organs.
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Xylem
Carry water and minerals in the stem from
the soil up to the leaves where the water is
needed for photosynthesis.
Xylem vessels are hollow dead tubes.
• Their walls are strengthened and thickened
with lignin.
• The lignin helps support the plant and helps
it to withstand the pressure changes as
water moves through the plant.
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Phloem
• Phloem (sieve) tubes carry sugar (food) up and down the plant.
• Phloem cells are alive.
• They have (sieve) plates to let the sugar through.
• The companion cells at the side provide energy for the transport of the sugar.
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Collect a diagram of a xylem and phloem vessel
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Vascular Bundles
• In the plant xylem and phloem are grouped very close together. They are arranged in structures called vascular bundles.
• The positioning of these vascular bundles in roots and stems is different.
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Phloem
Xylem
Epidermis
Stem – Cross section
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Epidermis
Cortex
Xylem
Phloem
Root – Cross Section
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 2 – Transpiration
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Learning Intentions
To develop knowledge on transpiration.
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Success Criteria
I can describe the process of transpiration
within a plant.
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Transpiration
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Transpiration
Water moves through the plant from roots to leaves and is lost to the air as water vapour through the stomata.
The opening and closing of stomata are controlled by guard cells which are found in the leaf epidermis.
This is known as the transpiration stream.
About 98% of water entering a plant is lost to the air through transpiration.
Remaining 2% is used for photosynthesis.
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roots
stem Collect a diagram
and 3 different
colours of pencil –
you will be adding to
this throughout the
next few slides so
make sure you leave
space.
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Root hairs = larger surface
area for water intake
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roots
stem
Water enters
roots by
osmosis
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
Photosynthesis
produces sugar in the
leaves
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
Photosynthesis
produces sugar in the
leaves
![Page 78: National 5 Biology Unit 2 – Multicellular Organismscarrickacademysci.weebly.com/uploads/4/6/7/1/46716949/multicellular_ppt_2.pdfTissues of a leaf • Upper Epidermis – consists](https://reader030.vdocuments.us/reader030/viewer/2022040911/5e84f222565dcc61b939eb2d/html5/thumbnails/78.jpg)
roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
Photosynthesis
produces sugar in the
leaves
![Page 79: National 5 Biology Unit 2 – Multicellular Organismscarrickacademysci.weebly.com/uploads/4/6/7/1/46716949/multicellular_ppt_2.pdfTissues of a leaf • Upper Epidermis – consists](https://reader030.vdocuments.us/reader030/viewer/2022040911/5e84f222565dcc61b939eb2d/html5/thumbnails/79.jpg)
roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
Photosynthesis
produces sugar in the
leaves
Sugar is transported in
phloem
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roots
stem
Water enters
roots by
osmosis
Water and ions
pass up xylem
The movement of water through
the plant is called the
transpiration stream
Transpiration
water evaporates from
leaves
Mineral ions enter
by active
transport
Photosynthesis
produces sugar in the
leaves
Sugar is transported in
phloem
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 3 – Animal transport and exchange systems
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Learning Intentions
To develop knowledge on transport and
exchange within animals.
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Success Criteria
I can explain and recognise the structure and
role of the heart.
I can identify arteries, veins and capillaries.
I can state the function of red blood cells.
I can explain and recognise the structure and
role of the lungs.
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The blood
In mammals, the blood is responsible for the
transport of nutrients, oxygen and carbon
dioxide.
The blood is pumped round the body by the
heart.
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The heart
The four chambers of the heart have special names:
A lower chamber is called a ventricle.
An upper chamber is called an atrium (plural: atria).
right atrium
left atrium
right ventricle left
ventricle
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Activity 1
Collect and label the heart diagram.
Labels will be added to this during the
lesson so keep space!
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Blood vessels
There are three types of blood vessels.
Why are there different types of blood vessels?
blood from the heart
blood to the heart
Capillaries carry blood to and from the body’s cells
Veins carry blood back
into the heart
Arteries
carry blood
away from
the heart
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Blood vessels
Arteries:
thick muscular wall
narrow central channel
(lumen)
carry blood under high
pressure
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Blood vessels
Veins:
thin wall
wide central channel
(lumen)
carry blood under low
pressure
contain valves which
prevent the backflow of
blood
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Blood vessels
Capillaries:
form networks at
organs and tissues
thin walled - only
one cell thick
large surface area
allowing exchange
of materials
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vein valve open
Blood vessels: valves
blood to the heart
backflow prevented
vein valve closed
The valves allow blood to
flow in the correct direction…
…but close if blood starts to
flow in the wrong direction.
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semilunar valves
bicuspid valve
tricuspid valve
The four valves in the heart
Label a valve on
your heart diagram.
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Pulmonary artery
Pulmonary vein
Vena cava
Aorta
Blood vessels in the heart
Label these
vessels on your
diagram
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Circulation of blood through the heart
Blood low in oxygen is called deoxygenated blood.
Deoxygenated blood returns from the body tissues…
•in the ____ _____
•enters the ____ _______
•is pumped through the _______ valve
•into the _____ ________
•then pumped through the ________ ____
•out through the _________ ______
•to the _____ where it picks up oxygen
vena cava
right atrium tricuspid
right ventricle
semilunar valve pulmonary artery
lungs
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Blood high in oxygen is called oxygenated blood
Oxygenated blood returns from the lungs…
•in the _______ ______
•enters the ____ _______
•is pumped through the _______ valve
•into the ___ ________
•then pumped through the _______ ____
•out through the _____
•to the ____
pulmonary vein
bicuspid left atrium
left ventricle semilunar valve
aorta
body
Circulation of blood through the heart
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The coronary blood vessels
The heart muscle requires its own blood supply
which is provided by the coronary blood vessels
which can be seen on the outside of the heart.
•coronary arteries branch off the aorta
•coronary veins join the vena cava
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vena cava
coronary vein
coronary artery
aorta
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Optional activity
Heart dissection
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BLOOD
Red blood cells
White blood cells
plasma platelets
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Red blood cells
also called erythrocytes
disc-shaped
made in the bone marrow
contain a red-coloured
compound called
haemoglobin which bonds
with oxygen to form
oxyhaemoglobin
transport oxygen to the
tissues.
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Haemoglobin Oxy-haemoglobin
+ oxygen
- oxygen
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The respiratory system (lungs)
The lungs are responsible for gas exchange in mammal’s.
Label the following on your diagram:
- Trachea
- Bronchus
- Bronchioles
- Cartilage rings
- Alveolus
- Ribs
- Diaphragm
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Trachea
Bronchus Bronchioles
Alveolus (Air Sacs)
Heart
Ribcage
Rings of
cartilage
Diaphragm
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The trachea and bronchi are held
permanently open by incomplete
rings of cartilage.
Cartilage
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Cilia and mucus
The trachea, bronchus and bronchioles are lined
with small hairs called cilia and mucus.
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Mucus is a sticky fluid. It traps dirt and
microorganisms.
Cilia moves the trapped dirt and
microorganisms up and out of the lungs.
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Alveolus
(air sac) Bronchiole
The alveoli
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Bronchiole
Capillary
Alveolus
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single celled wall of alveolus
bronchiole
single celled wall of capillary layer of fluid
O2 CO2
red blood cell
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The alveoli
Oxygen and carbon dioxide are exchanged
at the alveoli.
The alveoli have many features that make
them efficient for gas exchange…..
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Feature Provided by Advantage
large surface area many alveoli large volumes of
gases can be exchanged
blood has continual O2 uptake and CO2
removal
large capillary network
good blood supply
reduces distance which gases have to
diffuse
single celled wall of alveolus and
capillary
very thin walls
moist surfaces fluid lining the alveolus
O2 must dissolve before it can diffuse
through cells
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Optional activity
Lung dissection
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The digestive system
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Mouth
Tongue
Gullet or Oesophagus
Stomach Liver
Gall Bladder
Bile Duct
Pancreas
Small Intestine
Large Intestine
Appendix
Rectum
Anus
The alimentary
canal (the gut) is
long muscular tube
running from the
mouth to the anus.
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Food is move through
the digestive system by
the process of
Peristalsis.
Peristalsis occurs
throughout
the length of the
alimentary canal and
not just in
the oesophagus.
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Peristalsis
Muscles behind the food contract.
Muscles in front of the food relax.
Contractions of the gut wall (peristalsis) pushes food
through from the oesophagus to the stomach, small
intestine, large intestine, rectum and anus.
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Gut with food.
Muscular contraction.
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The small intestine
The small intestine
is made up of
structures called
villi.
Villi are responsible
for absorbing the
products of
digestion.
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How long is
the small
intestine?
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To absorb food efficiently the small intestine
has three main adaptations.
1. It has a very large surface area. This is
because:
(a) It is very long (6 meters from end to end).
(b) The inner surface is folded and covered with
many finger-like projections called Villi.
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Wall of
the Villi
2. The walls of the small intestine are very thin e.g.
one cell thick. This allows rapid absorption of
materials.
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3. The small intestine has a very good blood supply.
This allows the products of digestion to be carried
away quickly.
Blood
Capillary for
absorption
of glucose
and amino
acids.
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Lacteal
Each villi has a central
lacteal.
This is to carry away the
products of fat
digestion.
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Thin wall of villi
Capillary (glucose and
amino acid absorption)
Lacteal (fat absorption)
Collect and label a
villi diagram.
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National 4/5 Biology
Unit 2 – Multicellular Organisms
Lesson 1 – Lifestyle choices
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Learning Intentions
To develop knowledge on the effects of
lifestyle choices on animal transport and
exchange systems.
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Success Criteria
I can describe how certain lifestyle choices
(high fat, high salt diet, lack of exercise,
tobacco, alcohol or high stress) can directly
or indirectly increase the chances of fatty
deposits, blood clots, heart attacks, strokes,
diabetes and stress.
I can describe the effect of exercise on pulse
rate
I can debate whether all illnesses should be
treated for free under the National Health
Service
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Lifestyle choices
Lifestyle choices can directly or indirectly
effect health.
These choices can be positive or negative.
Several physiological measurements can be
taken to monitor health.
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Physiological measurements
Use equipment to look at body temperature,
blood pressure, pulse rate, body fat etc.
Carry out an investigation on the effect of
exercise on these measurements.
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Research task 1
Research the effect of lifestyle choices
on health:
- High fat or high salt diet
- Lack of exercise
- Use of tobacco or alcohol
- High stress experiences
- Lack of iron
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Outcome of research - note
These factors directly and indirectly increase
the chances of fatty deposits in blood
vessels, blood clots, heart attacks, strokes,
diabetes and stress.
Lack of iron means haemoglobin cannot be
made and can lead to anaemia.
Heredity plays a part in the incidence of
some conditions.
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Homework
Research environmental factors e.g. heavy
metals, radiation and pollution and how they
effect health.
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Research task 2
How can healthier lifestyle choices directly
and indirectly improve the physical and
mental health of an individual.
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Debate
All illnesses should be treated for free under
the National Health Service in the UK.
In groups, discuss for and against
arguments for the above statement.