Cumulative assessment on digestion Wednesday.

What to study:

Review readings from book (see digestion link under educational links on the right of this blog)

• nutrition
• peppi and bollo
• introductions and objectives to each lesson
• all diagrams and related notes

Review notes and warm-ups from class
Review all expected results from labs
Review vocabulary/concepts (see important vocab on right of this blog)
Handouts

• nutrients you just can't live without them (also in book)
• How the digestive system works
• Chew on this
• The Digestive system diagram

You may create ONE regular sized notecard to help you on the test for me.  However, remember that you will not have extra time on the test, so do not count on writing every thing down and searching for the answer.  You will not have time to do so  -- you must be able to recall most information.  Keep the notecard for things you just are having difficulty remembering.

Here are some ideas to think about lesson by lesson:

Topics for Science Assessment Lesson 1: A Pre-assessment Organs were placed where you believed they should go, not knowing which organs were which or where they went. Be able to define cells, tissues, organs, body systems Lesson 3: Exploring Carbohydrates You tested six substances for the presence of sugar and starch. You learned about the structures of sugar and starch molecules. List the six substances you tested for the presence of sugar and starch What tests did you perform for the presence of sugar or starch? How did you know if the tests were positive or negative? State what the control was in this lab. In the reading section on pages 20- 23, you learned the six nutrients your body needs and what role they play in your body. Lesson 4: Digestion in the Mouth You chewed a cracker and felt the epiglottis working in your throat. Explain the role of the epiglottis. You also found that increasing the surface area of food as it is chewed is an important part in digestion played by the teeth and tongue. Define enzyme. Define salivary amylase. Define bolus. You tested the effect of salivary amylase on the presence of starch and sugar in a starch and sugar solution. Draw the set-up; which solutions were tested? What were the controls? What were the results? In the reading section on pages 30- 31 you followed Peppi and Bollo from the mouth to the stomach on a slice of pizza. Know the processes that occurred. Lesson 5: Digestion in the Stomach You learned to calculate the volume of a cube. You tested the effect of HCl, Pepsin, and gastric juice on the overall volume of a cube of egg white. Know what the control was in this setup. Know what the results of this lab were. Define gastric juice. Define pepsin. Know what effect HCl has on Pepsin. In the reading section on pages 37- 39, you read about Dr. Beaumont and continued with Peppi and Bollo again through the processes in Joanne’s stomach. Lesson 6: Diffusion and Active Transport You smelled incense in the corner of the room. You put sugar and starch solutions into membranes and placed them into a test tube. You then placed 8 mL of water over the test tubes and let them sit for 15 minutes. While waiting you used two balloons, anise seeds and anise extract to demonstrate that small molecules can pass through a membrane and that large molecules cannot. When returning to the membranes, you tested for the presence of sugar in the water surrounding the sugar membrane and the presence for starch in the water surrounding the starch membrane. You found that sugar had passed through the membrane and starch did not. In the reading sections on page 46-47 you learned about diffusion and active transport. You also continued on through Joanne’s duodenum. Define diffusion. Define active transport. What role does the pancreas, the liver and gall bladder play in digestion? Lesson 7: Surface Area and Absorption You learned how to calculate the surface area of a cube and rectangular prism You learned how to increase the surface area of a cube by cutting it into smaller cubes. You learned how to calculate the surface area of a modeled section of the small intestine using paper tickets. You learned that the more surface area you have the more absorption occurs. Define absorption. In the reading section on pages 54- 59, you learned what villi and microvilli in the small intestine do in the small intestine. You also finished riding with Peppi and Bollo in Joanne’s large intestine. Make sure that you can identify and label the following organs: mouth, salivary glands, esophagus, stomach, small intestine, large intestine, rectum, liver, gall bladder, and pancreas.