Movement and Energy

Biology 9P
Purpose of Unit
• Statement of inquiry
Bones and muscles help people change their position in space.

• Inquiry questions
• Factual - Which organ systems do humans have? What do
skeletal and muscular organ systems consist of?
• Conceptual - How are cells and tissues different? How do
organ systems work?
• Debatable - Which organ system is the most important?
Summative Assessment
• Criterion A will be assessed

• Outline of summative assessment task(s) including assessment

criteria: Students will be assessed based on a test.
Content week by week:
• Week 1. Cell parts.Tissues, organs, organ systems. Integumentary system - skin
function and structure.
• Week 2. Practicals about skin - touch and heat sensitivity. Formative assessment.
• Week 3. Support and muscular system. Bones and their structure. Bone tissue
under microscope. Human bones and their connections.
• Week 4. Bone connections. Practical work about dissecting chicken wing. Bone
fractures. Muscles and muscle tissue. Muscle tissue under the microscope.
• Week 5. The effect of training on support and muscular system. Formative
assessment test.
Content week by week:
• Week 6. Structure and function of circulatory system. Structure of the
heart. Practical work - dissecting bovine heart. Blood vessels and blood
circulation.
• Week 7. The effect of training on the circulatory system. Practical work
about pulse and blood pressure. Blood. Blood under the microscope.
Being a blood donor.
• Week 8. Revising. Formative assessment test.
• Week 9. Immune system. Immune system disorders: HIV and AIDS.
Allergies.
• Week 10. Digestive tract. Digestion of proteins, carbohydrates and lipids.
Content week by week
• Week 11. Factors that affect energy requirement of an organism.
Healthy eating.
• Week 12. Excretion. Revising.
• Week 13. Formative assessment test. Revising.
• Week 14. Summative assessment test
Cells and Life Process
 Animal Cell
Nucleus: Controls what the cell does.
Contains the instructions to make new
cells.

Cytoplasm: Jelly like . Chemical reactions happen

inside it.
keeps the cell alive.

Cell membrane: Thin skin around the cell Gives

the cell shape.
Controls what goes into and out of the cell.
Plant cell
Cell wall: Cover the thin cell membrane.
It has Cellulose which gives strength to cell.

Chloroplasts: Responsible for carrying the

photosynthesis.
Contain chlorophyll.

Cytoplasm: Often contains starch grains.

Vacuole: Has a large permanent Vacuole filled

with a liquid called cell sap.
Plant Cell
• Have tough cellulose cell wall
• Have chloroplasts
• Have a large permanent vacuole
containing cell sap
• Mainly have box like shape
• Have a nucleus to the side of the
cell
Animal cell
• Do not have cellulose cell wall
• Do not have chloroplast
• Sometimes have small vacuole but
they never contain cell sap
• Various shape
• Have a nucleus in the middle of the
cell
 Mitochondria
 Mitochondria are important parts of our cells
because they take food and make energy that the
rest of the cell can use. (dots in cells under
microscope)

 Different types of cells have different numbers of

mitochondria. Some simple cells contain only one
or two mitochondria. However, complex animal
cells that need a lot of energy, like muscle cells, can
have thousands of mitochondria.
 Tissue and organs
Tissue: A group of similar cell
All the cells in one tissue look the same
All the cells in one tissue do the same job.
Muscle tissue is made up of identical
muscle cells

Organs: Different tissues together make an

organ
All tissue together do a particular job
Heart, is an organ
Made up of different tissues that work
together to pump blood around our body.
 Different kinds of tissue
1) Connective tissue supports other tissues and binds them
together (bone, blood, and lymph tissues).

2) Epithelial tissue provides a covering (skin, the linings of the

various passages inside the body).

3) Muscle tissue there are three different muscle tissue in

our body: cardiac, smooth, and skeletal. Cardiac muscle
cells are located in the walls of the heart, appear striped
(striated), and are under involuntary control. Smooth
muscle tissue are not striped (non striated) and out of
our control. Skeletal muscles are striated and out of our
control.
4) Nervous tissue
Organ system and organism
• Organ system: Different organs work together as part of a organ system
• All of your organ systems make up a living Organism, that is you!!!
Integumentary system
What is the concept of integumentary
system?
1) Skin

2) Appendages
• Nails
• Hair
• Fingers
• Toes
• Sweating glands
• Skin
 Largest organ in our body
 21 pounds (9.5 kg) far heavier than lungs or liver

• Skin function
 Impermeable to the water, viruses, bacteria and…
 Immunologic: Skin can secret antibodies and Lysozymes
which can coat and break down the bacteria and viruses.
 Conduct sensation
 Response to temperature
The skin is composed of three layers
• Epidermis: has 5 stratums
• Dermis
• Hypodermis (Subcutaneous)

Epidermis

Dermis
Subcutaneous
 Corneum

Epidermis
Lucidum

Keratinocytes (dead)

Granulosum
Keratinocytes
Spinosum

Keratinocytes Shrunken Langerhans

Basel

Keratinocytes Melanocyte
1) Corneum: (Dead)
Dead cell (15-20 layers of stacked keratinocytes cells)
Slough off randomly and continuously
2) Lucidum: (Dead)
Keratincytes dead (lost nuclei and organole)
3) Granulosum: (Alive)
Keratinocytes: Has special protein which handle proteins to other cells
Produce cells which has lipid (impermeable)
4) Spinosum layer: (Alive)
Keratinocytes
Shrunken: lost water (can be seen in dried skin cells)
Langerhans: kind of immune cells which are looking for patogens or foreign bodies which may
destruct our bodies like????
5) Basal layer: (Alive)
Keratinocytes: kind of protein gives tough to our skin, barrio agains environmental damages.
Melanocytes: Have Melanin and generates skin color (more melanin, darker skin)
Assessing skin sensitivity – touch discrimination

• https://www.nuffieldfoundation.org/practical-biology/assessing-skin-sensitivity-%
E2%80%93-touch-discrimination

The underlying assumption of this procedure

is that:
one touch is felt when one receptor, or two
adjacent receptors are stimulated.

We feel two points of touch when there is an

unstimulated sensory unit between the two
points touched.
a) Decide on the roles of the students in each working group
b) Ensure that the student whose skin sensitivity is to be assessed has understood the
procedure and signed the student briefing and consent form.
c) Choose two areas of the body where a volunteering student is happy to be touched.
This could be a finger, palm, back of the hand, upper arm, back of the neck, earlobe,
cheek
d) Make sure that the student is sitting comfortably and not looking at the part of their
body being tested.
e) Set the points of the cocktail sticks a known distance apart and record the distance.
f) Throw the die. If the result is odd, touch with only one point of the dividers. If the result
is even, touch with both points. Ask the student whether they felt one or two touches.
Record what was done and the answer they gave.
g) Repeat this step around 5 times.
h) If the student’s answers were mostly correct, reduce the distance between the points of
the dividers. If their answers to questions about a double touch were mostly incorrect,
increase the distance between the points of the dividers.
i) Repeat steps f to h.
 Number of touches Correctly identified Incorrectly idenfied

Part of Distance Made Reported Single touch Double touch Single touch Double touch
the body between (single/
points double)
(mm)
FINGER 5 SINGLE SINGLE 2 1 1 1
DOUBLE DOUBLE
SINGLE SINGLE
DOUBLE SINGLE
SINGLE DOUBLE
PALM
 Homework Analysis of data
Single touch
• Correct percentage……………………………………………………………………………
• Incorrect percantage…………………………………………………………………………

Double touch
• Correct percentage……………………………………………………………………………
• Incorrect percantage…………………………………………………………………………