Home School Life Journal From Preschool to High School

Home School Life Journal ........... Ceramics by Katie Bergenholtz
"Let us strive to make each moment beautiful."
Saint Francis DeSales

Showing posts with label Human Biology. Show all posts
Showing posts with label Human Biology. Show all posts

How to Make a Working Model of Your Lungs

To make a working model of your lungs, you need an empty 2-liter bottle, a large balloon and a plastic storage bag or two large balloons and some tape.


  • Cut a plastic bottle across the middle to remove the bottom. We used a 2-liter, but any size will do. 
  • Cut the narrow part off of a second balloon or cut the zipper off a plastic storage bag and stretch it over the bottom of the bottle. The balloon works better for smaller bottles and the storage bag works better if you are using a 2-liter bottle. If you are using a balloon, it should fit over the opening pretty tightly. If you are using the storage bag, it should fully surround the bottom of the bottle but has plenty of slack in it. Tape to secure it to the bottle. Make sure there is a good seal. If you are using the storage bag, push the bag's slack into the bottle.
  • Blow up a balloon and let the air out a few times to stretch the balloon a bit. Place a balloon in the neck of the bottle, and stretch the opening of the balloon over the opening of the bottle, putting the balloon upside-down in the top opening of the bottle.
  • The balloon at the bottom or the plastic bag represents your diaphragm. The balloon inside represents your lungs.
  • When you breathe in, the diaphragm contracts. To simulate this, pull the diaphragm bag/balloon down. This lowers the air pressure in the chest cavity, because there's more room, and air fills the lungs.
  • When you exhale, the diaphragm relaxes. To simulate this, release the bag/balloon, and push the slack up. The air pressure in the chest cavity increases and air flows out of the lungs.


Sources and Resources:
  • Exploring Creation with General Science, Jay Wile
  • Exploring Creation with Human Anatomy and Physiology, Jeannie Fulbright and Brooke Ryan

How to Make an Edible Model of the Respiratory System

To make an edible model of the Respiratory System, you will need:
First, make your trachea with the rings of cartilage with the licorice and about 8 Gummy Lifesavers. We used filled licorice, which is quite thick, so we only used one strand of it. If you use regular licorice, I would recommend putting two pieces of licorice together and threading them through the Gummy Lifesavers. This will make it a bit easier when you make the bronchi branch off to the two lungs. Leave space at both the top and bottom, so that you have a inch or two of the licorice sticking out at the top and several inches at the bottom.



Lay your trachea model on the parchment paper and take the top end of the trachea and mold a larynx out of Laffy Taffy and attach it to the licorice at the top of the model. It should cover the licorice that sticking out of the top of the model.
labeled diagram of the respiratory system
source

Using the trachea as a point of reference, sketch out the size of the lungs on the parchment paper. You can look at the diagram to get a rough lung shape. They will need to be about 8 inches tall and about 4 inches wide to match the scale of the rest of the model. You can mold the lungs freehand, without drawing it first on the parchment paper, but my students found it easier to sketch out the area in advance to give them an idea of the the relative size of the lungs to the trachea before adding the Rice Krispy Treats.





Next, make a batch of Rice Krispy Treats. I know you probably already know how to make these, but I have included the recipe, in case you need it.

Rice Krispy Treats


3 tablespoons butter or margarine
1 package (10 oz., about 40) Marshmallows OR 4 cups Miniature Marshmallows
6 cups Rice Krispies cereal or the like 


In large saucepan melt butter over low heat. Add marshmallows and stir until completely melted. Remove from heat. Add cereal. Stir until well coated

For this project, we used 8 oz. strawberry marshmallows and 2 oz. of plain marshmallows, which gave the lungs a nice pink-peach color. If you don't want to use the pink marshmallows, you can add a few drops of red food coloring or just leave it tan. (Note: If you use the dye, your hands may turn red as  you work with the treats.)


While your Rice Krispy Treats are still warm and malleable, put in in the areas you sketched for your lungs, molding it into the shape of the two lungs. With the leftover treats, mold little lumpy balls to represent the alveoli


Cut the bottom end of the licorice in half and arrange them on the lungs so that they look like they are branching off the bronchi. These represent the bronchioles. You can cut the Licorice into quarters to make even smaller bronchioles, or you can use Licorice Laces to make the bronchioles branch off. That was my original plan, but we couldn't find any Licorice Laces at the store.



You can now attach the alveoli balls you made earlier to the ends of the bronchioles, and your model is complete!


Air travels from the mouth or nose into the trachea, passes through the trachea and into the bronchus. These two primary tubes branch into smaller and smaller bronchial tubes. At the end of the smallest bronchial tubes, called bronchioles are sacs called alveoli

The alveoli are covered with capillaries. The deoxygenated blood has come into the lung through the arteries, flows through these capillaries, getting red of carbon dioxide and accepting oxygen from the air that has been brought into the alveoli by the bronchioles. The carbon dioxide travels back out of the alveoli, through the bronchioles, into the bronchial tube system, and out the trachea each time one exhales.

  • Have your student tell you the parts of the respiratory system, using the model as a visual. 
  • Have your student tell you the process the respiratory system goes through, using the appropriate terms.
  • Have your student take a picture of the model or make a sketch of it and include it in his science journal. You can have him label the model with sticky notes before he takes the picture, or your student can label it after he includes it in his science journal.
  • Since everything is edible, when you are finished with the study, you can enjoy a snack!


Resources:

  • Exploring Creation with General Studies, Wile
  • Exploring Creation with Human Anatomy and Physiology, Fulbright and Ryan

The Human Digestive System (Grades 5-8)

We talked this week about what happens to food as it passes through each part of the digestive system. We had already reviewed our study of the digestive system and how food gets ground into small bits and mixes with saliva in the mouth and becomes a soft lump called bolus, 
The muscles in the pharynx contract, squeezing the food so that it moves into the esophagus. The muscles of the esophagus contract and relax to bush the bolus along and into the stomach.
James' (age 14) science notebook page

Stomach Acid and Antacids

In the stomach, the bolus is mixed with gastric juices, which is a mixture of liquids, but one of the most important of these is hydrocloric acid. I wanted to show the boys how antacids work. In order to do this, we made up some red cabbage indicator like we have used before to experiment with acids and bases. Once it was cool, we poured it into a clear mason jar. 



We put 1 teaspoon of toilet bowl cleaner in a glass measuring cup. Not unexpectedly, the solution turns pink/red, indicating that the solution is acidic.
Then we added an antacid tablet. The tablet began bubbling and fizzing as it dissolves. Because the antacid is made up of calcium carbonate and magnesium hydroxide, both bases, it turns purple. It could also have turned blue.

All of the acid has been neutralized. Our stomach holds a lot more acid than this glass held, so if you ingest an antacid tablet because you have extra acid in your stomach, the antacid should neutralize just the extra acid, leaving plenty behind to digest food.

You can then add another teaspoon of toilet bowl cleaner, which turns the solution back to red/blue, because the solution is now acidic again. This can be done back and forth repeatedly with the same results.


Smooth muscles in the stomach relax and contract, churning the bolus with the gastric juice until it is turned into a liquid mush called chyme. Chyme passes into the small intestine.


source

The Pancreas and The Effect of Sodium Bicarbonate on Stomach Acid

The pancreas makes several digestive juices which are squirted into the small intestine as the chyme passes through the pyloric sphincter. It also produces a base called sodium bicarbonate. 

To demonstrate this, as before, we mixed together toilet bowl cleaner and red cabbage indicator, turning the indicator a red/pink. This represents our chyme as it enters the small intestine.

Next we scooped some baking soda out and added it to the solution in the glass and very quickly the solution turned purple/blue.

One of the products of this neutralization is carbon dioxide, which bubbles up in the glass, and which, if we get too much of it in our system, comes out of us as a burp. Essentially the same thing happens in your small intestine when the chyme, which contains hydrocloric acid, mixes with the sodium bicarbonate from the pancreas.
After that, the digested food continues through the intestine and, along the way, the blood absorbs the digested food so that it can used in different parts of the body. That is why the small intestine is so long. By the time the chyme has passed through the entire small intestine and moves into the large intestine, it is mostly composed of indigestible material. The large intestine's job is to make it so that it easily passes the waste out of the body. In the large intestine are bacteria which digest some of the chyme, consolidating the waste. Vitamin K, folic acid and biotin are also produced by bacteria which live in both the large and small intestine.
Any waste products that make it to this point are now called feces and are expelled out of the body through the anus via the rectum.

Sources and Resources:

  • Exploring Creation with General Science, Jay Wile
  • Exploring Creation with Human Anatomy and Physiology, Fulbright and Ryan

Energy and Life

What is Life?
Remember when we discussed What is Life?

One of the criteria for life was that...

All life forms have a method by which they take energy from the surroundings and convert it into energy that helps them live.

This criteria is the focus of this post.

Life's Energy Cycle
You can divide creatures into three different categories: producers, consumers and decomposers. Producers are organisms that produce their own food. They take the energy from the sun, carbon dioxide and water and make a sugar called glucose and then the organism uses this glucose as food for energy.
Consumers are organisms that eat living producers and/or other living consumers for food. 
Lastly, although you could classify decomposers as consumers since they do not produce their own food, they are classified separately because they recycle dead organisms and this is a uniquely vital component in life's energy cycle.
Consumers can be further classified into herbivores (those who eat producers exclusively), carnivores (those who eat only other consumers) and omnivores (those that eat both producers and other consumers).

How Do Organisms Get Energy From Food?

Organisms get energy from burning their food. One can see the relationship between consuming food and the organism's need for respiration if you think about what combustion needs. In order for our food to be burned for energy, we need two things, something to burn, or food and oxygen because without oxygen, combustion cannot occur. 
What Combustion Needs
Combustion produces energy, carbon dioxide and water. We inhale oxygen because combustion requires oxygen. We exhale carbon dioxide and water as products of combustion as can be seen from our breath outside on a cold day.

Combustion in Living Organisms
The combustion of a monosaccharide takes place in three steps in each cell of the body, two of which occur in an organelle called the mitochondrion.  The first step is called glycolysis. In this step, glucose is broken into two parts. This results in a small release of energy and a little bit of hydrogen. They are then sent to a particular organelle in the cell called the mitochondrion.  In the mitochondrion, the second step, called the Krebs cycle, occurs.  In this step, the two pieces of glucose are broken down int their two main elements, carbon and hydrogen. Oxygen combines with the carbon to make carbon dioxide. That results in a small release of energy as well. The hydrogen from glycolysis and the hydrogen released in the Krebs cycle then go through the third step, called the electron transport system. In the electron transport system, oxygen combines with the hydrogen to make water. This results in a large release of energy. Since the majority of the energy release occurs during this step and this step takes place in the mitochondrion of the cell, the mitochondrion is often referred to as the powerhouse of the cell. This process of combustion is amazingly complex in order to provide energy in a gentle enough fashion.

What Actually Gets Burned For Energy?
Our bodies burn three macronutrients: carbohydrates, fats and proteins, in that order. There are many types of carbohydrates. There are simple carbohydrates, called monosaccharides. Glucose, the chemical that plants produce for food is an example. Two monosaccharides can link together to become a disaccharide, of which table sugar is a good example.  If many monosaccharides link together, they form a polysaccharide. Starch, such as found in potatoes, is a good example of a polysaccharide. 
July 2008
Sam (age 10) tests several food items. Most of the results turned out as he expected, but he was surprised that peanut butter tested positive for the presence of starch. 
Starches or carbohydrates can be detected easily with an iodine solution. Most drugstores carry "tincture of iodine" which contains iodine and alcohol, which can be used for this demonstration. If the iodine turns black or blue, there is starch present. If it remains reddish brown, there is no a significant amount of starch. Obviously once the food has had iodine on it, it must be discarded and cannot be eaten. Bread, pasta, potatoes and fruit such as bananas and apples all contain starches, and therefore are good things to test, but make sure you also have things that do not have starch so they can compare them.
There are also many different types of fats in the food we eat. Unsaturated fats tend to be liquid at room temperature while saturated fats are solid at room temperature. Your body produces fats from excess carbohydrates and proteins as a way of storing them for future use.
Proteins are a third macronutrient.  Your body burns these molecules only if you have too many of them, because they are essential to many other chemical processes which occur in your body. Like polysaccharides, proteins are formed when smaller substances, called amino acids, are linked together in long chains. Next to DNA, proteins are the most important chemicals to life because nearly every chemical reaction that occurs in the body is affected by proteins. Your cells manufacture 12 of the 20 amino acids that you need but there are 8 that your cells cannot manufacture. These are called essential amino acids and we get them from the proteins we eat. The main reason, then, that we eat proteins is not as a source of energy but as a source of the amino acids that are bodies cannot produce themselves. 

Energy Use in the Body
Our bodies use energy to control all of our voluntary muscles as well as the involuntary muscles which keep our organs and internal processes functioning. They also use energy to keep our internal temperatures at a constant rate. 

Calories and Food
The total energy that our bodies use each day is called our metabolic rate. The basal metabolic rate is the minimum amount of energy required by the body every day. The amount of activity we engage in affects our metabolic rate, so the total metabolic rate is the sum of the basal metabolic rate and our activity level.  Calories can be used to measure the macronutrient intake, and so, in order to maintain current weight, one should roughly take in the same number of calories that are used every day. A healthy life requires more than just eating the proper number of calories, however. It also requires us to get a certain distribution of macronutrients. Although there is no real consensus among nutritionists because there are still many things we do not understand about the human body, many say that 21% of our calories should come from fat, 70% from carbohydrates and the rest (9%) should come from protein. 

Metabolic Rates in Mammals
Another factor of caloric intake is metabolic rate. Generally, the smaller the mammal, the larger the metabolic rate, because the smaller mammal has a larger percentage of their total body exposed to the outside air, losing more heat. Since a mammal has to keep his internal temperature the same, the smaller mammal must expend more energy for that purpose than the larger mammal. 


Sources and Resources:
  • Exploring Creation with General Science, Jay Wile, chapter 13
  • Exploring Creation with Human Anatomy and Physiology, chapter 5

Using Anatomy Models


July 2009
My youngest son loves bones. He has ever since he was three years old, and we first studied human biology. We used Donald Silver's wonderful book, The Body Book. The book is full of reproducible patterns and easy step-by-step instructions so that students can make paper models of the major organs and systems of the human body. Quentin has made it a few times all on his own since then, just because he wanted to.
December 2011
He became interested in plastic models next. He was thrilled to get this model for Christmas one year.
He took this model apart and put it back together many times. I highly recommend it for human biology study. I was amazed at all that he discovered for himself just by exploring the model, that he could not discover from the two-dimensional paper model.

You don't always have to buy models, either. We have made several out of household items.
Recently Quentin has expressed wanting a life-sized skeleton model. I knew that we could not afford the $200+ price tag. Then I found Mr. Thrifty budget skeleton. He is only 33 1/2 inches tall, so is not life-sized, but he is large enough to make additional observations for he is anatomically accurate. One of its uses is for medical students. Some of the comments at Amazon talk about it not having some of the details needed for medical students, and that may be so, but it has plenty of accurate detail for study, even through high school human biology.
October 2013

So, how do you use a model, once you get it?
Because my son is interested in the subject, I don't have to do much of anything in order to get him to learn from it. But there are things you can do to encourage students to learn from models. You don't have to make it dreary rote memorization. You might be surprised to find that if you just tape labels to different parts of the models, you students will learn their names without even trying.
Once they have learned them, you can take the labels off and see if your kids can identify different anatomical features on their own. 

I find that if you make a little corner for the model, post an appropriate anatomical chart and include a few books in the corner, students will make their own explorations by referring back to the charts while studying the models. It has gotten everyone in the family interested, and observations have come into the family's conversations.
They have marveled over how our backbone curves. They noticed how the knee is constructed, with the joint, covered by a knee cap. They have counted the number of bones in the hands and feet. The marveled over how much of our rib cage is cartilage. Nothing, however, surpasses the memory of the first night Quentin received the model. While I was reading our books for our night reading, he held his model in his lap (another good thing about having a smaller model). He held the model's hand in his hand and you could see by the look on his face that he was comparing his own hand to the model and imagining what his own bones looked like beneath his skin. The look also was one of utter fascination, joy and awe at God's handiwork.

Human Biology: Bones and the Skeletal System

Anatomy of Bones

 
We began our study of the skeletal system. Using the example at Angelicscaliwags, we began making a model of a bone, showing all the layers. Quentin has always had a particular interest in bones, so he loved it. We began with stringing red and blue pieces of yarn in a red straw. This represents the blood vessels running down the red bone marrow. Next the straw was rolled in a bit of yellow wool roving  to represent the yellow bone marrow. This was wrapped in a sponge that had a scrubbing pad attached. The yellow part represents the spongy bone and the green part represents the compact bone. It was all stuffed into an empty paper-towel roll, which represents the compact bone.

What Makes Bones Strong?

Even though bones are very light, they are also very strong. However, how strong they are depends on how much of the mineral calcium carbonate they contain. 


Dried, clean chicken bone (a leg or wing bone)
A glass
White vinegar

Without breaking the bone, hold the bone and try to bend it - don't force it to bend; or it will break! Notice how stiff the bone is.
Place the chicken bone in the glass and fill it with vinegar.
Let the bone soak for 2-3 days, then pour out the vinegar.
Add fresh vinegar and let it soak for about 2 more days.
After the 4th or 5th day of soaking, take the bone out and dry it off. 
Now try bending the bone without breaking it. What do you notice? How does it feel different from before you soaked it in vinegar?

The Science Behind It

Bones are made of calcium carbonate and a soft material called collagen. When the chicken bone was placed in the glass of vinegar, the acid in the vinegar dissolved the calcium carbonate so that only collagen was left. Calcium, the mineral in calcium carbonate, is needed to make our bones strong. A few foods that contain a lot of calcium are milk, cheese, soy products, beans, almonds, and orange juice.

The Skeleton

Quentin also made a paper model of the whole skeleton from Donald Silver's The Body Book: Easy-to-Make Hands-on Models That Teach. I had him learn the names of the bones, using a picture to reference.

Backbones and Flexibility

What gives you the ability to be flexible?

Drinking straw
Pipe cleaner
Scissors

Thread the pipe cleaner through the straw. Then gently try to bend the pipe cleaner where it is covered in the straw. Does the pipe cleaner bend much?

Take the pipe cleaner out of the straw and cut the straw into pieces that are about one inch long. Thread the pieces of the straw onto the pipe cleaner so that they are touching each other.
Now gently bend the pipe cleaner again. How easily does it bend?


The Science Behind It

The small pieces of straw are very similar to how our bodies' backbone is structured. Your spine is made up of small bones stacked on top of each other with the spinal cord threaded through them. Like the pipe cleaner, you can bend your back forward and backward, side to side, and even rotate in a circle. 
Paper Joint models from Donald Silver's The Body Book: Easy-to-Make Hands-on Models That Teach



Your body has a lot of other joints, too. In fact, everywhere that bones connect inside of your body has joints. We learned that their are several kinds of joints according to how one bone connects to another, and the flexibility they need to have.


Intervertebral discs (or intervertebral fibrocartilage)

We took wagon wheel pasta and gummy Lifesavers and made a spinal column. 
We discussed how the bones of the spinal column have squishy discs between them that help the spine to be flexible and yet strong.
source

What Do Bones Do?

We talked about the fluid surrounding the brain in the skull. We took an egg in the shell and put it in a small container and shook it. The egg cracked. Then we threw away the egg and washed out the container. We put another egg in the container but this time we filled the space around the egg with water. We put the top on again and shook the container as we had done before, and the egg remained uncracked. Just as the water protected the egg from cracking, the fluid in our skull that protects the brain.


The Bones of the Hand

from Almost Unschoolers
Our amazing hands have 27 bones! A really fun way to learn about them is to make cookie models of them as suggested by Almost Unschoolers. She gives great instructions on how to make eight small balls of white sugar cookie dough, pushed together, for the carpals of each hand. Then they made the long thin metacarpals with pink tinted sugar cookie dough, the proximal phalanges with yellow tinted sugar cookie dough, the middle phalanges with purple tinted cookie dough and the distal phalanges with blue tinted dough.

Pasta Bones
And lastly, Martha Stewart created this idea for making bone pictures out of a variety of pasta. It was originally made for a Halloween decoration, but they would make good bone pictures for study.


sources and inspiration: