THE BODY SYSTEMS

B1 2.1 – Structure & function of body

system
 STARTER – Something To Think About
What do you need to build a house?
 WALT
By the end of this lesson you will be able to:
• define and state examples of tissues, organs,
and organ systems.
• explain the hierarchy of organisation in a
multicellular organism.
You will be working scientifically to:
• interpret observations and data to identify
patterns and draw conclusions.
 Levels of organisation
Bone cell
Cells Keratinocytes
cell

Tissues Epidermis
Cartilage
tissue
tissue

Organs Skin
Bones

Skeletal
Organ Systems Excretory system
system

Organism
HUMAN
 Organising a body
• Cells work together as tissues.
• Tissues work together as organs.
• Organs work together as organ systems.
• Use the information sheet to learn more
about the organisation of an organism.
Organising a body
Organising a body
 WILF
• ALL: Identify tissue as a group of cells working
together and organ as a group of tissues
working together.
• MOST: Describe the functions of several
organs and organ systems briefly.
• SOME: Explain the four levels of organisation
in multicellular organisms.
Plenary – Discuss with partner
THE BODY SYSTEM

B1 2.2 – Gas Exchange

 STARTER – Something To Think About
Name the air composition below:
 WALT
By the end of this lesson you will be able to:
• describe the structure of the gas exchange
system.
• describe how parts of the gas exchange
system are adapted to their function.
You will be working scientifically to:
• interpret observations and data to identify
patterns and draw conclusions.
 Comparing the air
• How different are gases air to the gas we
breathe out?
Respiratory System
Inhaled, exhaled air
 Composition of inhaled & exhaled air
• Can you label this diagram of our
breathing system?
• In this activity you will find out
the differences between the
composition of inhaled and
exhaled air
• Answer the questions on your
activity sheet.
• Think about the best way to
display your data.
 WILF
• ALL: Identify that the respiratory system is made
up of the mouth, nose, trachea, lungs, bronchus,
bronchiole, alveolus, ribcage, diaphragm, and
heart.
• MOST: Describe the composition of inhaled air
(less carbon dioxide and more oxygen) and
exhaled air (less oxygen and more carbon
dioxide).
• SOME: Explain the gas exchange process in the
human body and how oxygen is transported in our
body.
Plenary – classwork
Plenary – classwork
THE BODY SYSTEM

B1 2.3 – Breathing
 STARTER – Something To Think About
Which celebrity do you think has the largest lung
volume? Why do you think so?
 WALT
By the end of this lesson you will be able to:
• describe the processes of inhaling and
exhaling
• describe how a bell jar can be used to model
what happens during breathing
• explain how to measure lung volume.
You will be working scientifically to:
• use appropriate methods and equipment
during a practical, paying attention to health
and safety.
 Take a deep breath
• Working in pairs, count how many breaths you
each take in one minute.
When breathing
When breathing – a closer look
Inhale Exhale

Muscles contract relax

between ribs
Ribcage Up, outward Down, inward

Diaphragm contract relax

Chest volume increase decrease

Pressure in decrease increase

chest
 Measuring lungs capacity
You are going to measure the volume of your lungs.
Equipment
– 2.5 litre plastic bottle
– waterproof marker pen
– 500 cm3 measuring cylinder
– rubber tubing
– large bowl or trough
– antiseptic wipes for disposable mouthpiece
Safety
– Use a clean or sterile mouthpiece.
 Accurate Lungs Volume Measurement
Lung volume measurement can be done in two ways:
– The most accurate way is to sit in a sealed, clear box that
looks like a telephone booth (body plethysmograph)
while breathing in and out into a mouthpiece. Changes in
pressure inside the box help determine the lung volume.
– Lung volume can also be measured when you breathe
nitrogen or helium gas through a tube for a certain period
of time. The concentration of the gas in a chamber
attached to the tube is measured to estimate the lung
volume.
 Breathing Rate
• In your pairs, choose a student to exercise for
one minute.
• Measure their breathing rate after exercise.
• How has it changed from their resting rate at
the beginning of the lesson?
• Using this information, how do you think
exercise will affect your results from today's
experiment?
 WILF
• ALL: Identify that inhaling contract the
muscles, which increase chest volume,
decrease pressure and causes air to flow in.
• ALL: Identify that exhaling relax the muscles,
which decrease chest volume, increase
pressure and causes air to flow out.
• MOST: Describe what can reduce lung volume
such as smoking or asthma disease.
• SOME: Explain the activities that affect
breathing rate.
Plenary – classwork
Plenary – classwork
THE BODY SYSTEM

B1 2.4 – Skeleton
STARTER – Something To Think About
How many bones do you think
the human skeleton has?
 WALT
By the end of this lesson you will be able to:
• describe the structure of the skeleton
• describe the functions of the skeletal system.
You will be working scientifically to:
• make prediction.
 The Skeletal System
Made up of
-bones -cartilage
-ligaments -joints

Skeleton
• Forms the framework of the body
• Comprised of 206 bones grouped into two main parts

1. The axial skeleton (80 bones)

2. The appendicular skeleton (126 bones)

https://www.youtube.com/watch?v=J8x6tZI2hVI
The Skeletal System

There are two parts

to the skeleton
 The Axial Skeleton
Forms the main core of the
skeletal system and is more rigid
than the appendicular skeleton.
• Comprising of:
–Vertabral column (spine)
–Cranium (skull)
–Thoracic (rib cage)
–Sternum (breast bone)
 The Appendicular Skeleton
Comprises of the pectoral girdle & the pelvic girdle
 Functions of
the vertebral
-smallest column
-greatest range of movement • supports the
head

• encloses
and protects
the spinal
cord
-less mobile as ribs attached to each
side of the vertebra restricting • Transmits
movement weight from
the body to
the leg

• Provide
attachment
-biggest and strongest
points for
transmit -major role in weight-bearing
the ribs and
weight from -absorb high compression loads
body to muscles of
pelvis and the back
legs
Structure of the Skeletal System
Cranium (skull)
Clavicle
(collar bone) Sternum
(breast bone)
Ribs
Humerus
Pelvis
Radius

Ulna
Patella (knee
cap)
Femur
Tibia
Fibula
 Functions of the skeletal system
There are five functions of the Skeleton

1 Shape / Support

2 Storage

3 Protection

4 Movement

5 Blood cell production

 Functions of the skeletal system
3 Protection
1 Support

1 Shape
4 Movement

3 Protection
5 Blood cell production

4 Movement
2 Storage of fats &
minerals
 Functions
ATTACHMENT POINT FOR MUSCLES
PROTECTION OF VITAL ORGANS -bones connected by
The skeleton protects the most ligaments
important internal organs from injury. -muscles run from one bone to
another
-connected to bones via
tendons
-muscle/tendon contraction
STORAGE causes joint movement
-MINERAL HOMEOSTASIS BLOOD CELL PRODUCTION (HAEMOPOEISIS)
bones act as reservoirs storing vital -RBCs, WBCs and platelets produced in
minerals such as calcium and red bone marrow
phosphorus -found in plat bones (e.g. ribs) and the
-used for muscle contraction and end of long bones (e.g. femur)
nerve activity
SHAPE / SUPPORT
-ENERGY STORAGE -skeleton serves as the structural
-lipids stored inside yellow bone framework for the body
marrow -each part bears the weight of all
-located inside long bones the structures above it
-bones get bigger as you move
down the body
Producing Blood Cell
 To innervate – supply
Vertebrae organ or body part with
nerves
Soft, gel-like
and elastic

Tough
fibrocartilage

The intervertebral discs make the

vertebral column more flexible .

They also flatten and bulge out to the

(vertebral foramen )
sides when they are compressed
making them important shock
absorbers
 Build your own skeleton
• Use the template of a
human skeleton to build
your own model skeleton.
• Using your model and the
Student Book, answer the
questions on the activity
sheet about the function of
the skeleton.
 Build your own skeleton
• Draw a table with two columns.
• In the first column, list the different parts of
the skeleton.
• Fill in the second column with the function of
those parts.
• An example is given below.
PART OF SKELETON FUNCTION
Ribcage Protect the lungs
• How many rows of this table can you fill in?
 WILF
• ALL: Identify that the skeleton is made up of
all the bones in the body and name the
important bones in the body.
• MOST: Describe some functions of the skeletal
system in details.
• SOME: Describe most functions of the skeletal
system in details.
 Plenary – classwork
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THE BODY SYSTEM

B1 2.5 – Movement: Joints

 STARTER – Something To Think About
What is the similarity of the two example below
 WALT
By the end of this lesson you will be able to:
• describe the role of joints in movement
• explain how to measure the force exerted by
different muscles.
You will be working scientifically to:
• record measurements and evaluate the
method.
 Walking skeleton?
• Is it possible for skeleton to move
on its own?
• Muscle: organ that provide force
to move the body
• Muscular System: all muscles in
the body
 Joint
• Joint: Two or more bones join together.
 Types of joint
• Hinge joint
– Backwards and forwards movement
– Knee, elbow
• Ball-and-socket joint
– All directions movement
– Hip, shoulder
• Fixed joint
– No movement
– Skull
 Control of Muscles
Muscle type Control

Heart (Cardiac) Never rest – beyond the

individual’s control
Involuntary Muscle Internal organs – beyond
the individual’s control
Skeletal (Voluntary) Attached to skeleton –
Muscle controlled by individual
 Measuring muscle strength
• Measured by how much force it exerts.
• Use Newton scale.
• Measured in unit called Newton (N).
 Forces for lifting
You are going to investigate the effect of changing the
mass of an object on the force required to bend an
arm.
Equipment
– model arm
– string
– newtonmeter
– clamp stand and clamp
– masses and hanger
Safety
– Take care when using weights.
 WILF
• ALL: Identify that joints allow for skeletal
movement.
• MOST: Describe the structure of joints
(cartilage covered the ends of bones and held
together by ligaments).
• SOME: Describe how to measure muscle
strength by using newtonmeter to measure
the forces exerted in Newton (N).
 Plenary – classwork
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 THE BODY SYSTEM

B1 2.6 – Movement: Muscles

 STARTER – Something To Think About
What do you think is the
biggest muscle in your body?
 WALT
By the end of this lesson you will be able to:
• describe the function of major muscle groups
• explain how antagonistic muscles cause
movement.
You will be working scientifically to:
• interpret data to identify patterns and draw
conclusions.
Muscles in your body
 How muscles work
• By contracting and relaxing.
• When they contract, they becomes shorter.
• Muscles are attached to bones by strong
tendons.
• When a muscle contracts, it pulls on the bone,
and the bone can move if it is part of a joint.
 Antagonistic muscles
• Muscles can only pull and cannot push.
• This would be a problem if a joint were
controlled by just one muscle.
• As soon as the muscle had contracted and
pulled on a bone, that would be it, with no
way to move the bone back again.
• This problem is solved by having muscles in
pairs, called antagonistic muscles.
 Antagonistic muscles
• For example, your elbow joint has two
muscles that move your forearm up or down.
• These are the biceps on the front of the upper
arm and the triceps on the back of the upper
arm:
– to raise the forearm, the biceps contracts and the
triceps relaxes
– to lower the forearm again, the triceps contracts
and the biceps relaxes
Antagonistic muscles - example

Bend the arm Straighten the arm

 Muscle fatigue
You are going to investigate how rest affects
muscle fatigue.
Equipment
– 1 kg mass
– stopwatch
– protective material
Safety
– Rest your elbow on a smooth surface and have
something, such as a towel, to protect your hand
during the practical.
 WILF
• ALL: Identify muscles work in pairs are called
antagonistic pairs to move bones at the joint.
• MOST: Describe the examples of antagonistic
muscles such as biceps and triceps.
• SOME: Explain the need of rest to overcome
muscle fatigue.
 Plenary – classwork
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