LIVING

THINGS AND
THEIR
ENVIRONMEN
T
4th Quarter: BIOLOGICAL SCIENCE
SCIENCE 8
 01
HUMAN
DIGESTIV
E SYSTEM
 INTRODUCTI
ON
The dinner table turns into a virtual battleground every time you and your family are
having a meal. Your mother is a nutritionist and would always make sure that there are
vegetables with your meals. As far as you can remember, she has always told you to “Eat
your vegetables. They are good for your health.” You never understood her words, but
simply followed her. Do you think it is possible not to eat vegetables but still be healthy? In
this module you will find out about the different organs and substances that allow us to
digest food and how diseases affect the role of, or result from, the digestive system.
Remember to search for the answer to the following questions: How does one maintain a
healthy digestive system? How does one achieve a healthy lifestyle and diet?
KEY LEARNING COMPETENCY AND OBJECTIVES

 Explain ingestion, absorption, assimilation, and excretion

1. Identify the function of each organ in the digestive system.

2. Appreciate the teamwork done by the accessory parts of the digestive

system.

3. Trace the pathway of food through the digestive system and illustrate
how diseases of the digestive system are detected, prevented or treated.
THE HUMAN
DIGESTIVE
SYSTEM
 DIGESTIVE
SYSTEM
Digestion is the chemical and/ or mechanical breakdown of food into particles that can be absorbed by the individual
cells of an organism. This can occur either inside the cell (intracellular) outside a cell (extracellular), or in both places.
In Human the process of digesting and absorbing nutrients in the body includes:

• Ingestion is the other term of eating

• Peristalsis and segmentation –refers to the involuntary sequential muscular contractions that moves ingested nutrients
along the digestive tract

• Secretion is the release of hormones, enzymes, and specific chemicals that take part in digestion

• Digestion is the conversion of large nutrient particles or molecules into small particles or molecules

• Absorption is the passage of usable nutrient molecules from the small intestine into the blood stream

• Egestion or defecation refers to the elimination from the body of undigested and unabsorbed material as waste
 DIGESTIVE
SYSTEM
The function of the digestive system is to take in food and break it down into simpler and usable forms. Through
digestion large and complex molecules, like carbohydrates, proteins, and fats, are broken down to simpler compounds
that the intestine absorb into the blood stream and circulated throughout the body. The body cells then take in these
nutrients that they need to build new molecules and produce energy.

The digestive system includes the long continuous digestive tract, which consists of the Mouth, Pharynx,
Esophagus, Stomach, small Intestine, Large intestine, Rectum, and Anus; the digestive glands, namely the liver,
gall bladder, and pancreas; as well as the accessory structures such as teeth and tongue.

 
The coordination of the digestive , respiratory and circulatory system provides the nutrients and oxygen the
cells need to produce energy
 

 
The digestive, respiratory, circulatory and excretory systems work together to estimate and eliminate the
metabolic waste.
 
02
CELL
DIVISION
 INTRODUCTI
ON
Human tissue can be injured by extreme heat, radiation, electricity, and other agents such
as acids or alkali. A burn is a kind of wound or tissue injury classified according to the
extent of severity, depth, and cause of injury. The repair of damaged tissues from burns
occurs through two types of reactions: (1) regeneration of uninjured cells through cellular
division or mitosis and (2) deposition of connective tissues. How does cellular division
help in the repair of tissues? What are the types of cell division? What is the significance
of each type?
KEY LEARNING COMPETENCY AND OBJECTIVES

 Compare mitosis and meiosis, and their role in the cell division cycle.

1. Identify organelles that are involved in cell division.

2. Explain the phases, processes, and major features of cellular division, and
relate these process to growth, reproduction, repair and sex cell production.

3. Draw, describe and arrange in sequence the various stages of mitosis and
meiosis.
Let’s Compare Plant and Animal Cells
 CELL DIVISION
Concepts on Cell Division

All type of cells have the ability to reproduce through cell division, which is part of the step
of the cell cycle. Making new cells ensures that the organisms grow and increase in number. Even
when the cell is not dividing, DNA duplication is taking place in preparation for the next cell
cycle.
CELL
CYCLE
 MITOSIS

Mitosis is a process of nuclear division wherein two genetically identical

daughter cells with the same number of chromosomes as their parent cell are
produced. Mitosis happens in body cell or somatic cells. In mitosis, each daughter cell
is diploid that has a complete set of chromosomes (2n), which is similar to that of
parent cell.
 MEIOSIS
Meiosis is another type of cell division that generates sex cells (gametes). The
parent cell divide into four daughter cells that each contain half the number of
chromosomes, the haploid cells (n).

A. Gametogenesis –
formation of gametes
B. Spermatogenesis –
gamete (egg and
sperm cell) formation
in male
C. Oogenesis – gamete
formation in female
 03
MENDELIAN
PATTERNS OF
INHERITANCE
 INTRODUCTI
ON
Do you have your father’s hair or your mother’s eye? The science of studying hereditary
information is known as genetics. It deals with the mechanism and processes involved in
heredity. Heredity refers to the passing of traits from parents to their offspring. Some of the
characteristics that can be inherited from the parents are eye color, height, texture of the
hair, shape of the earlobes, skin complexion, etc. These are called hereditary characteristics
since they are passed on from one generation to another. All living organisms, both
unicellular and multicellular, contain and store, and produce copies of the genetic
information that will be passed and utilized by one generation to another.
KEY LEARNING COMPETENCY AND OBJECTIVES

 Predict phenotypic expressions of traits following the simple patterns of

inheritance.

1. Describe the Mendelian Laws of Inheritance.

2. Predict the result of monohybrid and dihybrid crosses given the phenotypes
and genotypes of the parents

3. Understand terminologies involved in genetics and inheritance.

 KEY CONCEPTS
• Austrian monk Gregor Mendel first studied the science of modern genetics.( Father of
Modern Genetics)

• Transmission of traits from parents to their offspring is called heredity.

• The study of hereditary information and variation among organisms is called Genetics.

• Genes are units of information about heritable traits, transmitted from parents to
offspring. (Genetic code)

• Alleles are known as two factors examined by Mendel that can be classified as
dominant or recessive trait.

• Genetic information/composition of a person is called genotype which is often

represented by paired letters.
 KEY CONCEPTS
• The physical appearance or observable characteristics of a person are known as
phenotype.

• In crossing of traits, when identical alleles are produced, it is called homozygous: when
dissimilar alleles, these are called heterozygous..

• During gamete formation, when the fair of factor separates from one another, it is
called Law of Segregation.

• When a new combination is formed during fertilization, it is called Law of

Recombination.

• Punnet square is a chart used in identifying the possible combination of genes and
analysis of the possible outcomes during crossbreeding. It is a simple diagram named
after the British geneticist Reginald Punnet.
 KEY CONCEPTS
• When a cross involves a crossing of a single factor or character trait, it called
monohybrid cross.

• When a dross involves two factors or character traits, it is called dihybrid cross.

• F1 means first filial generation (offspring)

 MONOBRID CROSS
Crossbreeding involving single trait or character factor.
Sample Problem:
In pea plants, having a green pod (G) is dominant over the yellow pod (g). A heterozygous green pod in a pea
plant is allowed to pollinate by itself. Give the genotypes and phenotypes of the resulting F1.

Steps in Solving the Problem

Step 1: Choose a letter to represent the genes in the cross. Note: Always use the first letter of the dominant trait.
G = green
g = yellow
Step 2: Write the genotype (in symbols) of the parents involved in the cross (P1)
Gg x Gg
Step 3: Determine the possible gametes that parent can reproduces.
Gg Gg
G g G g
 MONOBRID CROSS
Crossbreeding involving single trait or character factor.
Step 4: Place these gametes at the top and side of Punnet square.

G g
   
G
   
g

Step 5: Fill in the empty boxes of the Punnet square by writing the alleles from the gametes that combine in
appropriate boxes.
G g
G    
GG Gg
   
g Gg gg
 MONOBRID CROSS
Crossbreeding involving single trait or character factor.

Step 6: Using the results written inside the boxes, answer the problem given.

a. Genotype = GG, Gg, gg ( homozygous green, heterozygous green,

homozygous yellow)
b. Phenotype = green and yellow
 DIHYBRID CROSS
Crossbreeding involving two traits or character factor.
Sample Problem:
In pea plants, having a green pod (G) and tall stem (T) is dominant over the yellow pad (g) and short stem (t).
Cross heterozygous green and tall with another of the same kind. Find the genotype, genotypic ratio, phenotype
and phenotypic ratio of its offspring.

Steps in Solving the Problem

Step 1: Choose a letter to represent the genes in the cross. Again always use the first letter of the traits.
G = green pod
g = yellow pod
T = tall
t = short
Step 2: Write the genotype (in symbols) of the parents involved in the cross (P1).
GgTt x GgTt
 DIHYBRID CROSS
Crossbreeding involving two traits or character factor.
Step 3: Determine the possible gametes that the parents can reproduce.( Use a test cross)

GgTt

GT Gt gT gt
Step 4: Place these gametes on top and side of a Punnet square.
  GT Gt gT gt
GT        
Gt        
gT        
gt        

Step 5: Fill in the empty boxes of the punnet square by writing the alleles from the gametes that combine in the
appropriate boxes.
 DIHYBRID CROSS
Crossbreeding involving two traits or character factor.

  GT Gt gT gt
GT GGTT GGTt GgTT GgTt
Gt GGTt GGTt GgTT GgTt
gT GgTT GGTt GgTT ggTt
gt GgTt Ggtt ggTt ggtt

Step 6: Using the results inside the boxes, answer the question given.
a. Genotype: GGTT, GGTt, GgTT, GgTt, Ggtt, ggTT, ggTt, ggtt
b. Phenotype: Green-tall, green-short, yellow-tall, yellow-short
c. Genotypic ratio: 4:2:2:2:2:1:1:1:1
d. Phenotypic ratio: 9:3:3:1
 THANKS
FOR LISTENING!
DO YOU HAVE ANY QUESTIONS?

Prepared by:
Mrs. Charito V. Usares
Science Teacher
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