What Happens When You Eat

action at law 1 How Long is the Digestive System believe a crap students cut a piece of yarn according to the following measurements. eitherot students to use different color yarn to represent different organs. by and by the yarn has been cut tie the pieces together.Esophagus 25 cm paunch 20 cm Small gut 700 cm Large bowel 150 cm TOTAL 895 cm Have students work erupt the percentages or ratios of the lengths of the different organs in the body in come in to have a numerical idea of the differences along with the visual data provided by the string. Find forth information (from books provided) nearly how much m nutrient spends in each(prenominal) of these parts of the digestive system as well as which types of foods atomic number 18 broken down in each part. application 2 Digestion Place a sugar cube in a form of pissing. Place ab step forward a spoonful of form sugar in the other cup of water. Observe what happens. Have students videotape the time it takes for eac h type of sugar to dissolve and work out the ratios of theseActivity 3 Carbohydrate Digestion Have the students chew two untested soda crackers for two minutes without swallowing. Students will be allowed to take check the solution every fifteen seconds and record the solvency of their saliva by counting the number of lumps present in a given step at these 15-second intervals. Children will be instructed to plot the progression on a graph. Have them write a paragraph explaining the slope of the graphActivity 4 Hands on Digestion Place the hamburger, 3 eyedroppers full of 1M HCl, mavinness tablespoon of Digestive juice A and two tablespoons of Digestive Juice B into a plastic bag. Knead the bad with your hands (simulates the stomach) for about 10-15 minutes, it will have been reduced to mainly liquid and have a definite odor. have students write a summary of the activity, explaining the action of the hcl on the hamburger and noting any difference between the digested meat and th e digested breadActivity 5 How do Villi aid the Small Intestine in absorption? Compare how 1, 2, 3, and 4 folded paper wipes absorb. Dip each paper towel into a cup of water (use the same amount of water in each cup). Record the volume of water left in the cup (using a graduated cylinder). Explain the comparison between the paper towels and the villi. How are these similar and how do they differ? What is the signifi johnce, if any, of the similarities and differences? Con positioningr especially the mixture of water and stool and (thinking back to activity 1) describe what might happen if the food passed too fast or too slow through the pear-shaped intestine.Activity 6 A Digestive System Simulation functioning Things to make ahead of time 1. FOOD TUBE Lay out two parallel lines of tape on the floor, 3apart and long enough for fractional the class to stand shoulder to shoulder on one side of the parallel lines. 2. FOOD PARTICLE The food particle consists of M&Ms located in exc ellent zip-lock bags. These are placed in wadded newspapers in small paper sacks. Place the small sacks in larger sacks with added newspaper. Place all sacks and add newspaper until the large plastic bag is full. This bag is thusly taped or tied closed to complete the food particle. follow up 1. Peristaltic Movement Put the food particle to be eaten at one end of the food tube and a large trash can at the other. Have students line up on both sides, liner each other, squeeze the food particle the length of the food tube.2. Digestion approximate and/or instruct the cheerers. As the food comes to a student they should distinguish what they are doing and why.Teeth fool away food apart (break plastic bag) spitting use spray bottles to moisten food particle Stomach tear small bags apart Pancreatic juices spray food Small Intestine absorbs food, find bags of candy and pass to blood (the teacher can play the role of the blood) Large Intestine reabsorbs water, sponge up water on the floor Rectum/Anus puts the waste papers in the trash can carry a diagram of the digestive system, labeling its parts and correlating them to the props used in the experiment.