Name: Macaulay Keener Date: Jan 5th

Part I ​Student Exploration: Digestive System​ Day 1

Directions: Follow the instructions to go through the simulation. Respond to the questions and
prompts in the orange boxes.
Vocabulary​:​ absorption, amino acid, carbohydrate, chemical digestion, chyme, complex carbohydrate,
digestion, digestive system, elimination, enzyme, fat, fatty acid, fiber, food calorie, mechanical digestion,
monoglyceride, nutrient, peristalsis, protein, starch, sugar, villus

Prior Knowledge Questions ​(Do these BEFORE using the Gizmo.)

1. Why do we need to eat food? food provides a source of energy to grow

and develop

2. How do you think our bodies break food down chemicals in our stomach break down food
into useful ​nutrients​? to nutrients .

Gizmo Warm-up
The ​digestive system​ is a group of organs that does three things:
● First, the digestive system breaks food down into useful
nutrients, a process called ​digestion​.
● Next, the nutrients move into the bloodstream, a process
called ​absorption​.
● Finally, the leftover waste is removed from the body, a
process called ​elimination​.

With the ​Digestive System ​Gizmo, you can arrange the organs of the
digestive system any way you like. To begin, look at the organs on the LARGE ORGANS tab. Place your
cursor over each organ to learn more about it.

1. Which organs allow nutrients to be absorbed? large intestine and small intestine

2. Which organ stores and compacts waste

rectum
before it is eliminated?

3. Which ​two​ organs help to break food down

stomach and mouth/teeth.
mechanically?

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 Activity A:
Get the Gizmo ready​:
Build a digestive ● If necessary, click ​Clear screen​.
system

Goal: Design your own digestive system.

1. Explore​: Read the descriptions of the large organs, as well as those of the small organs on the next tab. Fill
in the names of the organs that serve the functions listed below:

large intestine This organ absorbs water and vitamin K from digested food.

pancreas This organ produces ​enzymes​ that break down nutrients.

capillaries These tiny blood vessels transport absorbed nutrients.

parietal cells These cells produce hydrochloric acid (HCl).

chief cells These cells produce ​pepsin​, which breaks down proteins.

2. Build​: Now it is time to design and build your own digestive system! Start with the LARGE ORGANS tab to

to the large organs to complete your system. 📷

build a basic system, starting with the ​Mouth/pharynx​. Next, attach organs from the SMALL ORGANS tab
Open the ​Tools ​menu and click ​Screenshot​. Right-click
the image, choose ​Copy Image​, and paste the image below.

3. Predict​: How well do you think your system will digest food? Explain your reasoning.

i think it would digest well.

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4. Prepare​: Select the FOOD​ ​tab. The energy we get from food is measured in ​food calories​ (Calories). Each
Calorie is equal to 4,184 joules of energy. Calories are found in the three main nutrients in food:
carbohydrates​ ​(​sugars​ and ​starches​), ​proteins​, and ​fats​.

Drag the ​Cheeseburger ​above the mouth in your digestive system. How many Calories in the
cheeseburger come from carbohydrates, proteins, and fats?

Carbohydrate Protein 361

226 140 Fat Calories:
Calories: Calories:

5. Run the Gizmo​: Click ​Play​ ( ), and observe the food moving through the digestive system. The muscular
contractions that push food through the system are called ​peristalsis​. When food has finished passing
through the system, you will see a message.

A. What percentage of Calories were absorbed by your system? 88.46%

B. What percentage of water was absorbed? 94.69%

C. Based on these results, how well do you think this digestive system worked?
Explain.

our digestive system was spot on everything was in the right place , i know this
because we had no issues while the food passed through the system.

6. Revise​: Click ​Reset​ ( ). Rearrange the organs of your system to try to improve your results. Describe
how you changed your system below.

my system was perfect we didn't need changes.

7. Test​: Click ​Play​ or ​Fastplay​ ( ). List the results below.

Did the system Percentage of Calories Percentage of

no 88.46 94.69
improve? absorbed: water absorbed:

8. Explain​: If your system improved, why do you think this was so?

End of Digestion Gizmo Part I

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 Part II Begins on the next page.

​Part II ​Chemical Changes​ Gizmo Day 2

Directions: Follow the instructions to go through the simulation. Respond to the questions and
prompts in the orange boxes.

Vocabulary​:​ acid, base, catalyst, chemical change, coefficient, conservation of matter, decomposition,
dissolve, double replacement, endothermic, exothermic, indicator, ion, physical change, product, reactant,
single replacement, subscript, synthesis

Prior Knowledge Questions ​(Do these BEFORE using the Gizmo.)

1. A student mixes baking soda and vinegar in a glass. The results are shown at
left. Do you think any new substances are being created in this mixture? If so,
how do you know?

2. Suppose this was done on top of a balance. Do you think the mass would
change as the reaction proceeded?

3. What do you think would happen to the mass if the reaction took place inside a sealed plastic bag?

Gizmo Warm-up
A ​chemical change​, (or chemical reaction) occurs when one or more
substances, called ​reactants​, are transformed into different substances, or
products​. In the ​Chemical Changes ​Gizmo, you will look for evidence of
chemical changes by looking at changes you can see, touch, or smell.

To begin, check that ​Reactant 1 ​is ​Sodium​ and ​Reactant 2 ​is ​Water​.
Sodium is a metal so soft you can cut it with a knife.

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1. Click ​Play ​( ). What do you observe?

2. Do you think a chemical reaction has taken place? Explain.

Activity A: Get the Gizmo ready​:

● Click ​Reset​ ( ). Check that the reactants are

Observing still ​Sodium​ and ​Water​.
chemical changes ● Turn on the ​Label reactants​ checkbox.

Introduction:​ It is important to distinguish chemical changes, in which new substances are formed, from
physical changes​, which do not create new substances. In this activity, you will look at many kinds of
evidence that chemists use to see if a chemical change has taken place.

Question: What kinds of evidence indicate a chemical change has taken place?

1. Observe​: Some chemical reactions release heat, and others absorb heat. In an ​exothermic​ reaction, heat is
released and the temperature of the system rises. In an ​endothermic​ ​reaction, heat is absorbed and the
temperature of the system decreases.

In the Gizmo, drag the ​Thermometer​ into the flask of water.

A. What is the starting temperature?

B. Click Play, and wait for the reaction to end. What is the final temperature?

C. Was this reaction exothermic or endothermic?

2. Observe​: Two families of chemicals are ​acids​ and ​bases​. Acids and bases can be detected by an
indicator​, which is a substance that changes color in the presence of an acid or a base. Phenol red is an
indicator that is yellow in an acid, orange in a neutral solution, and pink in a base.

A. Click ​Reset​. Drag the ​Phenol red​ next to the flask of water. What does the indicator show?

B. Click ​Play​, and wait for the reaction to end. What does the indicator show now?

3. Observe​: Click ​Reset​. Select the ​Gas collection​ setup. Chemists use this apparatus to collect any gases
produced in the reaction. From the reaction flask, gases travel through a long tube and into a cylinder of
water. As gases bubble into the cylinder, the water is displaced (removed) until the cylinder is filled with
gas.
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 Click ​Play​ and observe the cylinder. Was any gas produced in the reaction?

How do you know?

4. Analyze​: 1.​ ​One way to test what kind of gas is in the cylinder is to use a splint test. A glowing splint is a
wooden stick that has been lit on fire and then blown out, resulting in a glowing, red-hot tip. A burning splint
is a splint that has a burning tip. The table shows how a splint reacts to some common gases:

Carbon dioxide (CO​2​)

Gas Oxygen (O​2​) Hydrogen (H​2​)
or ammonia (NH​3​)
Glowing splint Goes out Ignites (burns) Does not ignite

Small explosion and

Burning splint Goes out Continues to burn
“pop” sound

A. Drag the glowing splint next to the cylinder, and observe. What do you see?

B. Click ​Reset​ and click ​Play​, and then bring the burning splint to the cylinder. What happens
now?

C. Based on the table above, what gas do you think was produced in this reaction?

End of Chemical Changes Gizmo Part II

Part III Begins on the next page.

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 Part III ​Student Exploration: Muscles and Bones​ ​Day 3
Directions: Follow the instructions to go through the simulation. Respond to the questions and
prompts in the orange boxes.

Vocabulary​:​ actin, biceps, cartilage, contract, extend, fast twitch fiber, flex, fulcrum, humerus, lever, ligament,
muscle fiber, myofibril, myosin, powerstroke, radius, sarcomere, skeletal muscles, slow twitch fiber, tendon,
triceps, ulna

Prior Knowledge Questions ​(Do these BEFORE using the Gizmo.)

1. When you lift a weight, what part of the arm is doing the most work?

2. How do you think your arm muscles cause your forearm bones to move?

Gizmo Warm-up

In the ​Muscles and Bones​ Gizmo, you will learn about the anatomy of the
arm. You will build an arm model, then test its ability to lift a dumbbell and
throw a ball. You will see how making adjustments to the arm can affect
its ability to lift and throw.

To begin, make sure you are on the ANATOMY tab, the entire arm is
shown, and no circles are open. Select ​Hide muscles​. Click ​Play​.

1. Describe what the arm bones are doing.

2. Turn off ​Hide muscles​ and turn on ​Show labels​. Describe what the ​biceps​ and ​triceps​ are doing as the
forearm moves up and down.

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 Activity B: Get the Gizmo ready​:
Arm design: ● Open the DESIGN tab.
Lifting ​ hallenge​, select ​Lift​.
● For the C

Question: How can an arm be constructed to lift weights most effectively?

1. Experiment​: In this activity, you will custom design an arm to lift a dumbbell using bones, muscles, and
connective tissue. Drag pieces from the parts library to the red dots on the left. The arm is complete when
all of the red dots are covered. Refer back to the ANATOMY tab if needed. When you are finished, select
the TEST tab.

A. Click ​Play​. Did the arm lift the dumbbell? If not, modify your design.

B. Which muscle must contract to lift the dumbbell?

C. What happens to the length of this muscle when it contracts?

2. Compare​: Note the three different options for the ratio of ​slow twitch fibers​ to ​fast twitch fibers​. Slow
twitch (ST) fibers contract and relax more slowly than fast twitch (FT) fibers. Construct an arm using each
of the three muscles, for both the biceps and triceps. Determine the maximum dumbbell mass each arm
can lift and record in the table below.

Muscle 80% ST, 20% FT 50% ST, 50% FT 20% ST, 80% FT
Maximum mass

What type of muscle fiber is best for lifting the most mass?

3. Collect data​: Set the dumbbell mass to 10 kg and select ​Multiple reps​. Click ​Play​.

A. Record the number of reps each muscle type can do before it is too tired to continue:

80% ST, 20% 50% FT, 50% 20% ST, 80%

FT: ST: FT:

B. Which fiber type gets tired the fastest?

C. Which type of fiber is best if you need a quick burst of energy?

D. Which fiber is best for low intensity, sustained exercise?

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 Muscles made of slow twitch fibers use oxygen and are rich in blood vessels, giving them a dark red color.
These fibers produce relatively little force but can last a long time before they get tired because they
receive a constant supply of oxygen and fuel. Fast twitch fibers do not need outside oxygen, have fewer
blood vessels, and are lighter in color. They can generate large amounts of force and provide a quick burst
of energy. However, fast twitch fibers have a very limited supply of fuel and tire quickly.

4. Investigate​: In the DESIGN tab, remove the cartilage from one of your designed arms. Compare the
number of repetitions this arm can do compared to the arm with cartilage.

What do you find?

Since cartilage acts to reduce friction between the bones in a joint, the absence of cartilage forces the
muscles to work harder and tire more quickly. Cartilage also prevents joint pain.

5. Experiment​: In the DESIGN tab, you can use a slider to adjust the length of the forearm bones. Use the
Gizmo to see how bone length affects how much mass can be lifted.

A. What do you find?

B. On the TEST tab, for ​Data​ select ​Summary​. Note the output. How does the force exerted on the
same mass differ between short and long bones?

The arm acts as a ​lever​, with the elbow serving as the pivot point or ​fulcrum​. As the distance to the
fulcrum increases, less weight can be lifted. So while shorter arms can lift more weight, longer arms can lift
objects higher.

6. Investigate​: In the DESIGN tab, the white circles represent the insertion point of the tendons, where they
connect the muscles to the bone. Use the Gizmo to see how the location of the insertion point affects the
amount of mass that can be lifted.

A. What do you find?

B. Why do you think the location of the insertion point has this effect?

C. Note how far the arm lifts the weight. What is a disadvantage of moving the insertion point farther
from the elbow?

End of Muscles and Bones Gizmo Part III

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Turn in to HUB for a grade.

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