ORGAN SYSTEMS OF THE HUMAN

BODY

REVIEW: ORGANISATION OF THE

HUMAN BODY.
Activity: 1
Using your prior knowledge,
outline briefly how the human
body is organized.
THIS TERM, THE FOLLOWING BODY
SYSTEMS AND THEIR LIFE PROCESSES WILL
BE STUDIED:
1. MUSCLES AND MOVEMENT
2. NUTRITION, DIET AND DIGESTION
3. RESPIRATION AND RESPIRATORY
SYSTEM
4. BLOOD COMPOSITION AND TRANSPORT
5. LIFESTYLE AND HEALTH
 MUSCLES AND MOVEMENT
Did you know you have about 750
muscles in your body?
ACTIVITY:2
1. Outline the role of muscles in
your body?
2. What enables them to carry out
this role?
 THE ROLE OF MUSCLES
Muscles do almost everything in your body:
1. Like pumping blood throughout your body
2. Helping you lift your heavy backpack.
3. Movement
NB: You CAN control some of your muscles,
while others — like your heart — do their jobs
without you thinking about them at all.”
WHAT MAKES UP MUSCLES?
All muscles are made of the
same material;
Small protein fibres which
enable them to contract and
relax making movement of
bones over joints possible.
 EXAMPLES OF MUSCLES
Skeletal muscles: these come in many
different sizes and shapes to allow them
do many types of jobs.
Activity 1:
Outline the role of muscles

in bringing about movement

at the elbow.
ANTAGONISTIC MUSCLES:

These are muscles that work in pairs in opposite

directions to bring about movement.
Example:
The muscles in the arm work antagonistically, in
other words, when one muscle contracts, the
other relaxes.
JOINTS AND SKELETONS

ACTIVITY
1. Define a joint
2. Give the function of joints
3. Name the two main joints of the arm
4. Draw the human arm to show these joints and
label the bones
5. Name 10 other bones of the human skeleton
and stick one in your book.
LESSON REVIEW
ANSWER THESE REVIEW QUESTIONS: 30/8/2023

1. Name the molecules that make up

muscles and enable them to work.
2. Name the muscles of the arm.
3. Name two other important muscles
in your body and what they do.
4. Explain how muscles bend and
straighten your arm.
 DIET, NUTRITION AND DIGESTION IN HUMANS:
Food provides us with nutrients that provide energy and other materials for our body to work
properly.
The foods that we eat contains a mix of seven nutrients that are used by the body for different
functions.
A BALANCED D
It is vital to eat a balanced diet. Too much may cause obesity and too little may cause malnutrition
OBJECTIVES:
1. Define Diet a balanced diet
2. state the major nutrients that form of a balanced diet, their uses and at least 3 good food
sources of each.
3. State the major forms of malnutrition and their causes
4. Describe how we can identify food nutrients in food using chemical tests
 A balanced diet is one that contains all the essential nutrients in their right amounts to keep us
healthy by providing our bodies with all the nutrients it needs in order to function properly.
NUTRIENTS
Nutrients are essential substances contained in food that the body uses for different functions
needs. There are 7 different types of nutrients, each with its own purpose:
activity: Answer objective 2
 Objective 2: state the mator nutrients that form of a balanced diet, their uses and at least 3
good food sources of each.
1. Carbohydrates provide energy. They are found in bread, potatoes, rice and pasta.
2. Lipids (fats and oils) provide energy. Lipid-rich foods include butter and chips.
3. Proteins provide materials to make new cells and to repair damaged tissues, such as muscles.
Beans, eggs, fish, meat and milk are high in protein.
4. Vitamins are vital in many processes. For example, vitamin K helps blood to clot and vitamin C
prevents illness. Fruit and vegetables are vitamin-rich.
5. There are 16 essential minerals. These include iron, used to transport oxygen in the blood, and
calcium, used in making bones and teeth.
Fibre
Fibre is not a nutrient as it cannot be absorbed by the body and contains no calories or vitamins,
however it is necessary for a balanced and healthy diet.
1. Fibre adds bulk to food, and helps it to pass through the digestive system. Fibre also prevents
constipation and heart disease.
2. Fruit, vegetables and wholegrain cereals are high in fibre.
Water
Around 70% of human body mass is water and has several uses.
3. Chemical reactions in cells take place in water
4. the blood transports substances dissolved in water.
5. Moistens surfaces os tissues an drinking water frequently replaces the water lost in urine,
sweat and breathing out.
1. Fats (found in butter and oils etc...) Fats are needed in the body to provide energy. They are
also used to provide insulation to keep the body warm.
2. Proteins (found in meat, fish and eggs) Proteins are needed in the body for growth and repair.
Muscles, bones, hair, nails and blood all need proteins to keep them strong and healthy.
3. Carbohydrates (found in bread, pasta, cereals, and potatoes). Carbohydrates are needed in the
body to provide energy.
4. Vitamins (found in dairy products, fruit and vegetables) Vitamins are needed in small amounts to
keep our bodies functioning properly e.g. vitamin D is needed for healthy teeth and bones, and
vitamin C is needed for healthy skin and hair.
5. Minerals (found in milk, liver, and salt) Minerals are needed for a variety of bodily functions.
Some important minerals are iron, a major component of blood, and calcium, needed for healthy
teeth and bones.
6. Fibre (found in bran) Fibre is needed to keep the gut healthy and to prevent constipation.
7. Water Approximately 70% of the human body is made up of water. However this water can be lost
through sweating and breathing, so we need to keep topping it up.
DEFICIENCY DISEASES
3. Identify the major forms of malnutrition and their causes
What happens if we do not have a balanced diet?
 Some people eat enough food to supply their energy needs, but are short of certain vitamins and
minerals. This causes deficiency diseases. For example:
 Iron deficiency causes anaemia. This leads to tiredness and shortness of breath.
 Vitamin A deficiency can result in blindness.
 Vitamin C deficiency causes scurvy. Symptoms of scurvy include bleeding gums, bulging eyes and
scaly skin.
 Protein deficiency can affect many bodily functions, often resulting in swollen, puffy skin and
muscle wastage.
DEFFICIENCY DISEASES CONTD
 If our diet lacks any of these seven nutrients it can cause a variety of health problems to arise,
including:
 Anemia - a condition caused by a lack of the mineral iron in the body. Scurvy - a disease caused
by a lack of vitamin C in the body.
 If the body becomes fat-deficient, it can stop absorbing certain vitamins, causing tiredness and
poor health. Let's have a go at the questions now to find out what we know about a healthy
diet.
ENERGY NEEDS
individuals requires a specific amount of food, depending on their energy requirements.
Energy is measured in joules (J) or kilojoules (kJ). An older unit for measuring food energy is the
kilocalorie.
The amount of energy a human needs depends on many things, including their age and what they
are doing.
Typically, a 13-year-old girl would need 9,000 kJ every day and a 13-year-old boy would need
around 10,000 kJ every day.
Objective:
explain what happens if one eats more energy in food than his/her energy needs?
 OBESITY:
 What is obesity?
 A person is said to be obese if they have such a high excess of body fat that their
health might be affected.
 Health problems related to obesity
 Obesity increases the risk of life-threatening health problems, including:
 Heart disease
 Stroke
 Type 2 diabetes
 Some types of cancer, including cancers of the breast, bowel and liver
 A person can prevent obesity by eating sensible amounts of nutritious food and
exercising regularly.
h/w
1. how do we tell if a person is obese or not? Using BMI
2. How does the digestive system help the body to get nutrients from food
3. How can you identify nutrients in food using chemical tests ?
BMI/HW
 Health workers use body mass index (BMI) to assess obesity. They measure the height
and mass of a person and then use the equation below to calculate their BMI:
 BMI = mass (kg) ÷ height² (m²)
 For example, if a person has a mass of 60 kg and a height of 1.65 m:
 BMI = 60 kg ÷ 1.65²
 BMI = 22 kg/m²
 A person is overweight if their BMI is between 25 kg/m² and 30 kg/m². A person with
a BMI over 30 kg/m² is said to be obese.
 Therefore, the person in this example can be described as being a healthy weight.
h/w covered on 27/9/2023
1. how do we tell if a person is obese or not?
Using BMI
2. How does the digestive system help the
body to get nutrients from food
3. How can we investigate digestion and
absorption of food in the alimentary.
4. How can you identify nutrients in food
using chemical tests ?
 EXTENSION:
How does the body get nutrients from the food we eat?

The large nutrients present in food are broken down by the digestive system into small
molecules that can easily be absorbed into the blood stream and used for various functions by
the cells.
THE DIGESTIVE SYSTEM
 The digestive system is a group of organs that work together to break down food and absorb
nutrients.
 Each organ has a specific job to do in this process.
 The diagram below shows the different organs involved in the digestive system: Human
digestive system.
OBJECTIVE:
Name the Parts of the Human Digestive System and their functions.
Learn how digestion occurs by investigating it using a visking tubing
ACTIVITY: 1
1. Name parts of the digestive system and their functions
PARTS AND THEIR ROLES
 The mouth is the first part of the digestive system. Our teeth break down the food into smaller
pieces.
 The food is mixed with saliva, which is made by the salivary glands. These are located in the
sides of our mouth and under our tongue and are stimulated to release saliva into the mouth by
the smell or arrival of food. Enzymes in saliva (spit) help to start to break the food down. Mouth
Once the food has started to break down, we can taste it on our taste buds.
 We swallow the food where it moves down the oesophagus (also spelt esophagus) and into the
stomach.
 The stomach, where gastric acid is made, will churn and break down the food into digestible
molecules. The acid also helps to destroy any bacteria found in our food. The thick liquid of
partly digested food and molecules is called chyme.
 The small intestine: the duodenum, the first part of the small intestine for final digestion and
absorption of food. The food molecules then pass through the rest of the small intestine. This is
where the absorption process takes place - nutrients and minerals are absorbed through the
lining of the intestine into the bloodstream and are transported around the body to be used for
vital processes such as growth and respiration.
 The liver the blood passes through the liver, which cleans
the blood, removing any toxins (poisons). The liver also
makes a substance called bile which helps to break down
any fats in our food. The gall bladder stores the bile that
is made by the liver.
 The large intestine is the final section of the digestive
system. Image of digestive system Once the undigested
food reaches the large intestine, there are hardly any
nutrients left. However, the large intestine still has an
important job to do. It takes any leftover water in the
material and re-absorbs it into the body.
 Any undigested food then becomes hard, because the
water has been removed. We call this faeces (also spelt
feces) or poo and it's stored in the rectum before being
passed out of the anus. Bacteria in the large intestine also
try hard to digest any final nutrients into the body, before
we go to the toilet.
IDENTIFICATION OF NUTRIENTS IN FOOD USING
CHEMICAL TEST
 1. DESCRIBE HOW TO IDENTIFY NUTRIENTS IN FOOD USING CHEMICAL TEST

 t's important for us to know, exactly what's in our foods so we can ensure we are getting the
balanced diet that our bodies need.
 Below are a few tests that can be used to show if fats, proteins, starch or sugars are present in the
foods we eat.
 The Chemical Tests for Carbohydrates There are two types of carbohydrate. One is starch and the
other is glucose (a type of sugar).
 The test for starch is using a chemical called iodine solution. When added to something containing
starch, iodine solution will turn from a red/brown colour to a blue/black colour.
 The test for glucose is using a chemical called Benedict's solution. When added to something
containing glucose, Benedict’s solution will turn from blue to orange.
 The Chemical Test for Proteins The test for protein is using a chemical called Biuret solution. When
added to something containing protein, Biuret solution will turn from a blue colour to a purple
colour.
 The Chemical Test for Fats The test for fats is not quite as simple as the tests for carbohydrates
and protein. It requires 2 steps: Firstly, add the food to be tested to a small amount of ethanol
(pure alcohol) and let it dissolve (the solution may need to be heated in order for it to dissolve
fully. We must not use a Bunsen burner or a naked flame, because ethanol is highly flammable;
therefore a water bath should be used.
2. MODELLING DIGESTION
DISCUSSION QUESTION
In what situations could dietary
supplements pose a health risk?
1. Description
2. Examples of supplements/health risks
3. Approach to the qn
4. Responses/risks involved these
include the following:
Responses
 Can be risky:
1. If some prescribed medications do not interact well
with certain vitamins and minerals so,
2. If some physicians do not ensure safe prescription of
dietary plans.
3. If no research is done to follow up into the
medications clients are taking to see possible health
risks to.
4. If clients do not follow guidelines /doses to ensure
they take the recommended supplements safely.
THE HUMAN RESPIRATORY SYSTEM

OBJECTIVES
 Describe parts of the human respiratory
system
 Outline the process of breathing
 Explain why we need oxygen
 Outline gas exchange
 Compare inhaled and exhaled air.
PARTS OF THE HUMAN RESPIRATORY
SYSTEM
The respiratory system is made up of organs
that enable us to get and use oxygen from the
air we breathe in and remove carbon dioxide,
which is poisonous to us.
Activity:1
Name parts and their uses
Outline the process od breathing.
 The nose (and nasal cavity) form the first port of entrance of air into
our body. The mouth can be used as a secondary entrance when needed.
The nose and mouth are connected to the trachea (windpipe).
 The trachea allows air to pass through to the lungs. It is covered by the
epithelium, made of cells that produce mucus, which traps germs, dirt
and dust to prevent it going to the lungs.
 Towards its end the trachea splits into two branches, the left and the
right bronchus (pl. bronchi).
 Each bronchus leads to a lung. The bronchi keep separating into
branches, which in turn separate into smaller branches: these are the
bronchioles that spread throughout the lungs.
 Each bronchiole ends in a tiny air sac called an alveolus (pl. alveoli).
The lungs are spongy structures, made of many capillaries and millions
of tiny air sacs: the alveoli.
 BREATHING: PROJECT WORK
Starter:
How much air can you breath in and
out. What is this called?
So how does the air get into the lungs?

1. Breathing movements.
2. Modeling the breathing system.
GAS EXCHANGE
 Getting oxygen from the air into the blood and removing
carbon dioxide is what we refer to as gas exchange.
 Objectives :-3 and 6 /11/2023 (N/S)

1. Describe what happens in the lungs during gas

exchange.
2. Name features of alveoli that promote it.
3. Compare composition of inhaled and exhaled air.
4. Draw pie charts to represent the composition.
5. Describe an investigation to compare composition of
inhaled and exhaled air. h/w
So what happens in the
alveoli?
Activity: 1
With the help of a diagram,
describe what happens in the
lungs during gas exchange and
name the features of alveoli that
promote it.
 Inside the alveoli, oxygen is absorbed into the blood
and carbon dioxide is removed, a process known as gas
exchange. This exchange occurs by diffusion.
 It depends on differences in concentration of the two
gases between blood and air.
 The alveoli provide the lungs with :

1. A large surface area for diffusion to take place.

2. Thin, moist walls which are the perfect conditions for
it.
3. Capillaries these are tiny blood vessels that carry
blood to and away from the lungs.
CONPOSITION OF INHALED AND EXHALED
AIR
INHALED AIR:
The air that is all around us is made up of
mostly nitrogen (about 78%) and oxygen
(about 21%).
 The other 1% is made up of 0.04% carbon
dioxide, some water vapour and rare gases
such as argon, helium and neon.
1. Activity 1: use a pie chart to show this
information.
EXHALED AIR :
 The reason we breathe in is to get oxygen into our bodies for respiration
and to rempve carbondioxide, so
1. There is less oxygen in exhaled air which is normally about 16% oxygen,
we only use about 5% of the oxygen available!
2. The percentage of nitrogen stays at nearly 78% -(as we do not have
any use for nitrogen)
3. The main difference is the increase in carbon dioxide. The carbon
dioxide in exhaled air is about 4%
4. And the percentage of water vapour is also higher than in inhaled air.
Activity 3: draw another pie chart to present this information
EXPERIMENT TIME
There is a very simple experiment that we can do
to prove that exhaled air contains more carbon
dioxide than inhaled air.
Carbon dioxide will turn colourless limewater
milky/cloudy.
inhaled air contains more co2 than exhaled air
Describe an investigation to support the
hypothesis (HW)
RESPIRATION Y8S (RESEARCH WORK)

GROUP PRESENTATIONS- in groups of 3-4

Research and prepare group presentations
on the following:
1. Respiration /what it is /Uses of energy
2. The Release of energy from
glucose/types./comparison
3. Heat production and respiration
RESPIRATION -8N
OBJECTIVES-10/11/23-
1. Define respiration /what it is /Uses of energy
2. Explain the Release of energy from glucose during respiration
3. Describe how to Investigate respiration through heat production
4. Plan investigation on respiration and use it to learn how to provide evidence, analysis and
conclusion of investigations.
ACTIVITY:-: READ AND MAKE SUMMARY NOTES ON REPSIRATION UNDER THE FOLLOWING
HEADINGS:
5. Respiration /what it is /Uses of energy
6. The Release of energy from glucose/types./definitions/equations/comparison
7. How to Investigate respiration by heat production using peas in flasks and carbon dioxide
production using germinating seeds.
8. Project ( inquiry based learning): A planned experiment in groups to investigate one of the
experiments on respiration.
RESPIRATION 8S
For respiration to occur, the respiratory system and the digestive system work together to provide glucose
and oxygen (from the lungs) . Oxygen reacts with the glucose provided by the food we eat in cells to
form energy.
Class Activity: 13/11/23
Discuss the researched work about respiration and answer the following questions.
1. -Define respiration
2. Differentiate between breathing and respiration
3. Outline the uses of energy in the body
4. Outline how energy is released during respiration
5. outline Investigations to show respiration in form of heat/energy production during respiration using
:
i) peas in flasks
ii) burning a food snack.
ii) carbon dioxide production using germinating seeds
6 Inquiry based activity: plan an experiment in groups of 4 to investigate respiration using on one of
the materials above .
 SCIENCE
INVESTIGATION SKILLS:
OBJECTIVES:-20/11/23

1. WHAT ARE THESE SKILLS?

2. WHAT ARE THEY USED FOR?
WHAT ARE SCIENCE INQUIRY SKILLS USED FOR?
When learners interact with the world in a
scientific way, they find themselves
observing, questioning, hypothesizing,
predicting, investigating, interpreting, and
communicating. These are often called the
"process skills" of science.
Process skills play a critical role in helping you
develop scientific ideas.
 SCIENCE
 Observing
DPROCESS SKILLS:-
 Criticalthinking
 Questioning
 Research skills
 Planning (the scientific method)
 Investigating
 Communicating (Collecting, recording, interpreting,
explaining data)
 Drawing Graphs
 Analyzing, concluding, predicting data/observation.
 Mathematical skills-measuring, calculating,
 GROUP ACTIVITY:
 Plan and carry out an investigation on respiration
to review some of the inquiry skills mentioned
above.
Guiding questions:
1. WHAT CAN WE INVESTIGATE ABOUT
RESPIRATION?
2. HOW CAN WE INVESTIGATE IT?