B3 - Digestive System
Independent learning
Introduction
"You are what you eat" - well sort of! In this unit we will look at how our digestive system allows us to break down the food we eat to provide the molecules we need for growth, maintenance and repair of all of the systems is our bodies.
Specification links:
Task 1: Know
Task 1a: Use look, cover, write check and quizlet to learn the answers to the core questions and the keywords for this topic
Learn
Task 2: Tissues and organs
Task 2b: Make notes that:
Define tissue, organ and organ system
State the three different types of tissues, giving a brief description of each one.
List the 7 organ systems and the organs that make them up
State the three ways substances can be transported into and out of cells.
Describe the key adaptation needed to ensure this transport happens quickly.
Task 2c: Answer the 6 mark exam question:
The human stomach is an organ. Describe how the tissues in the stomach enable the stomach to function.
Muscular tissue
To churn the contents
Glandular tissue
To produce digestive juices
Epithelial tissue
To cover the inside/outside of the stomach
Task 3: The human digestive system
Task 3b: Make notes that:
State what digestion is
State the products of digestion of starch, protein and lipids
Copy and label the diagram of the human digestive system
Task 3c: Copy and complete this table - the video might help.
Task 3c : Answer the exam questions and self mark
Task 4: Food tests required practical
Task 4b: Copy and complete the table
Task 4c: Sumarise the key points from this practical in a table like this one:
Task 4d: Answer the exam questions and self mark
Task 5: Catalysts and enzymes
Task 5b: Make notes that:
Define catalyst
Define enzyme and state the three processes enzymes are involved in
Watch the video on slide 15 and draw a diagram to show the lock and key mechanism
Answer the questions on slide 20.
Task 5c: Check you understand:
What is an enzyme?
What are enzymes made of?
What is a catalyst?
Why do we need lots of different enzymes?
Where does the substrate and enzyme fit together?
Challenge: Suggest what would happen if the active site gets damaged.
Extra challenge: Suggest factors that could affect enzyme action
What is an enzyme? A biological catalyst
What are enzymes made of? Protein
What is a catalyst? A substance that speeds up a chemical reaction
Why do we need lots of different enzymes? Different chemical reactions have different substrates.
Where does the substrate and enzyme fit together? The active site.
Challenge: Suggest what would happen if the active site gets damaged. The enzyme would no longer work
Extra challenge: Suggest factors that could affect enzyme action. Temperature and pH (more detail on this next lesson)
Task 5d: Use the graph to answer these questions:
Which combination is the best?
How do you know?
Challenge: How could we use this to calculate the rate of the reaction?
Liver
Reaches maximum value of oxygen produced fastest
3. Find the gradient of the line - (change in y / change in x)
Task 5e: Complete the progress quiz
Task 6: Factors affecting enzyme activity
Task 6b: Make notes that:
List the two factors that can affect enzyme activity
Describe the effect of temperature on enzyme activity and draw a sketch labelled graph to represent this.
Define denature
Describe the effect of pH on enzyme activity and draw a sketch labelled graph to represent this for
pancreatic amylase
pepsin (a protease)
Describe the role of bile in the digestive system
Describe the role of the pancreas in the digestive system
Task 7: Enzymes required practical
Task 7b: Make notes that:
Give the independent, dependent and control variables in the experiment
Plot a graph to show the effect of changing the pH on amylase action using the data in the table.
Task 7c: Write a conclusion that includes:
A simple concluding statement, including specific data. (eg say what the pattern is)
Refer back to the hypothesis, was it correct? Why?
Use scientific ideas including keywords to explain your results.
Task 7d: Evaluate the experiment:
Did you have any anomalies in your results? Why do you think these may have happened?
How could you improve your experiment to improve the quality of your data? How would improving your experiment in this way improve your data?
Could you test your hypothesis using a different method to improve the validity of your results?
Task 7e: Answer the exam questions and self mark
Task 8: Summary
Task 8a: Watch the video
Task 8b: Complete the seneca learning unit for your set.
Task 8c: Make a mind map or single page revision summary of this topic and add it to your revision folder