Year 8 Science students will continue their study of the human body with an exploration of the digestive system and nutrition. This will include food testing for glucose, starch, lipids and proteins. We will also use the National Geographic’s “Incredible Human Machine“; “Explore the Human Body“, BBC’s “Interactive Human Body” to identify the structure and function of various organs within the respiratory, circulatory and digestive systems.
Each student should keep a food and exercise diary to record the quantity and type of each food consumed over the week, as well as the physical processes that require energy each day. We will use this information to study tyour kilojoule inputs and outputs over a week – do you consume more chemical energy than you expend?
Year 8 students had been looking forward to “D-day” (Dissection day) for several weeks. Finally, we were able to defrost the sheep’s hearts, obtained from Midfield meats, and examine their structure. Three students opted not to take part, and one was a little queasy, but we also had some budding surgeons who showed their skill with the scalpel! Students are shown here washing their hands after a successful science experiment.
Previously we have looked at the components of the circulatory system and their processes, as well as the structures and functions of the respiratory and excretory systems and will move on to the digestive system next week. In the meantime, you can watch our TeacherTube video of the Heart Dissection.
Year 8 students are asked to leave a comment here about what you learnt from dissecting a sheep’s heart and what you have enjoyed about science this semester. I will be considering these comments as I write your reports, so write your comments in full (no text talk) and be thoughtful.
This term Year 8 students have started their unit on the Human Body looking at the Digestive, Circulatory, Respiratory and Reproductive systems. We have done practical experiments with food testing (sugars, starches, lipids and proteins) and lung capacity. The assessment for this unit will be to design an elite athlete – what physical characteristics enhance performance at an elite level? For example, a large heart will allow a greater volume of blood to collect oxygen for respiration and therefor a greater ability to produce energy. Some athletes do high-altitude training, which adapts the body to a low oxygen atmosphere. When they return to near sea-level, they can better utilize oxygen in the air.
Explore the Human Body with National Geographic and the BBC’s Interactive Human Body.
The Australian Football League are holding a competition for school students from year 3 to year 10 in four different Key Learning Areas. The Science competition asks students to design the AFL ‘Super Player’, incorporating the physical and mental qualities of the best players of the game. Students should produce an annotated poster showing the selected anatomy of the league’s finest goal kickers, high markers and couragous defenders. The competition closes on Friday 23rd October.
We will use this activity with our international partners, Mr Ardito’s class from New York, to compare elite athletes from different sports. For example, how does a successful AFL footballer compare to a top basketballer? How does a long distance runner compare to a sprint swimmer in their physical and mental attributes?
Next term year 8 students will be starting a unit on the Human Body, including circulatory, respiratory, digestive and reproductive systems. I have created a Human Body wiki for Hawkesdale students to share their work with Mr Ardito’s class in New York.
That science powerhouse, National Geographic, has an amazing interactive human body for you to discover. Drag the organs into the body to place them into the correct position, or hover to find out more about each organ. Creepy noises and heart beats add to the experience of delving inside the Incredible Human Machine.