The document provides information about food and nutrition for a Year 9 class. It begins with learning objectives about appreciating a balanced diet and introduces the reasons why humans need food, such as for energy storage, growth, and chemical reactions. It then discusses energy balance and input versus output. The document provides success criteria for students and links to additional online resources. It addresses topics like food groups, dietary intake, nutrition, digestion, and adaptations that aid the digestive system.
- A cell is the basic unit of structure and function in organisms, and all organisms are unicellular or multicellular.
- Key structures of the animal cell include the cell membrane, nucleus, cytoplasm, mitochondria, ribosomes, endoplasmic reticulum, Golgi apparatus, lysosomes, and centrioles. The cell membrane regulates what enters and exits the cell, the nucleus houses genetic material, and mitochondria generate energy.
- Plant cells also contain a cell wall, chloroplasts, and a central vacuole. The cell wall provides structure and support, chloroplasts facilitate photosynthesis, and the vacuole stores water and nutrients.
Cell - cell structure - Tissues, Organ systems and organisms (IGCSE Biology)Vasiliki Makrygianni
Presentation on the Cell structure, organelles, tissues, organ systems and organisms. Designed for IGCSE Cambridge Biology
Added sample exam style questions to test your knowledge at the end of the slides.
Biology chapter 1 cell structure and organisationSYEDA UROOJ
This document provides information about cell structure and organization. It defines cells and their basic components, including the cell membrane, nucleus, cytoplasm, chloroplasts and mitochondria. Specific cell structures in plant and animal cells are described along with organelles and their functions. The structures of typical plant and animal cells are compared. Examples of specialized cell types and how their structures relate to their functions are provided. It explains how cells differentiate and work together to form tissues, organs and organ systems. Microscopes and their uses in studying cell structure are also outlined.
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water and carbon dioxide to produce oxygen and energy in the form of sugar. It occurs in two stages: in stage one, chloroplasts in plant cells capture sunlight and use its energy to power stage two, where carbon dioxide and water are converted into oxygen and glucose using an enzyme-driven process. Cellular respiration is the process by which cells generate energy by breaking down glucose molecules in the presence of oxygen. It also occurs in two stages: in stage one, glucose is broken down into smaller molecules in the cytoplasm, and in stage two these molecules are further broken down in the mitochondria to release energy, carbon dioxide and water.
The document discusses the components of a balanced diet, including carbohydrates, proteins, lipids, vitamins, minerals, water, and dietary fiber. It explains that carbohydrates should make up 45-65% of the diet and are a source of energy. Proteins should make up 10-35% and are needed for growth and cell repair. Lipids provide long-term energy storage and insulation. Vitamins and minerals are micronutrients necessary for proper bodily functions. Energy requirements vary depending on activity levels, age, and pregnancy.
The document discusses photosynthesis and cellular respiration. It provides information on:
- The chemical equation for photosynthesis, which converts carbon dioxide and water into glucose and oxygen using sunlight.
- Cellular respiration, which breaks down glucose in mitochondria to release energy in cells.
- Photosynthesis and cellular respiration are interrelated processes - photosynthesis produces glucose that is used for energy in cellular respiration, and cellular respiration releases carbon dioxide and water used in photosynthesis.
The document discusses the role of digestive enzymes in breaking down food molecules in the digestive system. Starch is broken down by amylase into maltose and then further by maltase into glucose. Proteins are broken down by trypsin into peptides and then by peptidases into amino acids. Lipase breaks down fats into fatty acids and glycerol. The structure and specificity of enzymes is also described.
- A cell is the basic unit of structure and function in organisms, and all organisms are unicellular or multicellular.
- Key structures of the animal cell include the cell membrane, nucleus, cytoplasm, mitochondria, ribosomes, endoplasmic reticulum, Golgi apparatus, lysosomes, and centrioles. The cell membrane regulates what enters and exits the cell, the nucleus houses genetic material, and mitochondria generate energy.
- Plant cells also contain a cell wall, chloroplasts, and a central vacuole. The cell wall provides structure and support, chloroplasts facilitate photosynthesis, and the vacuole stores water and nutrients.
Cell - cell structure - Tissues, Organ systems and organisms (IGCSE Biology)Vasiliki Makrygianni
Presentation on the Cell structure, organelles, tissues, organ systems and organisms. Designed for IGCSE Cambridge Biology
Added sample exam style questions to test your knowledge at the end of the slides.
Biology chapter 1 cell structure and organisationSYEDA UROOJ
This document provides information about cell structure and organization. It defines cells and their basic components, including the cell membrane, nucleus, cytoplasm, chloroplasts and mitochondria. Specific cell structures in plant and animal cells are described along with organelles and their functions. The structures of typical plant and animal cells are compared. Examples of specialized cell types and how their structures relate to their functions are provided. It explains how cells differentiate and work together to form tissues, organs and organ systems. Microscopes and their uses in studying cell structure are also outlined.
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water and carbon dioxide to produce oxygen and energy in the form of sugar. It occurs in two stages: in stage one, chloroplasts in plant cells capture sunlight and use its energy to power stage two, where carbon dioxide and water are converted into oxygen and glucose using an enzyme-driven process. Cellular respiration is the process by which cells generate energy by breaking down glucose molecules in the presence of oxygen. It also occurs in two stages: in stage one, glucose is broken down into smaller molecules in the cytoplasm, and in stage two these molecules are further broken down in the mitochondria to release energy, carbon dioxide and water.
The document discusses the components of a balanced diet, including carbohydrates, proteins, lipids, vitamins, minerals, water, and dietary fiber. It explains that carbohydrates should make up 45-65% of the diet and are a source of energy. Proteins should make up 10-35% and are needed for growth and cell repair. Lipids provide long-term energy storage and insulation. Vitamins and minerals are micronutrients necessary for proper bodily functions. Energy requirements vary depending on activity levels, age, and pregnancy.
The document discusses photosynthesis and cellular respiration. It provides information on:
- The chemical equation for photosynthesis, which converts carbon dioxide and water into glucose and oxygen using sunlight.
- Cellular respiration, which breaks down glucose in mitochondria to release energy in cells.
- Photosynthesis and cellular respiration are interrelated processes - photosynthesis produces glucose that is used for energy in cellular respiration, and cellular respiration releases carbon dioxide and water used in photosynthesis.
The document discusses the role of digestive enzymes in breaking down food molecules in the digestive system. Starch is broken down by amylase into maltose and then further by maltase into glucose. Proteins are broken down by trypsin into peptides and then by peptidases into amino acids. Lipase breaks down fats into fatty acids and glycerol. The structure and specificity of enzymes is also described.
Ionic compounds are formed when ions combine. During formation, atoms transfer electrons to form cations (positively charged ions) and anions (negatively charged ions). Ionic compounds have high melting points and dissolve in water to form conductive solutions. They are named by writing the name of the metal cation followed by the non-metal anion or polyatomic ion.
This document provides an overview of photosynthesis and cellular respiration. It describes how photosynthesis uses sunlight to produce glucose from carbon dioxide and water, releasing oxygen as a byproduct. The process occurs in chloroplasts and involves light and dark reactions. It also summarizes how cellular respiration harvests chemical energy from glucose to produce ATP through glycolysis, the Krebs cycle, and the electron transport chain under aerobic conditions or lactic acid fermentation under anaerobic conditions.
This document provides information about nutrition and balanced diets. It discusses the main nutrients required - carbohydrates, fats, proteins, vitamins, minerals, fiber and water. It describes how to test for these nutrients and the importance of a balanced diet. Not eating a balanced diet can lead to malnutrition and health problems like obesity, heart disease and constipation. The document also discusses how microorganisms are used in food production and the uses and risks of food additives.
- A balanced diet should include carbohydrates, proteins, lipids, vitamins, minerals, water and fibre. These components have various functions like providing energy, growth and repair.
- The human digestive system includes the mouth, esophagus, stomach, small intestine, large intestine and pancreas. Food moves through the system by peristalsis and is broken down by enzymes.
- Factors like age, activity levels and pregnancy affect energy requirements. Sedentary lifestyles require less energy than active ones. Calorimetry can be used to investigate the energy content of foods.
This document defines key terms related to disease transmission and the immune system. It explains that pathogens can transmit diseases through direct or indirect contact. The body has mechanical, chemical, and cellular defenses against pathogens, including white blood cells that distinguish self from non-self and produce antibodies. Vaccination exposes the body to harmless antigens to trigger antibody production and develop immunological memory for long-term protection. Both active and passive immunity are described, with active immunity resulting from infection or vaccination and producing memory cells, while passive immunity involves acquiring antibodies without memory cell development.
The word cell is derived from the Latin word “cellula” which means “a little room”
It was the British botanist Robert Hooke who, in 1664, while examining a slice of bottle cork under a microscope, found its structure resembling the box-like living quarters of the monks in a monastery, and coined the word “cells”
There are 8 levels of organization in biology:
1. Cells are the basic unit of structure and function.
2. Tissues are groups of cells that perform specific functions.
3. Organs are made of different tissues working together to perform functions like the heart.
4. Organ systems are groups of organs that work together, like the circulatory system.
5. Organisms are made up of all cells, tissues, organs and organ systems.
6. Populations are groups of the same type of organisms living together.
7. Communities are groups of populations that interact in an area.
8. Ecosystems are populations living together in an area.
The cherries lose their fleshy juicy texture because water moves out of the cherry cells into the hypertonic sugar solution by osmosis, causing the cherry cells to shrink and become plasmolysed.
This document discusses plant and animal cells. It describes some of the key discoveries in cell biology including Hooke discovering cells in 1665 and von Leeuwenhoek first observing single-celled organisms under a microscope. The cell theory established that all living things are made of cells, cells are the basic unit of structure and function, and all cells come from preexisting cells. The document compares prokaryotic and eukaryotic cells and describes several organelles found in plant and animal cells including the nucleus, chloroplasts, mitochondria, endoplasmic reticulum, Golgi bodies and lysosomes. It notes both the similarities and differences between plant and animal cells.
This document categorizes vitamins and minerals into water-soluble and fat-soluble vitamins. It provides examples of the roles of specific vitamins and minerals, such as vitamin C increasing endurance, vitamin D preventing rickets, calcium being important for bone formation, and iron being important for red blood cell production and preventing anemia. It also lists examples of macroelements, microelements, and nutrients like carbohydrates, proteins, and fats that the body needs.
Mr Exham IGCSE - Movement In And Out Of Cellsmrexham
This document is a PowerPoint presentation on the processes of diffusion, osmosis, and active transport that allow substances to move in and out of cells. It defines each process and explains how surface area, temperature, and concentration gradients affect their rates. It also describes a simple experiment demonstrating diffusion using a semipermeable membrane and solutions with different sugar concentrations.
The document discusses photosynthesis and plant nutrition. It defines photosynthesis as the process by which plants use sunlight, water and carbon dioxide to produce oxygen and energy in the form of glucose. The requirements for photosynthesis are sunlight, chlorophyll, carbon dioxide and water. Leaves are adapted for photosynthesis through internal structures like stomata, mesophyll and vascular bundles that facilitate gas exchange and transport of nutrients and glucose. Limiting factors like light, carbon dioxide and temperature can affect the rate of photosynthesis. Deficiencies of nitrates and magnesium can stunt plant growth by limiting protein and chlorophyll production respectively.
The document provides an overview of cells, including their history, structures, and differences between plant and animal cells. It explains that cells are the basic unit of life, first observed by Robert Hooke in 1660 when he looked at bark through a microscope and saw small compartments that he named "cells." The presentation then details the structures found in typical animal cells like the cell membrane, nucleus, mitochondria, and Golgi bodies. It concludes by noting additional structures like the cell wall, chloroplasts, and chlorophyll that are present in plant cells but not animal cells.
This document outlines a science class presentation on the human digestive tract. It includes objectives, definitions of key terms, diagrams labeling parts of the digestive system and their functions. Sample questions are provided to check students' understanding. The presentation covers the mouth, esophagus, stomach, liver, pancreas, intestines and their roles in digestion. Interactive activities like worksheets, videos and class discussions are suggested to reinforce the concepts.
This document discusses the seven key characteristics of living things: movement, metabolism, respiration, sensitivity/responsiveness, growth, reproduction, and excretion. It defines each characteristic and provides examples. The document aims to help the reader understand and identify the characteristics of living organisms.
Pivot joints allow rotation in any direction within a single plane, such as between the C1 and C2 vertebrae in the neck. Plane joints only permit gliding motions between bones like the tarsal bones in the foot. Ball and socket joints are spherical and permit movement in almost all directions like the hip joint which connects the femur to the pelvis.
Specialized cells in plants and animals have unique structures and functions. The document discusses several types of specialized cells including red blood cells, white blood cells, nerve cells, muscle cells, sperm cells, egg cells, root hair cells, palisade cells, and xylem cells. Red blood cells carry oxygen throughout the body while white blood cells protect the body by killing bacteria. Nerve cells carry electrical signals and coordinate functions. Muscle cells allow movement by contracting. Sperm and egg cells are reproductive cells that combine during fertilization. Root hair cells absorb water and minerals in plant roots. Palisade cells contain chloroplasts to perform photosynthesis. Xylem cells transport water and provide structure in plant stems.
Physical, chemical changes & states of matter.pptJenny Dixon
Physical changes alter the shape or form of a substance but not its chemical composition. Chemical changes alter the molecular structure of a substance and create new substances. States of matter include solids, liquids, gases, and plasmas, which substances can transition between when temperature or other conditions change. A Bose-Einstein condensate is a state of matter that occurs when atoms are cooled to near absolute zero and behave as a single superatom.
The document discusses the importance of volunteering for communities. It states that volunteering is essential for running organizations, social services, and other programs in a community. Volunteers outnumber paid employees in social services. Without volunteers, many endeavors would cease to operate. Volunteering brings people together to work towards common goals and improves community life. It benefits both the community by aiding others, and the individual volunteer through personal growth and fulfillment from making a positive impact. The document also outlines some rules for volunteering in an Islamic context, such as not bragging about volunteer work or accepting roles one is not qualified for.
Ionic compounds are formed when ions combine. During formation, atoms transfer electrons to form cations (positively charged ions) and anions (negatively charged ions). Ionic compounds have high melting points and dissolve in water to form conductive solutions. They are named by writing the name of the metal cation followed by the non-metal anion or polyatomic ion.
This document provides an overview of photosynthesis and cellular respiration. It describes how photosynthesis uses sunlight to produce glucose from carbon dioxide and water, releasing oxygen as a byproduct. The process occurs in chloroplasts and involves light and dark reactions. It also summarizes how cellular respiration harvests chemical energy from glucose to produce ATP through glycolysis, the Krebs cycle, and the electron transport chain under aerobic conditions or lactic acid fermentation under anaerobic conditions.
This document provides information about nutrition and balanced diets. It discusses the main nutrients required - carbohydrates, fats, proteins, vitamins, minerals, fiber and water. It describes how to test for these nutrients and the importance of a balanced diet. Not eating a balanced diet can lead to malnutrition and health problems like obesity, heart disease and constipation. The document also discusses how microorganisms are used in food production and the uses and risks of food additives.
- A balanced diet should include carbohydrates, proteins, lipids, vitamins, minerals, water and fibre. These components have various functions like providing energy, growth and repair.
- The human digestive system includes the mouth, esophagus, stomach, small intestine, large intestine and pancreas. Food moves through the system by peristalsis and is broken down by enzymes.
- Factors like age, activity levels and pregnancy affect energy requirements. Sedentary lifestyles require less energy than active ones. Calorimetry can be used to investigate the energy content of foods.
This document defines key terms related to disease transmission and the immune system. It explains that pathogens can transmit diseases through direct or indirect contact. The body has mechanical, chemical, and cellular defenses against pathogens, including white blood cells that distinguish self from non-self and produce antibodies. Vaccination exposes the body to harmless antigens to trigger antibody production and develop immunological memory for long-term protection. Both active and passive immunity are described, with active immunity resulting from infection or vaccination and producing memory cells, while passive immunity involves acquiring antibodies without memory cell development.
The word cell is derived from the Latin word “cellula” which means “a little room”
It was the British botanist Robert Hooke who, in 1664, while examining a slice of bottle cork under a microscope, found its structure resembling the box-like living quarters of the monks in a monastery, and coined the word “cells”
There are 8 levels of organization in biology:
1. Cells are the basic unit of structure and function.
2. Tissues are groups of cells that perform specific functions.
3. Organs are made of different tissues working together to perform functions like the heart.
4. Organ systems are groups of organs that work together, like the circulatory system.
5. Organisms are made up of all cells, tissues, organs and organ systems.
6. Populations are groups of the same type of organisms living together.
7. Communities are groups of populations that interact in an area.
8. Ecosystems are populations living together in an area.
The cherries lose their fleshy juicy texture because water moves out of the cherry cells into the hypertonic sugar solution by osmosis, causing the cherry cells to shrink and become plasmolysed.
This document discusses plant and animal cells. It describes some of the key discoveries in cell biology including Hooke discovering cells in 1665 and von Leeuwenhoek first observing single-celled organisms under a microscope. The cell theory established that all living things are made of cells, cells are the basic unit of structure and function, and all cells come from preexisting cells. The document compares prokaryotic and eukaryotic cells and describes several organelles found in plant and animal cells including the nucleus, chloroplasts, mitochondria, endoplasmic reticulum, Golgi bodies and lysosomes. It notes both the similarities and differences between plant and animal cells.
This document categorizes vitamins and minerals into water-soluble and fat-soluble vitamins. It provides examples of the roles of specific vitamins and minerals, such as vitamin C increasing endurance, vitamin D preventing rickets, calcium being important for bone formation, and iron being important for red blood cell production and preventing anemia. It also lists examples of macroelements, microelements, and nutrients like carbohydrates, proteins, and fats that the body needs.
Mr Exham IGCSE - Movement In And Out Of Cellsmrexham
This document is a PowerPoint presentation on the processes of diffusion, osmosis, and active transport that allow substances to move in and out of cells. It defines each process and explains how surface area, temperature, and concentration gradients affect their rates. It also describes a simple experiment demonstrating diffusion using a semipermeable membrane and solutions with different sugar concentrations.
The document discusses photosynthesis and plant nutrition. It defines photosynthesis as the process by which plants use sunlight, water and carbon dioxide to produce oxygen and energy in the form of glucose. The requirements for photosynthesis are sunlight, chlorophyll, carbon dioxide and water. Leaves are adapted for photosynthesis through internal structures like stomata, mesophyll and vascular bundles that facilitate gas exchange and transport of nutrients and glucose. Limiting factors like light, carbon dioxide and temperature can affect the rate of photosynthesis. Deficiencies of nitrates and magnesium can stunt plant growth by limiting protein and chlorophyll production respectively.
The document provides an overview of cells, including their history, structures, and differences between plant and animal cells. It explains that cells are the basic unit of life, first observed by Robert Hooke in 1660 when he looked at bark through a microscope and saw small compartments that he named "cells." The presentation then details the structures found in typical animal cells like the cell membrane, nucleus, mitochondria, and Golgi bodies. It concludes by noting additional structures like the cell wall, chloroplasts, and chlorophyll that are present in plant cells but not animal cells.
This document outlines a science class presentation on the human digestive tract. It includes objectives, definitions of key terms, diagrams labeling parts of the digestive system and their functions. Sample questions are provided to check students' understanding. The presentation covers the mouth, esophagus, stomach, liver, pancreas, intestines and their roles in digestion. Interactive activities like worksheets, videos and class discussions are suggested to reinforce the concepts.
This document discusses the seven key characteristics of living things: movement, metabolism, respiration, sensitivity/responsiveness, growth, reproduction, and excretion. It defines each characteristic and provides examples. The document aims to help the reader understand and identify the characteristics of living organisms.
Pivot joints allow rotation in any direction within a single plane, such as between the C1 and C2 vertebrae in the neck. Plane joints only permit gliding motions between bones like the tarsal bones in the foot. Ball and socket joints are spherical and permit movement in almost all directions like the hip joint which connects the femur to the pelvis.
Specialized cells in plants and animals have unique structures and functions. The document discusses several types of specialized cells including red blood cells, white blood cells, nerve cells, muscle cells, sperm cells, egg cells, root hair cells, palisade cells, and xylem cells. Red blood cells carry oxygen throughout the body while white blood cells protect the body by killing bacteria. Nerve cells carry electrical signals and coordinate functions. Muscle cells allow movement by contracting. Sperm and egg cells are reproductive cells that combine during fertilization. Root hair cells absorb water and minerals in plant roots. Palisade cells contain chloroplasts to perform photosynthesis. Xylem cells transport water and provide structure in plant stems.
Physical, chemical changes & states of matter.pptJenny Dixon
Physical changes alter the shape or form of a substance but not its chemical composition. Chemical changes alter the molecular structure of a substance and create new substances. States of matter include solids, liquids, gases, and plasmas, which substances can transition between when temperature or other conditions change. A Bose-Einstein condensate is a state of matter that occurs when atoms are cooled to near absolute zero and behave as a single superatom.
The document discusses the importance of volunteering for communities. It states that volunteering is essential for running organizations, social services, and other programs in a community. Volunteers outnumber paid employees in social services. Without volunteers, many endeavors would cease to operate. Volunteering brings people together to work towards common goals and improves community life. It benefits both the community by aiding others, and the individual volunteer through personal growth and fulfillment from making a positive impact. The document also outlines some rules for volunteering in an Islamic context, such as not bragging about volunteer work or accepting roles one is not qualified for.
The document presents a concept map about human digestion. It outlines the main food groups - proteins, carbohydrates, fats, vitamins and minerals, fibre, and water. It describes how each food group provides cell growth, energy, health, digestion, or hydration. The concept map also details common examples for each food group and explains how enzymes break down large food molecules for absorption. Laboratory tests for identifying sugars, starches, fats, and proteins in food are outlined as well.
This document provides an overview of digestion, including the types of food, mechanical and chemical digestion processes, and intestinal absorption. It discusses the breakdown of starches, proteins, and lipids by specific enzymes in different organs. Mechanical digestion involves chewing, swallowing, and peristalsis. Chemical digestion uses enzymes like amylase, pepsin, trypsin, and lipase to break nutrients into smaller molecules like sugars, amino acids, and fatty acids in the mouth, stomach, and small intestine. Absorption then occurs as these nutrients pass into the bloodstream or lymph.
This document discusses corporate social responsibility (CSR). It defines CSR as a business's commitment to operate ethically and contribute to economic development while improving life for employees, local communities, and society. The document outlines different types of CSR initiatives focused on employees, markets, society, products, and the environment. It shows how CSR code of conduct priorities vary by industry and lists benefits of CSR like enhancing influence, attracting employees, increasing customer retention, and saving money. The document provides a framework for CSR management through planning, implementing, checking, and improving initiatives. It gives examples of Google and IBM's CSR programs focused on sustainability and energy efficiency.
Comparison of fish, frog, rat, and pig dissectionstrollinyouhard
The document summarizes key findings from a series of dissections of different organisms: fish, frog, rat, and pig. It notes that each organism had the basic organ systems needed for its functions. It also describes the adaptations of each organism for its habitat, from fish adapted for aquatic life to pig adapted for land-based life. The dissections showed transitions in structure that correlated with transitions from aquatic to terrestrial habitats.
This diagram shows the major internal organs of the human female torso, including the heart, lungs, stomach, liver, spleen, intestines, bladder, uterus, and other reproductive organs located in the chest and abdominal cavities. Key structures like the esophagus, trachea, aorta, and other blood vessels are labeled on the diagram.
Nutritional assessment by Dr. Rajan Bikram Rayamajhiwrigveda
This document discusses various methods for nutritional assessment, including anthropometric, biochemical, clinical, dietary, functional, and anthropometric assessments. It provides details on each method, including what they measure and their advantages and limitations. The key methods covered are anthropometry (measuring height, weight, skin folds), biochemical tests of nutrients, clinical exams for signs of deficiencies, dietary assessments like 24-hour recalls, and functional tests of physiological processes impacted by nutrition.
National nutritional anemia prophylaxis programmemitali1903
This document discusses anemia as a serious health concern that can negatively impact cognitive, behavioral, motor, and language development as well as scholastic achievement. It outlines the hemoglobin classification for anemia and describes India's National Iron Plus Initiative launched in 1970 to prevent nutritional anemia in at-risk groups like pregnant women, lactating mothers, and children under 12. The initiative focuses on iron and folic acid supplementation, iron fortification, and other strategies. It provides details on supplementation dosages for different groups and aims to ensure every child has a healthy hemoglobin level of 12g by age 12 through public awareness campaigns, screenings, and iron supplements.
The document discusses nutritional anemia, including its definition, causes, effects, and strategies for prevention and treatment according to WHO guidelines. It notes that iron deficiency is the most common cause of anemia, which particularly affects women of childbearing age, young children, pregnant women, and those who are lactating. Prevention strategies highlighted include iron and folic acid supplementation programs, iron fortification of foods like salt, and other measures like nutrition education and parasite control.
This document discusses anemia prophylaxis programs. It defines anemia and its classifications according to WHO. Globally, anemia affects 30% of people, and 40-90% in developing countries and India. The main causes of increased anemia incidence are poor iron balance pre-pregnancy, improper iron supplementation during pregnancy, repeated childbirths, low socioeconomic status, and infections. Anemia can lead to complications in pregnancy like preterm labor, and complications during labor like postpartum hemorrhage. National programs provide iron and folic acid supplementation to pregnant and lactating women, and children aged 6-60 months. The guidelines recommend expanding the program to include infants aged 6-12 months, school-aged
Vitamin C is an essential nutrient that supports immune health and wound healing. The document describes how to perform a titration to determine the amount of vitamin C in foods. A titration involves adding iodine solution dropwise to a juice or food sample along with a starch indicator. The amount of iodine solution needed to cause a color change indicates the vitamin C concentration, allowing comparison to daily recommended intakes and analysis of different foods' contributions.
The document discusses nutritional needs, challenges, screening, and solutions for the elderly population. It describes how the elderly have different nutritional needs than other adults due to changes in physiology, metabolism, and lifestyle factors. Common nutritional challenges include reduced appetite and intake, vitamin deficiencies, and health issues like sarcopenia and osteoporosis. Nutritional screening and interventions are important to address nutritional deficiencies and support healthy aging. Solutions discussed include increased protein, vitamin D, calcium, and magnesium intake as well as diets low in sodium and high in fiber, fluids, and essential fatty acids.
This document outlines three common food tests to identify carbohydrates and proteins. The carbohydrate tests distinguish between complex starches and simple glucose sugars. Starch turns black with iodine, while glucose turns brick red when heated with Benedict's solution. The protein test uses Biuret solutions, where a positive result makes the solution turn lilac blue.
Laboratory investigations in pancytopeniaVeena Raja
This document discusses investigations for pancytopenia. It defines pancytopenia as a low count of red blood cells, white blood cells, and platelets. The causes of pancytopenia include inherited disorders, primary bone marrow disorders, and systemic disorders that affect the bone marrow. Key investigations discussed are peripheral blood smear, bone marrow aspiration and biopsy, and additional tests depending on the suspected cause. Specific cases are presented to demonstrate how the history, physical exam, and test results can help arrive at a diagnosis for an individual patient.
This document provides information on carbohydrate metabolism and various pathways involved including glycolysis, the citric acid cycle, and pyruvate dehydrogenase complex. It discusses:
- The key roles of glucose and glycogen in carbohydrate metabolism
- The three phases of glycolysis and production of ATP
- Conversion of pyruvate to lactate under anaerobic conditions
- Regulation of key enzymes in glycolysis
- Significance of glycolysis in various tissues and diseases
- The citric acid cycle and its importance in energy production
1) Carbohydrates in food are broken down into monosaccharides like glucose, galactose, and fructose through the actions of salivary and pancreatic amylases and intestinal disaccharidases.
2) These monosaccharides are then actively transported across the intestinal mucosa into the bloodstream or passively diffuse for absorption.
3) Once absorbed, monosaccharides are used for energy production, storage as glycogen or fat, or converted into other biologically important substances in tissues like the liver.
Revised national tuberculosis control programmeRavi Rohilla
This document provides an overview of tuberculosis (TB) control in India. It discusses the background and epidemiology of TB globally and in India. It describes India's National TB Control Programme established in 1962 and the Revised National TB Control Programme (RNTCP) launched in 1997, which applies the WHO-recommended DOTS strategy. The RNTCP aims to achieve 85% treatment success among new sputum-positive TB patients and detect at least 70% of estimated cases. It emphasizes standardized treatment regimens, quality-assured diagnosis, and direct observation of treatment.
The document compares human and primate anatomy and discusses how human anatomical features relate to culture. Key human features that allow complex culture include a large brain, precise hand structure, bipedalism freeing the hands, and advanced language areas in the brain not found in other primates. Comparisons are made between human and chimpanzee skulls, brains, dentition, and hand structure to highlight anatomical differences that enabled complex human culture.
The document provides information about the digestive system and nutrition. It begins with an introduction to the digestive system and explains the four main stages of nutrition: ingestion, digestion, absorption, and excretion. It then discusses the process of digestion in more detail, explaining that digestion breaks down food into smaller particles that can be absorbed and passed through cell membranes. Various digestive organs like the mouth, stomach, and small intestine are involved in digestion. Tests are also described to identify different food types like starch, sugar, protein, and fat. Maintaining a balanced diet with a variety of food groups is emphasized as important for health.
This document provides an overview of the lessons to be covered in a food matters course over 12 weeks. It includes the following topics: the food chain, farming challenges, the nitrogen cycle, intensive farming, organic farming, preserving and processing food, chemicals in a healthy diet, harmful chemicals in a healthy diet, diet and diabetes, type 2 diabetes, food and the consumer, and food hazards and risks. Each lesson will focus on understanding key concepts and include activities, questions, and a lesson summary.
1. The document provides information on nutrition and eating disorders. It includes a lecture on nutrition for adolescents that discusses their calcium, iron, protein, and carbohydrate requirements.
2. The document also discusses signs of eating disorders and types such as anorexia nervosa, bulimia nervosa, binge eating, and pica. It provides diagnostic criteria and symptoms for bulimia nervosa.
3. Students are given various activities to learn about nutrition including a word search, creating definition maps, and assessing their own eating behaviors through a checklist.
The document discusses basic nutrition and food components, explaining that nutrients are necessary for bodily functions and are obtained through a balanced diet according to the food pyramid. It covers the six classes of nutrients including carbohydrates, proteins, fats, vitamins, minerals, and water, and explains their roles and sources. Examples are provided of carbohydrate types like monosaccharides, disaccharides, and polysaccharides as well as diseases related to oversupply or undersupply of carbohydrates like diabetes and hypoglycemia.
The document discusses basic nutrition and food components, explaining that nutrients are necessary for bodily functions and are obtained through a balanced diet according to the food pyramid. It covers the six classes of nutrients including carbohydrates, proteins, fats, vitamins, minerals, and water, and explains their roles and sources. Examples are provided of carbohydrate types like monosaccharides, disaccharides, and polysaccharides as well as diseases related to oversupply or undersupply of carbohydrates like diabetes and hypoglycemia.
The document discusses basic nutrition and food components, including the six classes of nutrients, carbohydrates, proteins, and fats. It explains the food pyramid and recommendations for daily servings from each food group to get a balanced intake of nutrients. Examples of diseases related to oversupply or undersupply of carbohydrates like diabetes and hypoglycemia are also provided.
The human digestive system involves 4 main stages: ingestion, digestion, absorption, and elimination. It consists of a digestive tract and accessory organs. The digestive tract includes the mouth, esophagus, stomach, small intestine, large intestine, and anus. Accessory organs that aid digestion include the liver, gallbladder and pancreas. Nutrients are broken down through mechanical and chemical digestion before being absorbed in the small intestine and eliminated as waste.
The document discusses nutrition and proteins. It provides definitions of nutrition and discusses the history of nutrition and concepts of a healthful diet. It explains protein digestion, absorption, and metabolism. It discusses the classification of proteins and their sources. Protein-energy malnutrition is described along with its causes and symptoms. The daily protein requirement for adults is provided. Excessive intake and deficiency symptoms of proteins are noted. [/SUMMARY]
Nutrition is the study of the nutrients in food and how they nourish the body.
Nutrients are components of food that are needed for the body to function
Food provides nutrients that the body needs for energy, growth, and maintenance. There are six major nutrients - carbohydrates, proteins, fats, vitamins, minerals, and water. Carbohydrates, fats and proteins provide energy, while vitamins and minerals aid chemical reactions and help regulate body functions. A balanced diet with varieties of foods containing these nutrients is necessary for health and well-being. Deficiencies in essential nutrients can lead to diseases, while excess calories can result in obesity.
This document discusses nutrition and its relationship to dental health. It covers the major nutrients, food groups, serving sizes, and the digestive system. The key points are:
- Nutrition provides energy, growth, and regulates body processes through a balanced diet and intake of major nutrients like carbohydrates, proteins, fats, vitamins, minerals, and water.
- Modern eating trends include eating on the go, increasing life expectancy with unique health concerns, rising adult obesity, and more sedentary lifestyles.
- The digestive system breaks down food through mechanical and chemical digestion in the mouth, esophagus, stomach, small and large intestines before waste is eliminated through the rectum.
This document contains a chapter on nutrition from a textbook. It discusses the six classes of nutrients - carbohydrates, fats, proteins, water, minerals, and vitamins. Carbohydrates and fats are examined in detail, including the differences between saturated and unsaturated fats. The document also discusses diabetes, fiber, colon cancer, hemorrhoids, and cholesterol. Heart disease and stroke are mentioned as the leading causes of death in the US and their symptoms are reviewed.
The document provides an overview of nutrition and the process of digestion. It discusses the six major nutrients - carbohydrates, proteins, fats, vitamins, minerals, and water. Carbohydrates are the body's primary source of energy and come in simple, complex, and fiber forms. Proteins are used to build and repair cells and tissues. Fats serve various purposes like cushioning organs and regulating temperature. Vitamins and minerals regulate processes and must be obtained through food. Good nutrition requires eating a variety of healthy foods to meet nutrient needs.
This document provides information about nutrition for adolescents. It discusses the nutritional needs of teenagers, including increased calorie, protein, calcium and iron requirements to support growth. Examples of healthy foods to meet these needs are given. The document also describes eating disorders like anorexia nervosa and bulimia nervosa and their symptoms. Adolescents are advised to eat a variety of nutritious foods, stay hydrated, and avoid extreme dieting or unhealthy eating behaviors.
This document provides an overview of nutrition and healthy eating. It defines key nutrition terms like nutrients, macronutrients, micronutrients, vitamins, minerals, and calories. Carbohydrates, proteins, fats, and dietary guidelines like Canada's Food Guide are explained. Physical activity, vegetarian diets, dietary supplements, sports drinks, and cholesterol are also summarized.
This document provides an overview of key topics related to nutrition and fitness. It discusses the essential nutrients required for a healthy diet, including proteins, fats, carbohydrates, vitamins, minerals and fiber. It recommends obtaining nutrients from whole, minimally processed foods. The document also outlines the five components of health-related fitness: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. It provides examples of exercises to improve each component and recommends engaging in regular physical activity for health benefits.
The document discusses nutrients and what they are. Nutrients are substances in food that keep the body functioning by fueling energy, helping growth, repairing the body, and maintaining basic functions. It emphasizes the importance of balance, variety, and moderation in nutrition. The six essential nutrients are carbohydrates, fat, protein, minerals, vitamins, and water. A balanced diet containing a variety of foods is necessary to obtain the daily requirements of these nutrients and avoid deficiencies.
A balanced diet contains adequate amounts of all necessary nutrients from the main food groups to support healthy growth, activity, and bodily functions. It includes carbohydrates, vegetables, protein, fats/oils/sweets, and eating these in proper proportions is important for health. People's energy needs vary because factors like age, gender, body size, exercise level, and metabolism affect how quickly chemical reactions occur in the body and how much energy is needed to fuel these reactions.
This is a presentation about nutrition. You will be learning about what is nutrition, why is it important, vitamins and why are they important as well as what happens when there is a deficiency of these.
The six classes of nutrients are carbohydrates, fats, proteins, vitamins, minerals, and water. Carbohydrates include sugars and starches, and provide energy. Proteins are made of amino acids and are used to build and repair tissues. Fats provide long-term energy storage and insulation. Fiber is important for digestive health. A diet high in saturated fats can increase risks of obesity, high cholesterol, and heart disease. Maintaining a balanced diet and calorie intake through nutrition and exercise can influence overall health and weight.
1. Teachers will participate in project-based professional learning focused on using small ICT tasks to enhance teaching and student learning.
2. Teachers will choose an area of interest, research it in a small group, and devise an ICT task to use in their teaching. They will reflect on the task's effectiveness and make improvements.
3. The first session will be in Week 8 where teachers will discuss their key competencies and potential ICT tasks. They will continue working on their projects during PD sessions and their own time throughout the term.
This document contains information about a Year 11 100 Science class, including:
- Links to online resources about acids and bases aspects that will be covered, such as atomic structure, properties, and uses.
- Examples of common acids and bases that will be discussed, including HCl, H2SO4, HNO3, and various metal oxides, hydroxides, and carbonates.
- Instructions and questions for students to research atomic structure, the periodic table, and drawing electron configurations of elements.
This document provides instructions for using OneNote to complete work for a biology class. It outlines how students should listen in class, read powerpoints, think about and answer questions, complete online activities, Scipad work, and Moodle quizzes. It emphasizes thinking over copying notes. The document also includes information on achievement standards, exam specifications, and the topic outline covering responses to the environment.
This document contains information about a Year 11 100 Science class, including:
- Links to online resources about acids and bases aspects that will be covered, such as atomic structure, properties, and uses.
- Examples of common acids and bases that will be discussed, including HCl, H2SO4, HNO3, and various metal oxides, hydroxides, and carbonates.
- Instructions and questions for students to research atomic structure, ions, and the periodic table.
Here are potential responses to the questions:
4) You don't always get sick from undercooked meat because not all meat contains harmful bacteria. The bacteria have to be present and in large enough quantities to cause illness. Other factors like your own immune system also play a role in whether or not you get sick.
5) Even when multiple people eat contaminated food, only some may get sick because factors like age, existing health conditions, medication and the size of the bacteria dose can affect the chances of getting an infection. People's individual immune systems also respond differently.
6) It can take time for symptoms of a foodborne illness to appear because the bacteria first have to multiply inside the body until they reach levels high enough to
1. Electric current is measured in amps using an ammeter connected in series in the circuit. In a series circuit, the current is the same at all points. In a parallel circuit, the current splits and the readings on each branch add up to the total current.
2. Voltage is measured in volts using a voltmeter connected in parallel across components. In a series circuit, the voltage drops across each component add up to the total battery voltage. In a parallel circuit, the voltage is the same across each branch.
3. Experiments were conducted to determine the effect of connecting components in series versus parallel on current and voltage. It was found that in a series circuit, the current is the same
ICT tools provide many benefits for science education including accessibility of content anywhere, catering to different learning styles, easy differentiation of content, and freeing up teachers to assist students. Popular tools mentioned include Moodle, Google Calendar, online quizzes and forums, videos, animations, Kahoots, Padlet, displaying student work, and science-related apps. The document emphasizes keeping activities short, providing variety, and ensuring technologies work properly for students.
This document provides information about atomic structure:
1. It explains that atoms are made up of even smaller particles called subatomic particles, including protons, neutrons, and electrons.
2. Protons and neutrons are located at the center of the atom in a dense core called the nucleus. Electrons orbit around the outside of the atom.
3. Atoms have an overall neutral charge because they contain an equal number of positively charged protons and negatively charged electrons. Neutrons have no charge.
This document provides information about force and motion, including definitions, formulas, and examples. It includes:
- Definitions of key terms like speed, velocity, mass, weight, friction, and drag.
- Formulas for calculating speed, velocity, and weight. Speed is defined as distance divided by time. Weight is defined as mass multiplied by gravity.
- Examples of calculating speed, velocity, and weight in different scenarios. This includes examples using conversions between units like km/h, m/s, and calculations for objects on Earth and other planets.
- Descriptions of factors that affect motion, like balanced and unbalanced forces, friction, air resistance, gravity, and weight. Examples are
The document discusses mechanisms for regulating body temperature in organisms. It explains that most cells function best between 30-40°C and that organisms have evolved various mechanisms to maintain an optimal internal temperature. These include insulation, vasoregulation of blood flow, sweating, shivering and behavioral adaptations. The hypothalamus plays a key role in sensing temperature changes and initiating responses. Mitochondria couple ATP production with heat generation. Brown fat contains uncoupling proteins that allow heat production without ATP generation.
This document provides information about genetics and inheritance. It begins by explaining that all individuals are genetically unique except for identical twins. It then defines key genetics terms like phenotype, genotype, homozygous, heterozygous, alleles, dominant and recessive. It distinguishes between continuous and discrete variation. It describes DNA and chromosomes, and explains how characteristics are inherited from parents. It also covers mutations and how genetic testing can determine genotypes.
Homeostasis refers to the body's ability to maintain a constant internal environment despite changing external conditions. The document discusses various mechanisms that help regulate body temperature, including negative feedback loops, sweating, vasodilation, shivering, and changes in metabolism. When the body gets too hot, sweating and increased blood flow to the skin help cool it down. When cold, vasoconstriction and shivering generate heat while decreasing blood flow to the skin. Together these processes help keep the internal temperature within a narrow range to allow for optimal chemical reactions in cells.
1. The document discusses various topics related to evolution and speciation including gene flow, genetic drift, modes of speciation, isolating mechanisms, natural selection, variation, polyploidy, and aneuploidy.
2. Key terms are defined such as genes, alleles, gene pool, mutation, and speciation. Different types of speciation are described including allopatric, sympatric, and cline speciation.
3. Mechanisms that can lead to reproductive isolation between species are explained, including prezygotic barriers like geographic isolation and postzygotic barriers like hybrid sterility.
Speciation can occur through several modes, including instant speciation through polyploidy, sympatric speciation within the same habitat, and allopatric speciation when populations are isolated geographically. Reproductive isolating mechanisms like behavioral, ecological, or structural barriers can prevent interbreeding and lead to the evolution of new species over time. Evidence for evolution includes fossils showing transitions over generations, comparative anatomy revealing homologous and analogous structures, and molecular analysis of DNA and proteins. Evolution occurs through natural selection acting on genetic variation and results in changes to populations and the potential emergence of new species through gradual or punctuated processes over long periods.
This type of deafness in the teacher is unlikely to be inherited by their new baby because:
- The teacher developed deafness as a result of environmental factors (noisy classes), not genetic factors. Their deafness was acquired and not something they were born with.
- Acquired or environmental traits are not heritable as they are not encoded in our genes. They result from interactions with the surrounding environment rather than our genetic makeup.
- For a trait to be inherited, it must have a genetic basis - the trait must be influenced by the genes we receive from our parents. Since the teacher's deafness was caused by environmental noise exposure rather than a genetic mutation or condition, it would not be passed on to offspring through their
This document provides information about physics concepts related to kinematics including displacement, velocity, acceleration, and their relationships. It defines important terms like speed and acceleration. It presents the key equations for calculating values like speed, acceleration, distance and time. Examples are provided to demonstrate how to set up and solve kinematics problems using the appropriate equations and units. Formulas are given for working with graphs of distance-time and speed-time to determine values and motion. Forces are also introduced along with the key equations for force, mass and acceleration.
This document provides information about energy and waves for a Year 9 science class. It begins with defining energy and naming common forms of energy like chemical, light, sound, and heat. It describes how energy allows objects and living things to function. It then discusses different types of waves like transverse and longitudinal waves, using light and sound waves as examples. It explains concepts such as amplitude, frequency, wavelength, pitch and loudness in relation to waves. Diagrams show the ear and how sound travels to be heard. Laws of reflection and uses of reflective surfaces are also covered. Success criteria and review questions are provided throughout.
This document provides guidance for students on carrying out an in-depth practical chemistry investigation for assessment purposes. It outlines the key components of the investigation including developing an accurate procedure, controlling variables, processing and representing data, writing a justified conclusion, and relating findings to chemistry ideas. The document also provides examples of topics, guidelines for setting up tables and graphs, variables to control in experiments, and pointers to remember for the assessment.
Plant and Animal Responses to the Environmentngibellini
This document provides information about Biology Standard 3.3 on plant and animal responses to the external environment. It outlines the achievement and in-depth understanding standards, including describing and explaining the processes, adaptive advantages, and responses related to orientation in space and time, interspecific and intraspecific relationships. The document provides details on exam specifications, key terms, online activities, and topics to be covered, including the basics of abiotic and biotic factors, how and why organisms respond, and different types of responses like tropisms, rhythms, and relationships. Examples and diagrams are provided to illustrate concepts.
The document provides information about acids and bases, including:
1) Acids have a pH range from 0-7 and contain hydrogen ions, while bases have a pH range from 8-14 and contain hydroxide ions.
2) Acids turn litmus paper red and bases turn it blue, while neutral substances turn it green. Common household acids include vinegar and lemon juice, while bases include baking soda.
3) When an acid and base are mixed, a neutralization reaction occurs where they react together to form a salt and water, resulting in a neutral pH of 7.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
5. We need food for:
Storage of energy as fat, insulation
Growth of new tissues
Repair of damaged tissues
Movement
Heat
Chemical reactions
Why do we need food?
5
6. The amount of energy I require each day is
11,550 kj or 11.55 MJ
In the last 24 hours I ate:
My Energy Balance
Item of
Food
Amount Approximate
number of kj
Approximate
number of MJ
Total
6
7.
My total energy input for the last 24 hour is _____ kJ, or ____
MJ
1.Did you get a variety of all food types?
Carbohydrates, proteins, fats, water, minerals and vitamins
2.Did your energy input equal your output energy?
7
8.
What do you think happens if:
Energy Input > Energy Output
= Increase in weight
Energy Input < Energy Output
= Decrease in weight
Input and Output
8
10.
In order to stay healthy our diets should be what?
Balance of protein, fats and oils and carbohydrates
Contain all food types
What happens if we do not maintain a healthy diet?
Become obese, lack of energy, brittle bones, diabetes
Memory loss, malnutrition,
How can you tell if you have a healthy diet?
Active, clear eyes, reddish gums, focused, strong pink
fingernails, flexible skin, shiny hair
How can you tell if you have an unhealthy diet?
Unfocused, difficulty concentrating, limp hair that
breaks off, brittle fingernails, dull complexion
Success Criteria
10
11.
Name the main food groups
and give examples of each
SLO
11
12. Sort the pictures provided into
five food groups
Now put them in order of which
you should eat the most, eat in
small amounts and eat least of.
Why is it important to eat the
correct amounts of each type of
food group?
Dietary Intake
12
13. Look at the pictures provided and see if
you can group them, give each group a
name.
Try to figure out what your body uses
each food type for.
Food Groups
13
16.
Food types
TypeType Found inFound in UsesUses
Carbohydrates
Fats
Proteins
Vitamins
Minerals
Fibre
Water 16
17.
Food types
TypeType Found inFound in UsesUses
Carbohydrates
Fats
Proteins
Vitamins
Minerals
Fibre
Water
Bread, potatoes, cereal
Cream, butter, milk, oil
Meat, fish, eggs
Vegetables, cereal
Meat, milk, cereal
Fruit + veg, cereal
Water!
Energy
A store of energy
Building and repairing cells
Keep things “ticking over”
Strong teeth etc
75% of the body is water
Keeps you regular!
17
19.
Our bodies require certain other substances in
order to stay healthy:
Iron: used in blood to carry oxygen need for
respiration which makes energy! (green vege,
red meat)
Fibre: keeps intestines clean, helps move the
food through the intestines (cereals)
Calcium: helps strengthen our bones (diary
products)
Water: helps in metabolic process and keep
cells alive
Important Substances
19
20.
What types of foods do we get these from?
Important Substances
20
21.
1. Write a definition of the following words: diet,
nutrition
2. List the types of foods which contain lots of the
following
Carbohydrates, proteins, fats, vitamins
3. State what each of the above substances do in the
body.
4. Complete Scipad page 149-150 and 154-155
Success Criteria
21
22.
Gain an understanding of some of
the diseases caused by poor diet
SLO
22
25.
Too much or too little of certain things in our diet can
cause major health problems.
Solve Theo’s health
problems.
http://
lgfl.skoool.co.uk/content/keystage3/biology/pc/learningstep
Dietary Problems
25
26.
Research one of the following dietary problems.
Obesity, Anorexia, Bulimia, Malnutrition, Anemia,
Goiter, bowel cancer, diabetes, heart disease,
dehydration, kwashiorkor disease
You need to find out:
What causes the problem
What effects does the problem cause
How can the problem be cured?
Dietary Problems
26
27.
Obesity can result in:
Heart disease
Heart attack
Type II diabetes
Infertility
Lack of fibre can result in:
Constipation
Bowel Cancer
Dietary Problems
27
28.
Read and complete the questions on the following
pages in Exploring Science 8
Page 10-11 and Page 12-13
Complete the following worksheets:
The Glycaemic Index 8Ac/7
Balanced Diets 8Ab/8
Poor Diets 8Ab/2
Focus on Diet and Diabetes 8Ab/3
On a diet 8Aa/1
Eat to live 8Ae/6
Tasks
28
29.
Poor diets
If we don’t have a balanced diet we may suffer form a
“deficiency symptom”:
Vitamin D
Protein
Vitamin C
Vitamin A
Iron
Anaemia
Scurvy (bleeding gums and joints)
Weak bones and teeth
Wasting of body tissue
Rickets
Lack of… Causes…
29
30. 1. Write a definition of the following words: diet,
nutrition, energy input, energy out put, food
pyramid, calcium, fibre, water,
2. What type of food substance is calcium?
3. Why is fibre important in the diet?
4. What makes up the missing mass in most foods?
5. Complete Scipad page 156
Success Criteria
Explain what a balanced diet is.
30
31.
1. Bob has become very overweigh in the last few years.
He used to play a lot of sports and go to the gym
everyday, but he injured his knee and cannot play sports
anymore and he has stopped going to the gym.
Bob still eats the same about of food as he did before
his knee injury. Suggest two reasons why he might
be overweight now.
Suggest two health problems the Bob could have as a
result of becoming overweight.
Suggest two ways in which Bob might lose mass.
Success Criteria
Explain what a balanced diet is.
31
32.
Carry out a number of food test
investigations
SLO
32
34.
Food type
Tested for
Method Positive Test
Result
Foods that
contain this
Carbohydrate:
Starch
1. Put 1 ml of water in a test tube
2. Add 1 pinch of ground food
3. Add 2 drops of iodine solution
4. Shake it, record colour change
Carbohydrate:
Glucose
1. Put 1 ml of water in a test tube
2. Add 1 pinch of ground food
3. Add 5 drops of Benedict’s solution
4. Shake well, then gently heat
5. Record colour change
Oils 1. Put 1 ml of alcohol into a test tube.
2. Add 1 pinch of the liquefied food.
3. Shake well. Then pour into another
test tube that contains 1ml of water.
4. Shake well, record change in
appearance.
Protein 1. Put 1ml of food into a test tube.
2. Add 1ml of sodium hydroxide.
3. Add 4 drops of copper sulphate
solution.
34
35.
Food tests 1
To investigate what happens in digestion we need to be able
to test for different foods. Here are two simple tests:
1) The test for starch:
Drop some iodine onto the food. If
the iodine turns BLUE/BLACK then
STARCH is present.
2) The test for simple sugars (e..g
glucose)
Boil the food with some Benedict’s
solution. If an orange
“precipitate” appears then the
food contains simple sugars
Iodine
35
36.
Food tests 2
1) The test for protein:
Add 5cm3 of dilute sodium hydroxide
followed by 5cm3 of dilute copper
sulphate. If protein is present it
will produce a purple colour.
2) The test for fats:
Shake the food with about 10cm3 of
ethanol in a test tube. Pour some
of the solution into a tube
containing water. If fat is
present the water will turn
cloudy white.
36
37.
1. Write a definition of the following words:
diet, nutrition, glucose, starch, proteins,
lipids, iodine, benedict's solution
2. Draw a labelled diagram to show how to
test for protein, starch, sugar and fats
3. Give the positive results expected for foods
that contain starch, protein, sugar and fat.
Success Criteria
37
38.
Label the major organs of the
digestive system
Outline the main function of the
digestive organs
SLO
38
39.
Draw an outline of a body
Draw and label the following organs
List any organs you don’t know on the side of
the poster
Heart, lungs, kidneys , bladder, oesophagus,
trachea, stomach, liver, gall bladder, large
intestine, small intestine, pancreas, appendix,
ureter, urethra, diaphragm, eyes, bile duct,
larynx
Before
39
41.
There are four stages to nutrition (obtaining and
using food for energy):
Ingestion
Using our teeth and mouths to physically get food into our
body
Digestion
Chemically breaking down food into smaller particles
Absorption
Broken down food particles pass from our small intestine into
our blood
Excretion
Liquid waste is excreted via the kidneys and bladder
Solid waste is excreted via the anus
Nutrition
41
42. What is digestion?
Turns food into a form that your body
can use
Why do we need to digest food?
Food particles are to large to fit through
cell membranes and be absorbed and
passed around the blood stream
Digestion
42
43.
Once you have ingested your food with your teeth,
enzymes then digest it.
Digestion means to break down into simpler smaller
particles. These smaller particles can then pass
through the cell membrane of the intestines.
Digestion first takes place in your mouth where an
enzyme called amylase (found in your saliva) breaks
down starch into smaller particles.
Digestion is a chemical process that takes place in
the mouth, stomach and small intestine.
43
44.
The digestive system
The whole point of digestion is to break down our food so
that we can get the bits we need from it…
The main foods
affected are
CARBOHYDRATES –
these are broken down
into GLUCOSE
44
45.
Digestion
1) In the mouth food
is mechanically
broked down by the
teeth and chemically
broken down by
enzymes in saliva
2) In the stomach
food is chemically
broked down by
enzymes and acid is
produced to kill
bacteria and help the
enzymes work
3) In the small
intestine enzymes
complete the
digestion process and
glucose and other
small foods are
absorbed into the
bloodstream.
4) In the large
intestine excess
water is absorbed
into the blood
5) The waste faeces
are removed through
the anus
45
46.
Other facts to digest...
The liver produces bile
to help digest fat
The gall bladder stores
bile before releasing it
into the small intestine
via the bile duct
The pancreas produces
lots of enzymes
46
48. Mouth – Chemical break down – amylase
- Physical break down – teeth
Gullet/Oesphagus – moves food to stomach
Stomach – stores food and digestion begins
Small intestine – digestion continues and nutrients
are absorbed
Large Intestine – water is absorbed and feaces are
compacted
Anus – wastes are excreted.
Function of Organs
48
49. Animated Rat dissection [www.keepvid.com].mp4
Complete Scipad 157-158,
Rat Dissection
49
50.
Draw a flow diagram of the digestive system
Where is food first acted on by enzymes?
Mouth – saliva contains enzyme amylase
Where are proteins first digested?
Stomach – protease breaks down proteins
Where are carbohydrates first digested?
Mouth – amylase digests carbohydrates
What happens to food in the stomach?
Broken down and mixed and bacteria killed
Why do we need teeth? How do they help with
digestion?
Breaks food into smaller parts so can be swallowed and
so enzymes can act on it quickly
What else occurs in the mouth that aids digestion?
Chemical breakdown, moistening of food
Success Criteria
50
53.
The small intestine
This is where the “small parts” are absorbed into our blood
stream…
Everything else
passes into the
large intestine
Glucose gets
absorbed into
the blood
53
54.
Once digested glucose, vitamins, minerals
and fats are absorbed through the wall of the
small intestine.
To ensure this happens as fast as possible,
the small intestine is covered in thin hair like
projections called villi.
These increase the surface area so that
substances can be absorbed fast.
http://lgfl.skoool.co.uk/content/keystage3/biology/pc/learningstep
s/EGSLC/launch.html
Absorption
54
55. Villi are only one cell thick so that
substances can move quickly into
the blood in the capillaries.
The capillaries join up to form
veins which take the blood to the
liver to be cleaned before the heart
pumps the blood around the body
for use.
Villi
55
56. 1. Write a definition of the following words:
absorption, surface area, villi, artery, vein, small
intestine, large intestine, villus, capillary,
pressure
2. Where are most substances absorbed into the blood?
3. Where are water and minerals absorbed into the blood?
4. Complete scipad 163-167
Success Criteria
56
59.
Why do we have teeth?
Teeth are for breaking up food into smaller pieces so that they can
be swallowed or ingested.
There are different shaped teeth for different jobs:
Canine: Sharp and pointy for tearing
Incisors: Chisel like for biting
Molars: Large and flat for chewing
Teeth
59
60.
Enamel – protects tooth from wear and
tear
Dentine – supports enamel, has nerves
in
Pulp – has blood vessels to supply
nutrients to tooth, nerves to send
messages to brain
Gum – where root is implanted
60
Function of Teeth
61.
Look at your own teeth
Copy the diagram
Label your incisors I
Label your canines C
Label your molars M
How many teeth do you have in total?
How are you teeth different to your neighbors?
Your Teeth
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62. Different teeth are used to eat different foods:
Canines – tearing meat
Incisors –cutting grass
Molars – grinding food
Hence, animals with different diets also have different amounts
of each type of tooth.
A rabbit that eats grass would need i_____ to cut the grass
and m______ to chew it.
A dog would need large c_____ to tear meat from the bone.
Teeth and Diet
62
63.
Name the different kinds of teeth and give their
function
What kind of teeth do carnivores, omnivores and
herbivores need most of?
63
Success Criteria
2. amaylase,
3. Starch is too big a molecule to fit through membranes so it have to be broken down into sugar which can then pass through the membrane into the blood stream.
Pressure keeps the villi up and open to increase surface area.