Lesson 1: MUSCLES
A. Subject Name: Biology
B. Lesson Reference no. 1
C. Lesson Title: Let’s Move and Let’s Groove
(Skeletal Muscles)
D. Lesson Description
This lesson makes the students understand how the skeletal muscles move or act and they will also know about the muscles’ origins and insertions so with the importance and applications of muscles’ daily activities.
E. Learning Outcomes:
At the end of the lesson, the students should be able to:
• determine the different movements of the skeletal muscles;
• identify the muscles; their origins, their insertions and their actions;
• create a dance move using the different muscles in the arms, legs and thighs.
F. Review of the Previous Learning
Concept: Microscopic Anatomy of the Skeletal Muscles.
G. Learning Presentation
• Object 1: Muscles moves, but we are not aware of the names of the said movements. Try to view this video and imitate the dance moves and try to check if you know the names of movements.
If you’re done dancing, try to click this for you to find out what are the names of the different body muscle movement that you have just performed.
• Object 2: For you to have an overview regarding skeletal muscles, try to visit and read this:
Skeletal Muscles
Click this in order for you to identify the origin, insertion and action done by each muscle.
H. Learning Activity
Label the muscles by visiting this.
Create your own dance moves that may involve the muscles that act in the Arm, Legs and Thigh by using this music video.
I. Evaluation
Take the quiz by visiting this page.
J. Agreement
Read about nervous system, its importance and the organs.
Check this powerpoint presentation from teachertube.
Sunday, November 28, 2010
Saturday, October 16, 2010
Saturday, October 9, 2010
Saturday, August 28, 2010
Tuesday, August 10, 2010
Saturday, August 7, 2010
Animal Cells
Animal Cell Structure
Animal cells are typical of the eukaryotic cell, enclosed by a plasma membrane and containing a membrane-bound nucleus and organelles. Unlike the cells of the two other eukaryotic kingdoms, plants and fungi, animal cells don't have a cell wall. This feature was lost in the distant past by the single-celled organisms that gave rise to the kingdom Animalia.
Anatomy of the Animal Cell
The lack of a rigid cell wall allowed animals to develop a greater diversity of cell types, tissues, and organs. Specialized cells that formed nerves and muscles -- tissues impossible for plants to evolve -- gave these organisms mobility. The ability to move about by the use of specialized muscle tissues is the hallmark of the animal world. (Protozoans locomote, but by nonmuscular means, i.e. cilia, flagella, pseudopodia.)The animal kingdom is unique amongst eukaryotic organisms because animal tissues are bound together by a triple helix of protein, called collagen. Plant and fungal cells are bound together in tissues or aggregations by other molecules, such as pectin. The fact that no other organisms utilize collagen in this manner is one of the indications that all animals arose from a common unicellular ancestor.Animals are a large and incredibly diverse group of organisms. Making up about three-quarters of the species on Earth, they run the gamut from sponges and jellyfish to ants, whales, elephants, and -- of course -- human beings. Being mobile has given animals the flexibility to adopt many different modes of feeding, defense, and reproduction. The earliest fossil evidence of animals dates from the Vendian Period (650 to 544 million years ago), with coelenterate-type creatures that left traces of their soft bodies in shallow-water sediments. The first mass extinction ended that period, but during the Cambrian Period which followed, an explosion of new forms began the evolutionary radiation that produced most of the major groups, or phyla, known today. Vertebrates (animals with backbones) are not known to have occurred until the Ordovician Period (505 to 438 million years ago).
Centrioles - Centrioles are self-replicating organelles made up of nine bundles of microtubules and are found only in animal cells. They appear to help in organizing cell division, but aren't essential to the process.
Cilia and Flagella - For single-celled eukaryotes, cilia and flagella are essential for the locomotion of individual organisms. In multicellular organisms, cilia function to move fluid or materials past an immobile cell as well as moving a cell or group of cells.
Endoplasmic Reticulum - The endoplasmic reticulum is a network of sacs that manufactures, processes, and transports chemical compounds for use inside and outside of the cell. It is connected to the double-layered nuclear envelope, providing a connection between the nucleus and the cytoplasm.
Golgi Apparatus - The Golgi apparatus is the distribution and shipping department for the cell's chemical products. It modifies proteins and fats built in the endoplasmic reticulum and prepares them for export to the outside of the cell.
Lysosomes - The main function of these microbodies is digestion. Lysosomes break down cellular waste products and debris from outside the cell into simple compounds, which are transferred to the cytoplasm as new cell-building materials.
Microfilaments - Microfilaments are solid rods made of globular proteins called actin. These filaments are primarily structural in function and are an important component of the cytoskeleton.
Microtubules - These straight, hollow cylinders, composed of tubulin protein, are found throughout the cytoplasm of all eukaryotic cells and perform a number of functions.
Mitochondria - Mitochondria are oblong shaped organelles that are found in the cytoplasm of every eukaryotic cell. In the animal cell, they are the main power generators, converting oxygen and nutrients into energy.
Nucleus - The nucleus is a highly specialized organelle that serves as the information and administrative center of the cell.
Peroxisomes - Microbodies are a diverse group of organelles that are found in the cytoplasm, roughly spherical and bound by a single membrane. There are several types of microbodies but peroxisomes are the most common
Plasma Membrane - All living cells have a plasma membrane that encloses their contents. In prokaryotes, the membrane is the inner layer of protection surrounded by a rigid cell wall. Eukaryotic animal cells have only the membrane to contain and protect their contents. These membranes also regulate the of molecules in and out of the cells.
Ribosomes - All living cells contain ribosomes, tiny organelles composed of approximately 60 percent RNA and 40 percent protein. In eukaryotes, ribosomes are made of four strands of RNA. In prokaryotes, they consist of three strands of RNA.
Sunday, July 25, 2010
Carbohydrates
A carbohydrate is an organic compound with the general formula Cm(H2O)n, that is, consists only of carbon, hydrogen and oxygen, with the last two in the 2:1 atom ratio. Carbohydrates can be viewed as hydrates of carbon, hence their name. Structurally however, it is more accurate to view them as polyhydroxy aldehydes and ketones.
The term is most common in biochemistry, where it is a synonym of saccharide. The carbohydrates (saccharides) are divided into four chemical groupings: monosaccharides, disaccharides, oligosaccharides, and polysaccharides. In general, the monosaccharides and disaccharides, which are smaller (lower molecular weight) carbohydrates, are commonly referred to as sugars.[1] The word saccharide comes from the Greek word σάκχαρον (sákkharon), meaning "sugar". While the scientific nomenclature of carbohydrates is complex, the names of the monosaccharides and disaccharides very often end in the suffix -ose. For example, blood sugar is the monosaccharide glucose, table sugar is the disaccharide sucrose, and milk sugar is the disaccharide lactose (see illustration).
Carbohydrates perform numerous roles in living things. Polysaccharides serve for the storage of energy (e.g., starch and glycogen) and as structural components (e.g., cellulose in plants and chitin in arthropods). The 5-carbon monosaccharide ribose is an important component of coenzymes (e.g., ATP, FAD, and NAD) and the backbone of the genetic molecule known as RNA. The related deoxyribose is a component of DNA. Saccharides and their derivatives include many other important biomolecules that play key roles in the immune system, fertilization, preventing pathogenesis, blood clotting, and development.
In food science and in many informal contexts, the term carbohydrate often means any food that is particularly rich in starch (such as cereals, bread and pasta) or sugar (such as candy, jams and desserts).
Monosaccharides
D-glucose is an aldohexose with the formula (C•H2O)6. The red atoms highlight the aldehyde group, and the blue atoms highlight the asymmetric center furthest from the aldehyde; because this -OH is on the right of the Fischer projection, this is a D sugar.
Monosaccharides are the simplest carbohydrates in that they cannot be hydrolyzed to smaller carbohydrates. They are aldehydes or ketones with two or more hydroxyl groups. The general chemical formula of an unmodified monosaccharide is (C•H2O)n, literally a "carbon hydrate." Monosaccharides are important fuel molecules as well as building blocks for nucleic acids. The smallest monosaccharides, for which n = 3, are dihydroxyacetone and D- and L-glyceraldehyde.
Classification of monosaccharides
The α and β anomers of glucose. Note the position of the hydroxyl group (red or green) on the anomeric carbon relative to the CH2OH group bound to carbon 5: they are either on the opposite sides (α), or the same side (β).
Monosaccharides are classified according to three different characteristics: the placement of its carbonyl group, the number of carbon atoms it contains, and its chiral handedness. If the carbonyl group is an aldehyde, the monosaccharide is an aldose; if the carbonyl group is a ketone, the monosaccharide is a ketose. Monosaccharides with three carbon atoms are called trioses, those with four are called tetroses, five are called pentoses, six are hexoses, and so on. [6] These two systems of classification are often combined. For example, glucose is an aldohexose (a six-carbon aldehyde), ribose is an aldopentose (a five-carbon aldehyde), and fructose is a ketohexose (a six-carbon ketone).
Each carbon atom bearing a hydroxyl group (-OH), with the exception of the first and last carbons, are asymmetric, making them stereocenters with two possible configurations each (R or S). Because of this asymmetry, a number of isomers may exist for any given monosaccharide formula. The aldohexose D-glucose, for example, has the formula (C•H2O)6, of which all but two of its six carbons atoms are stereogenic, making D-glucose one of 24 = 16 possible stereoisomers. In the case of glyceraldehyde, an aldotriose, there is one pair of possible stereoisomers, which are enantiomers and epimers. 1,3-dihydroxyacetone, the ketose corresponding to the aldose glyceraldehyde, is a symmetric molecule with no stereocenters). The assignment of D or L is made according to the orientation of the asymmetric carbon furthest from the carbonyl group: in a standard Fischer projection if the hydroxyl group is on the right the molecule is a D sugar, otherwise it is an L sugar. The "D-" and "L-" prefixes should not be confused with "d-" or "l-", which indicate the direction that the sugar rotates plane polarized light. This usage of "d-" and "l-" is no longer followed in carbohydrate chemistry.
The aldehyde or ketone group of a straight-chain monosaccharide will react reversibly with a hydroxyl group on a different carbon atom to form a hemiacetal or hemiketal, forming a heterocyclic ring with an oxygen bridge between two carbon atoms. Rings with five and six atoms are called furanose and pyranose forms, respectively, and exist in equilibrium with the straight-chain form.
During the conversion from straight-chain form to cyclic form, the carbon atom containing the carbonyl oxygen, called the anomeric carbon, becomes a stereogenic center with two possible configurations: The oxygen atom may take a position either above or below the plane of the ring. The resulting possible pair of stereoisomers are called anomers. In the α anomer, the -OH substituent on the anomeric carbon rests on the opposite side (trans) of the ring from the CH2OH side branch. The alternative form, in which the CH2OH substituent and the anomeric hydroxyl are on the same side (cis) of the plane of the ring, is called the β anomer. You can remember that the β anomer is cis by the mnemonic, "It's always better to βe up". Because the ring and straight-chain forms readily interconvert, both anomers exist in equilibrium.[8] In a Fischer Projection, the α anomer is represented with the anomeric hydroxyl group trans to the CH2OH and cis in the β anomer.
Use in living organisms
Monosaccharides are the major source of fuel for metabolism, being used both as an energy source (glucose being the most important in nature) and in biosynthesis. When monosaccharides are not immediately needed by many cells they are often converted to more space efficient forms, often polysaccharides. In many animals, including humans, this storage form is glycogen, especially in liver and muscle cells. In plants, starch is used for the same purpose.
Disaccharides
Sucrose, also known as table sugar, is a common disaccharide. It is composed of two monosaccharides: D-glucose (left) and D-fructose (right).
Two joined monosaccharides are called a disaccharide and these are the simplest polysaccharides. Examples include sucrose and lactose. They are composed of two monosaccharide units bound together by a covalent bond known as a glycosidic linkage formed via a dehydration reaction, resulting in the loss of a hydrogen atom from one monosaccharide and a hydroxyl group from the other. The formula of unmodified disaccharides is C12H22O11. Although there are numerous kinds of disaccharides, a handful of disaccharides are particularly notable.
Sucrose, pictured to the right, is the most abundant disaccharide, and the main form in which carbohydrates are transported in plants. It is composed of one D-glucose molecule and one D-fructose molecule. The systematic name for sucrose, O-α-D-glucopyranosyl-(1→2)-D-fructofuranoside, indicates four things:
* Its monosaccharides: glucose and fructose
* Their ring types: glucose is a pyranose, and fructose is a furanose
* How they are linked together: the oxygen on carbon number 1 (C1) of α-D-glucose is linked to the C2 of D-fructose.
* The -oside suffix indicates that the anomeric carbon of both monosaccharides participates in the glycosidic bond.
Lactose, a disaccharide composed of one D-galactose molecule and one D-glucose molecule, occurs naturally in mammalian milk. The systematic name for lactose is O-β-D-galactopyranosyl-(1→4)-D-glucopyranose. Other notable disaccharides include maltose (two D-glucoses linked α-1,4) and cellulobiose (two D-glucoses linked β-1,4).
Oligosaccharides and polysaccharides
Amylose is a linear polymer of glucose mainly linked with α(1→4) bonds. It can be made of several thousands of glucose units. It is one of the two components of starch, the other being amylopectin.
Oligosaccharides and polysaccharides are composed of longer chains of monosaccharide units bound together by glycosidic bonds. The distinction between the two is based upon the number of monosaccharide units present in the chain. Oligosaccharides typically contain between three and ten monosaccharide units, and polysaccharides contain greater than ten monosaccharide units. Definitions of how large a carbohydrate must be to fall into each category vary according to personal opinion. Examples of oligosaccharides include the disaccharides mentioned above, the trisaccharide raffinose and the tetrasaccharide stachyose.
Oligosaccharides are found as a common form of protein posttranslational modification. Such posttranslational modifications include the Lewis and ABO oligosaccharides responsible for blood group classifications and so of tissue incompatibilities, the alpha-Gal epitope responsible for hyperacute rejection in xenotransplantation, and O-GlcNAc modifications.
Polysaccharides represent an important class of biological polymers. Their function in living organisms is usually either structure- or storage-related. Starch (a polymer of glucose) is used as a storage polysaccharide in plants, being found in the form of both amylose and the branched amylopectin. In animals, the structurally similar glucose polymer is the more densely branched glycogen, sometimes called 'animal starch'. Glycogen's properties allow it to be metabolized more quickly, which suits the active lives of moving animals.
Cellulose and chitin are examples of structural polysaccharides. Cellulose is used in the cell walls of plants and other organisms, and is claimed to be the most abundant organic molecule on earth. It has many uses such as a significant role in the paper and textile industries, and is used as a feedstock for the production of rayon (via the viscose process), cellulose acetate, celluloid, and nitrocellulose. Chitin has a similar structure, but has nitrogen-containing side branches, increasing its strength. It is found in arthropod exoskeletons and in the cell walls of some fungi. It also has multiple uses, including surgical threads.
Other polysaccharides include callose or laminarin, chrysolaminarin, xylan, arabinoxylan, mannan, fucoidan, and galactomannan.
Nutrition
Grain products: rich sources of complex and simple carbohydrates
Foods high in simple carbohydrates include fruits, sweets and soft drinks. Foods high in complex carbohydrates include breads, pastas, beans, potatoes, bran, rice, and cereals. The most common complex carbohydrate in these foods is starch. Carbohydrates are the most common source of energy in living organisms. Proteins and fat are necessary building components for body tissue and cells, and are also a source of energy for most organisms.
Carbohydrates are not essential nutrients in humans: the body can obtain all its energy from protein and fats[10][11]. The brain and neurons generally cannot burn fat for energy, but can use glucose or ketones; the body can also synthesize some glucose from a few of the amino acids in protein and also from the glycerol backbone in triglycerides. Carbohydrate contains 15.8 kilojoules (3.75 kilocalories)[citation needed] and proteins 16.8 kilojoules (4 kilocalories) per gram, while fats contain 37.8 kilojoules (9 kilocalories) per gram. In the case of protein, this is somewhat misleading as only some amino acids are usable for fuel. Likewise, in humans, only some carbohydrates are usable for fuel, as in many monosaccharides and some disaccharides. Other carbohydrate types can be used, but only with the assistance of gut bacteria. Ruminants and termites can even process cellulose, which is indigestible to humans.
Based on the effects on risk of heart disease and obesity, the Institute of Medicine recommends that American and Canadian adults get between 45–65% of dietary energy from carbohydrates. The Food and Agriculture Organization and World Health Organization jointly recommend that national dietary guidelines set a goal of 55–75% of total energy from carbohydrates, but only 10% directly from sugars (their term for simple carbohydrates).
Classification
For dietary purposes, carbohydrates can be classified as simple (monosaccharides and disaccharides) or complex (oligosaccharides and polysaccharides). The term complex carbohydrate was first used in the U.S. Senate Select Committee on Nutrition and Human Needs publication Dietary Goals for the United States (1977), where it denoted "fruit, vegetables and whole-grains".Dietary guidelines generally recommend that complex carbohydrates, and such nutrient-rich simple carbohydrate sources such as fruit (glucose or fructose) and dairy products (lactose) make up the bulk of carbohydrate consumption. This excludes such sources of simple sugars as candy and sugary drinks.
The glycemic index and glycemic load concepts have been developed to characterize food behavior during human digestion. They rank carbohydrate-rich foods based on the rapidity of their effect on blood glucose levels. The insulin index is a similar, more recent classification method that ranks foods based on their effects on blood insulin levels, which are caused by glucose (or starch) and some amino acids in food. Glycemic index is a measure of how quickly food glucose is absorbed, while glycemic load is a measure of the total absorbable glucose in foods.
Reference: http://en.wikipedia.org/wiki/Carbohydrate
The term is most common in biochemistry, where it is a synonym of saccharide. The carbohydrates (saccharides) are divided into four chemical groupings: monosaccharides, disaccharides, oligosaccharides, and polysaccharides. In general, the monosaccharides and disaccharides, which are smaller (lower molecular weight) carbohydrates, are commonly referred to as sugars.[1] The word saccharide comes from the Greek word σάκχαρον (sákkharon), meaning "sugar". While the scientific nomenclature of carbohydrates is complex, the names of the monosaccharides and disaccharides very often end in the suffix -ose. For example, blood sugar is the monosaccharide glucose, table sugar is the disaccharide sucrose, and milk sugar is the disaccharide lactose (see illustration).
Carbohydrates perform numerous roles in living things. Polysaccharides serve for the storage of energy (e.g., starch and glycogen) and as structural components (e.g., cellulose in plants and chitin in arthropods). The 5-carbon monosaccharide ribose is an important component of coenzymes (e.g., ATP, FAD, and NAD) and the backbone of the genetic molecule known as RNA. The related deoxyribose is a component of DNA. Saccharides and their derivatives include many other important biomolecules that play key roles in the immune system, fertilization, preventing pathogenesis, blood clotting, and development.
In food science and in many informal contexts, the term carbohydrate often means any food that is particularly rich in starch (such as cereals, bread and pasta) or sugar (such as candy, jams and desserts).
Monosaccharides
D-glucose is an aldohexose with the formula (C•H2O)6. The red atoms highlight the aldehyde group, and the blue atoms highlight the asymmetric center furthest from the aldehyde; because this -OH is on the right of the Fischer projection, this is a D sugar.
Monosaccharides are the simplest carbohydrates in that they cannot be hydrolyzed to smaller carbohydrates. They are aldehydes or ketones with two or more hydroxyl groups. The general chemical formula of an unmodified monosaccharide is (C•H2O)n, literally a "carbon hydrate." Monosaccharides are important fuel molecules as well as building blocks for nucleic acids. The smallest monosaccharides, for which n = 3, are dihydroxyacetone and D- and L-glyceraldehyde.
Classification of monosaccharides
The α and β anomers of glucose. Note the position of the hydroxyl group (red or green) on the anomeric carbon relative to the CH2OH group bound to carbon 5: they are either on the opposite sides (α), or the same side (β).
Monosaccharides are classified according to three different characteristics: the placement of its carbonyl group, the number of carbon atoms it contains, and its chiral handedness. If the carbonyl group is an aldehyde, the monosaccharide is an aldose; if the carbonyl group is a ketone, the monosaccharide is a ketose. Monosaccharides with three carbon atoms are called trioses, those with four are called tetroses, five are called pentoses, six are hexoses, and so on. [6] These two systems of classification are often combined. For example, glucose is an aldohexose (a six-carbon aldehyde), ribose is an aldopentose (a five-carbon aldehyde), and fructose is a ketohexose (a six-carbon ketone).
Each carbon atom bearing a hydroxyl group (-OH), with the exception of the first and last carbons, are asymmetric, making them stereocenters with two possible configurations each (R or S). Because of this asymmetry, a number of isomers may exist for any given monosaccharide formula. The aldohexose D-glucose, for example, has the formula (C•H2O)6, of which all but two of its six carbons atoms are stereogenic, making D-glucose one of 24 = 16 possible stereoisomers. In the case of glyceraldehyde, an aldotriose, there is one pair of possible stereoisomers, which are enantiomers and epimers. 1,3-dihydroxyacetone, the ketose corresponding to the aldose glyceraldehyde, is a symmetric molecule with no stereocenters). The assignment of D or L is made according to the orientation of the asymmetric carbon furthest from the carbonyl group: in a standard Fischer projection if the hydroxyl group is on the right the molecule is a D sugar, otherwise it is an L sugar. The "D-" and "L-" prefixes should not be confused with "d-" or "l-", which indicate the direction that the sugar rotates plane polarized light. This usage of "d-" and "l-" is no longer followed in carbohydrate chemistry.
The aldehyde or ketone group of a straight-chain monosaccharide will react reversibly with a hydroxyl group on a different carbon atom to form a hemiacetal or hemiketal, forming a heterocyclic ring with an oxygen bridge between two carbon atoms. Rings with five and six atoms are called furanose and pyranose forms, respectively, and exist in equilibrium with the straight-chain form.
During the conversion from straight-chain form to cyclic form, the carbon atom containing the carbonyl oxygen, called the anomeric carbon, becomes a stereogenic center with two possible configurations: The oxygen atom may take a position either above or below the plane of the ring. The resulting possible pair of stereoisomers are called anomers. In the α anomer, the -OH substituent on the anomeric carbon rests on the opposite side (trans) of the ring from the CH2OH side branch. The alternative form, in which the CH2OH substituent and the anomeric hydroxyl are on the same side (cis) of the plane of the ring, is called the β anomer. You can remember that the β anomer is cis by the mnemonic, "It's always better to βe up". Because the ring and straight-chain forms readily interconvert, both anomers exist in equilibrium.[8] In a Fischer Projection, the α anomer is represented with the anomeric hydroxyl group trans to the CH2OH and cis in the β anomer.
Use in living organisms
Monosaccharides are the major source of fuel for metabolism, being used both as an energy source (glucose being the most important in nature) and in biosynthesis. When monosaccharides are not immediately needed by many cells they are often converted to more space efficient forms, often polysaccharides. In many animals, including humans, this storage form is glycogen, especially in liver and muscle cells. In plants, starch is used for the same purpose.
Disaccharides
Sucrose, also known as table sugar, is a common disaccharide. It is composed of two monosaccharides: D-glucose (left) and D-fructose (right).
Two joined monosaccharides are called a disaccharide and these are the simplest polysaccharides. Examples include sucrose and lactose. They are composed of two monosaccharide units bound together by a covalent bond known as a glycosidic linkage formed via a dehydration reaction, resulting in the loss of a hydrogen atom from one monosaccharide and a hydroxyl group from the other. The formula of unmodified disaccharides is C12H22O11. Although there are numerous kinds of disaccharides, a handful of disaccharides are particularly notable.
Sucrose, pictured to the right, is the most abundant disaccharide, and the main form in which carbohydrates are transported in plants. It is composed of one D-glucose molecule and one D-fructose molecule. The systematic name for sucrose, O-α-D-glucopyranosyl-(1→2)-D-fructofuranoside, indicates four things:
* Its monosaccharides: glucose and fructose
* Their ring types: glucose is a pyranose, and fructose is a furanose
* How they are linked together: the oxygen on carbon number 1 (C1) of α-D-glucose is linked to the C2 of D-fructose.
* The -oside suffix indicates that the anomeric carbon of both monosaccharides participates in the glycosidic bond.
Lactose, a disaccharide composed of one D-galactose molecule and one D-glucose molecule, occurs naturally in mammalian milk. The systematic name for lactose is O-β-D-galactopyranosyl-(1→4)-D-glucopyranose. Other notable disaccharides include maltose (two D-glucoses linked α-1,4) and cellulobiose (two D-glucoses linked β-1,4).
Oligosaccharides and polysaccharides
Amylose is a linear polymer of glucose mainly linked with α(1→4) bonds. It can be made of several thousands of glucose units. It is one of the two components of starch, the other being amylopectin.
Oligosaccharides and polysaccharides are composed of longer chains of monosaccharide units bound together by glycosidic bonds. The distinction between the two is based upon the number of monosaccharide units present in the chain. Oligosaccharides typically contain between three and ten monosaccharide units, and polysaccharides contain greater than ten monosaccharide units. Definitions of how large a carbohydrate must be to fall into each category vary according to personal opinion. Examples of oligosaccharides include the disaccharides mentioned above, the trisaccharide raffinose and the tetrasaccharide stachyose.
Oligosaccharides are found as a common form of protein posttranslational modification. Such posttranslational modifications include the Lewis and ABO oligosaccharides responsible for blood group classifications and so of tissue incompatibilities, the alpha-Gal epitope responsible for hyperacute rejection in xenotransplantation, and O-GlcNAc modifications.
Polysaccharides represent an important class of biological polymers. Their function in living organisms is usually either structure- or storage-related. Starch (a polymer of glucose) is used as a storage polysaccharide in plants, being found in the form of both amylose and the branched amylopectin. In animals, the structurally similar glucose polymer is the more densely branched glycogen, sometimes called 'animal starch'. Glycogen's properties allow it to be metabolized more quickly, which suits the active lives of moving animals.
Cellulose and chitin are examples of structural polysaccharides. Cellulose is used in the cell walls of plants and other organisms, and is claimed to be the most abundant organic molecule on earth. It has many uses such as a significant role in the paper and textile industries, and is used as a feedstock for the production of rayon (via the viscose process), cellulose acetate, celluloid, and nitrocellulose. Chitin has a similar structure, but has nitrogen-containing side branches, increasing its strength. It is found in arthropod exoskeletons and in the cell walls of some fungi. It also has multiple uses, including surgical threads.
Other polysaccharides include callose or laminarin, chrysolaminarin, xylan, arabinoxylan, mannan, fucoidan, and galactomannan.
Nutrition
Grain products: rich sources of complex and simple carbohydrates
Foods high in simple carbohydrates include fruits, sweets and soft drinks. Foods high in complex carbohydrates include breads, pastas, beans, potatoes, bran, rice, and cereals. The most common complex carbohydrate in these foods is starch. Carbohydrates are the most common source of energy in living organisms. Proteins and fat are necessary building components for body tissue and cells, and are also a source of energy for most organisms.
Carbohydrates are not essential nutrients in humans: the body can obtain all its energy from protein and fats[10][11]. The brain and neurons generally cannot burn fat for energy, but can use glucose or ketones; the body can also synthesize some glucose from a few of the amino acids in protein and also from the glycerol backbone in triglycerides. Carbohydrate contains 15.8 kilojoules (3.75 kilocalories)[citation needed] and proteins 16.8 kilojoules (4 kilocalories) per gram, while fats contain 37.8 kilojoules (9 kilocalories) per gram. In the case of protein, this is somewhat misleading as only some amino acids are usable for fuel. Likewise, in humans, only some carbohydrates are usable for fuel, as in many monosaccharides and some disaccharides. Other carbohydrate types can be used, but only with the assistance of gut bacteria. Ruminants and termites can even process cellulose, which is indigestible to humans.
Based on the effects on risk of heart disease and obesity, the Institute of Medicine recommends that American and Canadian adults get between 45–65% of dietary energy from carbohydrates. The Food and Agriculture Organization and World Health Organization jointly recommend that national dietary guidelines set a goal of 55–75% of total energy from carbohydrates, but only 10% directly from sugars (their term for simple carbohydrates).
Classification
For dietary purposes, carbohydrates can be classified as simple (monosaccharides and disaccharides) or complex (oligosaccharides and polysaccharides). The term complex carbohydrate was first used in the U.S. Senate Select Committee on Nutrition and Human Needs publication Dietary Goals for the United States (1977), where it denoted "fruit, vegetables and whole-grains".Dietary guidelines generally recommend that complex carbohydrates, and such nutrient-rich simple carbohydrate sources such as fruit (glucose or fructose) and dairy products (lactose) make up the bulk of carbohydrate consumption. This excludes such sources of simple sugars as candy and sugary drinks.
The glycemic index and glycemic load concepts have been developed to characterize food behavior during human digestion. They rank carbohydrate-rich foods based on the rapidity of their effect on blood glucose levels. The insulin index is a similar, more recent classification method that ranks foods based on their effects on blood insulin levels, which are caused by glucose (or starch) and some amino acids in food. Glycemic index is a measure of how quickly food glucose is absorbed, while glycemic load is a measure of the total absorbable glucose in foods.
Reference: http://en.wikipedia.org/wiki/Carbohydrate
Wednesday, July 21, 2010
Carbohydrates
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Saturday, July 10, 2010
Acids and Bases
Acids and Bases
An Introduction
by Anthony Carpi, Ph.D.
For thousands of years people have known that vinegar, lemon juice and many other foods taste sour. However, it was not until a few hundred years ago that it was discovered why these things taste sour - because they are all acids. The term acid, in fact, comes from the Latin term acere, which means "sour". While there are many slightly different definitions of acids and bases, in this lesson we will introduce the fundamentals of acid/base chemistry.
In the seventeenth century, the Irish writer and amateur chemist Robert Boyle first labeled substances as either acids or bases (he called bases alkalies) according to the following characteristics:
* Acids taste sour, are corrosive to metals, change litmus (a dye extracted from lichens) red, and become less acidic when mixed with bases.
* Bases feel slippery, change litmus blue, and become less basic when mixed with acids.
While Boyle and others tried to explain why acids and bases behave the way they do, the first reasonable definition of acids and bases would not be proposed until 200 years later.
In the late 1800s, the Swedish scientist Svante Arrhenius proposed that water can dissolve many compounds by separating them into their individual ions. Arrhenius suggested that acids are compounds that contain hydrogen and can dissolve in water to release hydrogen ions into solution. For example, hydrochloric acid (HCl) dissolves in water as follows:
HCl H2O
H+(aq) + Cl-(aq)
Arrhenius defined bases as substances that dissolve in water to release hydroxide ions (OH-) into solution. For example, a typical base according to the Arrhenius definition is sodium hydroxide (NaOH):
NaOH H2O
Na+(aq) + OH-(aq)
The Arrhenius definition of acids and bases explains a number of things. Arrhenius's theory explains why all acids have similar properties to each other (and, conversely, why all bases are similar): because all acids release H+ into solution (and all bases release OH-). The Arrhenius definition also explains Boyle's observation that acids and bases counteract each other. This idea, that a base can make an acid weaker, and vice versa, is called neutralization.
Neutralization: As you can see from the equations, acids release H+ into solution and bases release OH-. If we were to mix an acid and base together, the H+ ion would combine with the OH- ion to make the molecule H2O, or plain water:
H+(aq) + OH-(aq) H2O
The neutralization reaction of an acid with a base will always produce water and a salt, as shown below:
Acid Base Water Salt
HCl + NaOH H2O + NaCl
HBr + KOH H2O + KBr
Though Arrhenius helped explain the fundamentals of acid/base chemistry, unfortunately his theories have limits. For example, the Arrhenius definition does not explain why some substances, such as common baking soda (NaHCO3), can act like a base even though they do not contain hydroxide ions.
In 1923, the Danish scientist Johannes Brønsted and the Englishman Thomas Lowry published independent yet similar papers that refined Arrhenius' theory. In Brønsted's words, "... acids and bases are substances that are capable of splitting off or taking up hydrogen ions, respectively." The Brønsted-Lowry definition broadened the Arrhenius concept of acids and bases.
The Brønsted-Lowry definition of acids is very similar to the Arrhenius definition, any substance that can donate a hydrogen ion is an acid (under the Brønsted definition, acids are often referred to as proton donors because an H+ ion, hydrogen minus its electron, is simply a proton).
The Brønsted definition of bases is, however, quite different from the Arrhenius definition. The Brønsted base is defined as any substance that can accept a hydrogen ion. In essence, a base is the opposite of an acid. NaOH and KOH, as we saw above, would still be considered bases because they can accept an H+ from an acid to form water. However, the Brønsted-Lowry definition also explains why substances that do not contain OH- can act like bases. Baking soda (NaHCO3), for example, acts like a base by accepting a hydrogen ion from an acid as illustrated below:
Acid Base Salt
HCl + NaHCO3 H2CO3 + NaCl
In this example, the carbonic acid formed (H2CO3) undergoes rapid decomposition to water and gaseous carbon dioxide, and so the solution bubbles as CO2 gas is released.
pH
Under the Brønsted-Lowry definition, both acids and bases are related to the concentration of hydrogen ions present. Acids increase the concentration of hydrogen ions, while bases decrease the concentration of hydrogen ions (by accepting them). The acidity or basicity of something, therefore, can be measured by its hydrogen ion concentration.
In 1909, the Danish biochemist Sören Sörensen invented the pH scale for measuring acidity. The pH scale is described by the formula:
pH = -log [H+] Note: concentration is commonly abbreviated by using square brackets, thus [H+] = hydrogen ion concentration. When measuring pH, [H+] is in units of moles of H+ per liter of solution.
For example, a solution with [H+] = 1 x 10-7 moles/liter has a pH equal to 7 (a simpler way to think about pH is that it equals the exponent on the H+ concentration, ignoring the minus sign). The pH scale ranges from 0 to 14. Substances with a pH between 0 and less than 7 are acids (pH and [H+] are inversely related - lower pH means higher [H+]). Substances with a pH greater than 7 and up to 14 are bases (higher pH means lower [H+]). Right in the middle, at pH = 7, are neutral substances, for example, pure water. The relationship between [H+] and pH is shown in the table below alongside some common examples of acids and bases in everyday life.
[H+] pH Example
Acids 1 X 100 0 HCl
1 x 10-1 1 Stomach acid
1 x 10-2 2 Lemon juice
1 x 10-3 3 Vinegar
1 x 10-4 4 Soda
1 x 10-5 5 Rainwater
1 x 10-6 6 Milk
Neutral 1 x 10-7 7 Pure water
Bases 1 x 10-8 8 Egg whites
1 x 10-9 9 Baking soda
1 x 10-10 10 Tums® antacid
1 x 10-11 11 Ammonia
1 x 10-12 12 Mineral lime - Ca(OH)2
1 x 10-13 13 Drano®
1 x 10-14 14 NaOH
Reference:http://www.visionlearning.com/library/module_viewer.php?mid=58
An Introduction
by Anthony Carpi, Ph.D.
For thousands of years people have known that vinegar, lemon juice and many other foods taste sour. However, it was not until a few hundred years ago that it was discovered why these things taste sour - because they are all acids. The term acid, in fact, comes from the Latin term acere, which means "sour". While there are many slightly different definitions of acids and bases, in this lesson we will introduce the fundamentals of acid/base chemistry.
In the seventeenth century, the Irish writer and amateur chemist Robert Boyle first labeled substances as either acids or bases (he called bases alkalies) according to the following characteristics:
* Acids taste sour, are corrosive to metals, change litmus (a dye extracted from lichens) red, and become less acidic when mixed with bases.
* Bases feel slippery, change litmus blue, and become less basic when mixed with acids.
While Boyle and others tried to explain why acids and bases behave the way they do, the first reasonable definition of acids and bases would not be proposed until 200 years later.
In the late 1800s, the Swedish scientist Svante Arrhenius proposed that water can dissolve many compounds by separating them into their individual ions. Arrhenius suggested that acids are compounds that contain hydrogen and can dissolve in water to release hydrogen ions into solution. For example, hydrochloric acid (HCl) dissolves in water as follows:
HCl H2O
H+(aq) + Cl-(aq)
Arrhenius defined bases as substances that dissolve in water to release hydroxide ions (OH-) into solution. For example, a typical base according to the Arrhenius definition is sodium hydroxide (NaOH):
NaOH H2O
Na+(aq) + OH-(aq)
The Arrhenius definition of acids and bases explains a number of things. Arrhenius's theory explains why all acids have similar properties to each other (and, conversely, why all bases are similar): because all acids release H+ into solution (and all bases release OH-). The Arrhenius definition also explains Boyle's observation that acids and bases counteract each other. This idea, that a base can make an acid weaker, and vice versa, is called neutralization.
Neutralization: As you can see from the equations, acids release H+ into solution and bases release OH-. If we were to mix an acid and base together, the H+ ion would combine with the OH- ion to make the molecule H2O, or plain water:
H+(aq) + OH-(aq) H2O
The neutralization reaction of an acid with a base will always produce water and a salt, as shown below:
Acid Base Water Salt
HCl + NaOH H2O + NaCl
HBr + KOH H2O + KBr
Though Arrhenius helped explain the fundamentals of acid/base chemistry, unfortunately his theories have limits. For example, the Arrhenius definition does not explain why some substances, such as common baking soda (NaHCO3), can act like a base even though they do not contain hydroxide ions.
In 1923, the Danish scientist Johannes Brønsted and the Englishman Thomas Lowry published independent yet similar papers that refined Arrhenius' theory. In Brønsted's words, "... acids and bases are substances that are capable of splitting off or taking up hydrogen ions, respectively." The Brønsted-Lowry definition broadened the Arrhenius concept of acids and bases.
The Brønsted-Lowry definition of acids is very similar to the Arrhenius definition, any substance that can donate a hydrogen ion is an acid (under the Brønsted definition, acids are often referred to as proton donors because an H+ ion, hydrogen minus its electron, is simply a proton).
The Brønsted definition of bases is, however, quite different from the Arrhenius definition. The Brønsted base is defined as any substance that can accept a hydrogen ion. In essence, a base is the opposite of an acid. NaOH and KOH, as we saw above, would still be considered bases because they can accept an H+ from an acid to form water. However, the Brønsted-Lowry definition also explains why substances that do not contain OH- can act like bases. Baking soda (NaHCO3), for example, acts like a base by accepting a hydrogen ion from an acid as illustrated below:
Acid Base Salt
HCl + NaHCO3 H2CO3 + NaCl
In this example, the carbonic acid formed (H2CO3) undergoes rapid decomposition to water and gaseous carbon dioxide, and so the solution bubbles as CO2 gas is released.
pH
Under the Brønsted-Lowry definition, both acids and bases are related to the concentration of hydrogen ions present. Acids increase the concentration of hydrogen ions, while bases decrease the concentration of hydrogen ions (by accepting them). The acidity or basicity of something, therefore, can be measured by its hydrogen ion concentration.
In 1909, the Danish biochemist Sören Sörensen invented the pH scale for measuring acidity. The pH scale is described by the formula:
pH = -log [H+] Note: concentration is commonly abbreviated by using square brackets, thus [H+] = hydrogen ion concentration. When measuring pH, [H+] is in units of moles of H+ per liter of solution.
For example, a solution with [H+] = 1 x 10-7 moles/liter has a pH equal to 7 (a simpler way to think about pH is that it equals the exponent on the H+ concentration, ignoring the minus sign). The pH scale ranges from 0 to 14. Substances with a pH between 0 and less than 7 are acids (pH and [H+] are inversely related - lower pH means higher [H+]). Substances with a pH greater than 7 and up to 14 are bases (higher pH means lower [H+]). Right in the middle, at pH = 7, are neutral substances, for example, pure water. The relationship between [H+] and pH is shown in the table below alongside some common examples of acids and bases in everyday life.
[H+] pH Example
Acids 1 X 100 0 HCl
1 x 10-1 1 Stomach acid
1 x 10-2 2 Lemon juice
1 x 10-3 3 Vinegar
1 x 10-4 4 Soda
1 x 10-5 5 Rainwater
1 x 10-6 6 Milk
Neutral 1 x 10-7 7 Pure water
Bases 1 x 10-8 8 Egg whites
1 x 10-9 9 Baking soda
1 x 10-10 10 Tums® antacid
1 x 10-11 11 Ammonia
1 x 10-12 12 Mineral lime - Ca(OH)2
1 x 10-13 13 Drano®
1 x 10-14 14 NaOH
Reference:http://www.visionlearning.com/library/module_viewer.php?mid=58
Friday, June 18, 2010
Objectives:
1. Trace the history of zoology through making a concept map
2. Develop understanding in the beginning of zoology
History.
The study of zoology can be viewed as a series of efforts to analyze and classify animals. Attempts at classification as early as 400 BC are known from documents in the Hippocratic Collection. Aristotle, however, was the first to devise a system of classifying animals that recognized a basic unity of plan among diverse organisms; he arranged groups of animals according to mode of reproduction and habitat. Observing the development of such animals as the dogfish, chick, and octopus, he noted that general structures appear before specialized ones, and he also distinguished between asexual and sexual reproduction. His Historia Animalium contains accurate descriptions of extant animals of Greece and Asia Minor. He was also interested in form and structure and concluded that different animals can have similar embryological origins and that different structures can have similar functions.
In Roman times Pliny the Elder (WHOSE PHOTO IS AT THE SIDE) compiled four volumes on zoology in his 37-volume treatise called Historia Naturalis. Although widely read during the Middle Ages, they are little more than a collection of folklore, myth, and superstition. One of the more influential figures in the history of physiology, the Greek physician Galen, dissected farm animals, monkeys, and other mammals and described many features accurately, although some were wrongly applied to the human body. His misconceptions, especially with regard to the movement of blood, remained virtually unchanged for hundreds of years. In the 17th century, the English physician William Harvey established the true mechanism of blood circulation.
Until the Middle Ages, zoology was a conglomeration of folklore, superstition, misconception, and descriptions of animals, but during the 12th century it began to emerge as a science. Perhaps the most important naturalist of the era was the German scholar St. Albertus Magnus, who denied many of the superstitions associated with biology and reintroduced the work of Aristotle. The anatomical studies of Leonardo da Vinci were far in advance of the age. His dissections and comparisons of the structure of humans and other animals led him to important conclusions. He noted, for example, that the arrangement of joints and bones in the leg are similar in both horses and humans, thus grasping the concept of homology (the similarity of corresponding parts in different kinds of animals, suggesting a common grouping). The value of his work in anatomy was not recognized in his time. Instead, the Belgian physician Andreas Vesalius is considered the father of anatomy; he circulated his writings and established the principles of comparative anatomy. See ANATOMY
Classification dominated zoology throughout most of the 17th and 18th centuries. The Swedish botanist Carolus Linnaeus developed a system of nomenclature that is still used today—the binomial system of genus and species —and established taxonomy as a discipline. He followed the work of the English naturalist John Ray in relying upon the form of teeth and toes to differentiate mammals and upon beak shape to classify birds. Another leading systematist of this era was the French biologist Comte Georges Leclerc de Buffon. The study of comparative anatomy was extended by such men as Georges Cuvier, who devised a systematic organization of animals based on specimens sent to him from all over the world.Although the word cell was introduced in the 17th century by the English scientist Robert Hooke, it was not until 1839 that two Germans, Matthias Schleiden and Theodor Schwann, proved that the cell is the common structural unit of living things. The cell concept provided impetus for progress in embryology, founded by the Russian scientist Karl von Baer, and for the development by a Frenchman, Claude Bernard, of the study of animal physiology, including the concept of homeostasis (the stability of the body’s internal environment). See CELL,; PHYSIOLOGY,.The organization of scientific expeditions in the 18th and 19th centuries gave trained observers the opportunity to study plant and animal life throughout the world. The most famous expedition was the voyage of the Beagle in the early 1830s. During this voyage, Charles Darwin observed the plant and animal life of South America and Australia and developed his theory of evolution by natural selection. Although Darwin recognized the importance of heredity in understanding the evolutionary process, he was unaware of the work of a contemporary, the Austrian monk Gregor Mendel, who first formulated the concept of particulate hereditary factors—later called genes. Mendel’s work remained obscure
Activity:
trace the history of zoology by making a concept map.
Reference: http://www.history.com/encyclopedia.do?articleId=226469
1. Trace the history of zoology through making a concept map
2. Develop understanding in the beginning of zoology
History.
The study of zoology can be viewed as a series of efforts to analyze and classify animals. Attempts at classification as early as 400 BC are known from documents in the Hippocratic Collection. Aristotle, however, was the first to devise a system of classifying animals that recognized a basic unity of plan among diverse organisms; he arranged groups of animals according to mode of reproduction and habitat. Observing the development of such animals as the dogfish, chick, and octopus, he noted that general structures appear before specialized ones, and he also distinguished between asexual and sexual reproduction. His Historia Animalium contains accurate descriptions of extant animals of Greece and Asia Minor. He was also interested in form and structure and concluded that different animals can have similar embryological origins and that different structures can have similar functions.
In Roman times Pliny the Elder (WHOSE PHOTO IS AT THE SIDE) compiled four volumes on zoology in his 37-volume treatise called Historia Naturalis. Although widely read during the Middle Ages, they are little more than a collection of folklore, myth, and superstition. One of the more influential figures in the history of physiology, the Greek physician Galen, dissected farm animals, monkeys, and other mammals and described many features accurately, although some were wrongly applied to the human body. His misconceptions, especially with regard to the movement of blood, remained virtually unchanged for hundreds of years. In the 17th century, the English physician William Harvey established the true mechanism of blood circulation.
Until the Middle Ages, zoology was a conglomeration of folklore, superstition, misconception, and descriptions of animals, but during the 12th century it began to emerge as a science. Perhaps the most important naturalist of the era was the German scholar St. Albertus Magnus, who denied many of the superstitions associated with biology and reintroduced the work of Aristotle. The anatomical studies of Leonardo da Vinci were far in advance of the age. His dissections and comparisons of the structure of humans and other animals led him to important conclusions. He noted, for example, that the arrangement of joints and bones in the leg are similar in both horses and humans, thus grasping the concept of homology (the similarity of corresponding parts in different kinds of animals, suggesting a common grouping). The value of his work in anatomy was not recognized in his time. Instead, the Belgian physician Andreas Vesalius is considered the father of anatomy; he circulated his writings and established the principles of comparative anatomy. See ANATOMY
Classification dominated zoology throughout most of the 17th and 18th centuries. The Swedish botanist Carolus Linnaeus developed a system of nomenclature that is still used today—the binomial system of genus and species —and established taxonomy as a discipline. He followed the work of the English naturalist John Ray in relying upon the form of teeth and toes to differentiate mammals and upon beak shape to classify birds. Another leading systematist of this era was the French biologist Comte Georges Leclerc de Buffon. The study of comparative anatomy was extended by such men as Georges Cuvier, who devised a systematic organization of animals based on specimens sent to him from all over the world.Although the word cell was introduced in the 17th century by the English scientist Robert Hooke, it was not until 1839 that two Germans, Matthias Schleiden and Theodor Schwann, proved that the cell is the common structural unit of living things. The cell concept provided impetus for progress in embryology, founded by the Russian scientist Karl von Baer, and for the development by a Frenchman, Claude Bernard, of the study of animal physiology, including the concept of homeostasis (the stability of the body’s internal environment). See CELL,; PHYSIOLOGY,.The organization of scientific expeditions in the 18th and 19th centuries gave trained observers the opportunity to study plant and animal life throughout the world. The most famous expedition was the voyage of the Beagle in the early 1830s. During this voyage, Charles Darwin observed the plant and animal life of South America and Australia and developed his theory of evolution by natural selection. Although Darwin recognized the importance of heredity in understanding the evolutionary process, he was unaware of the work of a contemporary, the Austrian monk Gregor Mendel, who first formulated the concept of particulate hereditary factors—later called genes. Mendel’s work remained obscure
Activity:
trace the history of zoology by making a concept map.
Reference: http://www.history.com/encyclopedia.do?articleId=226469
Saturday, March 13, 2010
Digestive system
Lesson Plan in Biology
Title of Episode: The Digestive System and its Event
Name of Episode: Let us see how, and we will sing how….
General Objective
Understand the Anatomy and Physiology of Humans
Specific Objectives
At the end of 60-minute period, at least 85% of the students will be able to:
a. describe the structures and its functions in the digestive system through;
1.1 video presentations.
1.2 small group discussions
1.3 crossword puzzle
b. develop thorough understanding on how digestive system works and its importance.
c. trace the events involved in digestion and the structures and its functions in the digestive system through;
3.1 composing a song and present it in class.
3.2 labeling using the answer sheets
Materials Needed
For the students:
• Reference book
• Writing materials
For the Teacher:
• Computer
• CD/DVD
For the Activity:
• Activity Sheet
Resources:
Bailey D, B., et al., Concepts in Biology 12th Edition, Mc-Graw Hill, International Edition
Seeley R,R., et al., Essentials of Anatomy and Physiology 6th Edition, Mc-Graw Hill, International Edition
Audesirk T., et al., Biology: Life on Earth 7th Edition, Prentice Hall.
Instructor Resource center on CD-ROM
Your Digestive System and How It Works http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/
Topic: Digestion and digestive System
Introduction
system The digestive system is made up of the digestive tract—a series of hollow organs joined in a long, twisting tube from the mouth to the anus—and other organs that help the body break down and absorb food (see figure).
Organs that make up the digestive tract are the mouth, esophagus, stomach, small intestine, large intestine—also called the colon—rectum, and anus. Inside these hollow organs is a lining called the mucosa. In the mouth, stomach, and small intestine, the mucosa contains tiny glands that produce juices to help digest food. The digestive tract also contains a layer of smooth muscle that helps break down food and move it along the tract.
Two “solid” digestive organs, the liver and the pancreas, produce digestive juices that reach the intestine through small tubes called ducts. The gallbladder stores the liver’s digestive juices until they are needed in the intestine. Parts of the nervous and circulatory systems also play major roles in the digestive.
Learning Tasks/ Learning Experiences
Activity
The students will view different video presentations regarding digestive system. After viewing the video presentations, they will then proceed to their respective group to have a small group discussion using the questions given to them. This will only be 5 minutes
After, doing the small group discussion, the information officer of the group will be called to give their opinion regarding the issues and concerns given to them through the guide questions. This will only be 3-5 minutes.
A group may compose of:
Madam Chair/ Young Master: serves as the leader and the lead discussant of the group.
Secretary: The one that will record the flow of the discussion.
Media man: The one that will deliver the information on what has been discussed.
The students will compose a song regarding the events of digestion and the structures and its functions of the digestive system. They will be presenting it in the class. Each group will be given 5-8 minutes to prepare their composition and 2 minutes presentation.
Analysis
There will be questions that will be given to the students before and after the video presentations, these questions will serve as their guide as they go along the way with their small group discussion.
Questions that will be given before viewing the video presentations
1. What are the structures and its functions involved in digestion?
2. What types of digestion that takes place in the mouth?
3. What are enzymes used to digest:
3.1 carbohydrates,
3.2 fats,
3.3 proteins?
4. Where does the digestion of;
4.1 carbohydrates
4.2 fats
4.3 proteins take place?
Question for the group
In one word, how could you describe digestive system in terms of; structures, functions in general and its importance?
Abstraction
For the students to really retain what are those insights that were given by the different group, the teacher will reiterate and condense all the ideas given by each group.
Application
In order to determine whether the students had able to attain the given objectives, the students will present their newly composed songs regarding the events in digestion and the structures involved.
There will also be sets of questionnaires and activity sheets that will be distributed to each of the group and each of the students.
Home Activity
The students will visit the blog created, Animal World. There are series of activities related to digestive system that are recently posted.
Title of Episode: The Digestive System and its Event
Name of Episode: Let us see how, and we will sing how….
General Objective
Understand the Anatomy and Physiology of Humans
Specific Objectives
At the end of 60-minute period, at least 85% of the students will be able to:
a. describe the structures and its functions in the digestive system through;
1.1 video presentations.
1.2 small group discussions
1.3 crossword puzzle
b. develop thorough understanding on how digestive system works and its importance.
c. trace the events involved in digestion and the structures and its functions in the digestive system through;
3.1 composing a song and present it in class.
3.2 labeling using the answer sheets
Materials Needed
For the students:
• Reference book
• Writing materials
For the Teacher:
• Computer
• CD/DVD
For the Activity:
• Activity Sheet
Resources:
Bailey D, B., et al., Concepts in Biology 12th Edition, Mc-Graw Hill, International Edition
Seeley R,R., et al., Essentials of Anatomy and Physiology 6th Edition, Mc-Graw Hill, International Edition
Audesirk T., et al., Biology: Life on Earth 7th Edition, Prentice Hall.
Instructor Resource center on CD-ROM
Your Digestive System and How It Works http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/
Topic: Digestion and digestive System
Introduction
system The digestive system is made up of the digestive tract—a series of hollow organs joined in a long, twisting tube from the mouth to the anus—and other organs that help the body break down and absorb food (see figure).
Organs that make up the digestive tract are the mouth, esophagus, stomach, small intestine, large intestine—also called the colon—rectum, and anus. Inside these hollow organs is a lining called the mucosa. In the mouth, stomach, and small intestine, the mucosa contains tiny glands that produce juices to help digest food. The digestive tract also contains a layer of smooth muscle that helps break down food and move it along the tract.
Two “solid” digestive organs, the liver and the pancreas, produce digestive juices that reach the intestine through small tubes called ducts. The gallbladder stores the liver’s digestive juices until they are needed in the intestine. Parts of the nervous and circulatory systems also play major roles in the digestive.
Learning Tasks/ Learning Experiences
Activity
The students will view different video presentations regarding digestive system. After viewing the video presentations, they will then proceed to their respective group to have a small group discussion using the questions given to them. This will only be 5 minutes
After, doing the small group discussion, the information officer of the group will be called to give their opinion regarding the issues and concerns given to them through the guide questions. This will only be 3-5 minutes.
A group may compose of:
Madam Chair/ Young Master: serves as the leader and the lead discussant of the group.
Secretary: The one that will record the flow of the discussion.
Media man: The one that will deliver the information on what has been discussed.
The students will compose a song regarding the events of digestion and the structures and its functions of the digestive system. They will be presenting it in the class. Each group will be given 5-8 minutes to prepare their composition and 2 minutes presentation.
Analysis
There will be questions that will be given to the students before and after the video presentations, these questions will serve as their guide as they go along the way with their small group discussion.
Questions that will be given before viewing the video presentations
1. What are the structures and its functions involved in digestion?
2. What types of digestion that takes place in the mouth?
3. What are enzymes used to digest:
3.1 carbohydrates,
3.2 fats,
3.3 proteins?
4. Where does the digestion of;
4.1 carbohydrates
4.2 fats
4.3 proteins take place?
Question for the group
In one word, how could you describe digestive system in terms of; structures, functions in general and its importance?
Abstraction
For the students to really retain what are those insights that were given by the different group, the teacher will reiterate and condense all the ideas given by each group.
Application
In order to determine whether the students had able to attain the given objectives, the students will present their newly composed songs regarding the events in digestion and the structures involved.
There will also be sets of questionnaires and activity sheets that will be distributed to each of the group and each of the students.
Home Activity
The students will visit the blog created, Animal World. There are series of activities related to digestive system that are recently posted.
Saturday, January 2, 2010
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