NUTRITION(Yum Yum Yum)

PLANT NUTRTITION 2.17 describe the process of photosynthesis and understand its importance in the

conversion of light energy to chemical energy

Nutrition in Plants:Plants are photoautotrophic (i.e. they generate their own “food” using energy from the Sun.) They do this through photosynthesis.

Photosynthesis Equation2.18 write the word equation and the balanced chemical symbol equation for photosynthesis

Nutrition in Flowering Plants:The equation for photosynthesis can be written as:-Word equation-Chemical equation

In both cases reaction uses a catalyst (chlorophyll)

Through photosynthesis light energy is converted into chemical energy in the bonds in glucose. Plants use glucose for the following;

1) Respiration 2) Stored as Starch 3) Turned into Cellulose (cellulose is a polymer of glucose) 4) Used to make fats and oils

Light ….. Glucose….. ? 2.18 write the word equation and the balanced chemical symbol equation for photosynthesis

Photosynthesis Rate2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

At any point the rate of photosynthesis can be increased by adding:1) More CO2

2) More light3) Heating towards optimum temperature

(photosynthesis is catalyzed by enzymes).

WAIT!!!!This is not the whole

story

Limiting Factors2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

a)At a certain point the addition of MORE (light & CO2) will not increase the rate of photosynthesis any further. b)This is because a second factor is limiting the rate of photosynthesis. c)Adding more of the rate-limiting factor will increase the rate further until another factor becomes limiting.

Drawing the Graph2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

The addition of MORE (light & CO2) will not increase the rate of photosynthesis

after reaching a rate limiting factor. What about Temperature?

?Temperature?2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

Without enough light, a plant cannot photosynthesize very quickly, even if there is plenty of water and carbon dioxide. 1) Increasing the temperature will boost the speed (rate) of photosynthesis.2) Increasing the light intensity will boost the speed (rate) of photosynthesis.

?Temperature?2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

Changing the Limiting Factor2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

Adding more of the rate-limiting factor increases the rate further…….............until another factor becomes limiting.

What about Water?2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis

Water is not seen as a limiting factor.

Plants have enough water in their tissues for photosynthesis. If they do not have enough water the plant will wilt and die anyway.

Very sad, but very true.

Leaf Structure 2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

You need to know the parts of the leaf and their adaptations.

DO NOT DRAW THIS DIAGRAM

SIMPLE CROSS SECTIONAL LEAF DIAGRAM2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

More Complicated Cross Section2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

In Real Life2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

LABEL2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

Adaptation2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

Which Tissues Are Missing?2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis

Please add into your notes any tissue missing and write in their functions:1) Xylem2) Phloem3) Vascular Bundle4) Spongy Mesophyll

Minerals for Nutrition2.21 understand that plants require mineral ions for growth and that magnesium ions are needed for chlorophyll and nitrate ions are needed for

amino acids

In addition to water and CO2 plants also need specific minerals; • Nitrate – used to make amino acids for use in plant

proteins Magnesium – forms part of the chlorophyll molecule

• Potassium - essential for cell membranes • Phosphate - essential part of DNA and cell membranes

Experiment we CAN NOT do!

EXPERIMENTS WE CAN DO 2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light,

carbon dioxide and chlorophyll

Using Pond Weed2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the

requirements of light, carbon dioxide and chlorophyll

You must know an experiment that shows how the rate of photosynthesis is affected by rate-limiting factors.

Example: Use pond weed (Elodea) which produces bubbles of O2 as it photosynthesizes.

1) The rate of bubble production is proportional to the rate of photosynthesis.

2) When you add light or give it more CO2, the rate of bubble production increases.

Watch out: Cut Elodea underwater or air bubbles will form in xylem Make sure the O2 is a result of light and not temperature The examiner may ask for a better way to measure O2 production

Set up for Photosynthesis Rate Vs Light intensity2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the

requirements of light, carbon dioxide and chlorophyll

Change: Light intensity (distance of lamp from Elodea)

Measure: Number of bubbles per minute

Setup for Photosynthsis Rate Vs CO2 Concentration

2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll

Change: Concentration of Sodium Hydrogen Carbonate Solution (CO2)

Measure: Number of bubbles per minute

Testing Photosynthesis by Starch2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the

requirements of light, carbon dioxide and chlorophyll

You need to know an experiment that proves that light and CO2 are essential for the production of starch.

A good example is the Geranium plant. It’s leaves normally turn blue-black in the presence of iodine solution showing starch is present

(you have to boil it in ethanol first to remove the chlorophyll to show the colour).

Negative Test: Reddish / Brown

Positive Test: Blue / Black

Safety: Why is it dangerous to boil ethanol directly with a Bunsen Burner instead of using a water bath?

Testing Photosynthesis by Starch2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the

requirements of light, carbon dioxide and chlorophyll

Destarching2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon

dioxide and chlorophyll

You will want to destarch a leaf for this experiment. To remove the starch (destarch) 1) put the poor plant in a dark room for 24 hours. 2) No light means no photosynthesis, no photosynthesis means no glucose produced, no glucose produced means no starch stored in the leaf. Sadly the leaf still needs to respire so it will break all the previously stored starch back into glucose to use in respiration. No more starch, poor leaf…

However, if one leaf is put in aluminium foil and another is kept with lime water both do not turn blue-black.

Both CO2 and light are essential for starch production and, therefore, essential for photosynthesis.

Destarching2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and

chlorophyll

Nutrition in HumansSyllabus points 2.23 – 2.32

Balanced Diet 2.23 understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre(TA)

A diet that contains adequate amounts of all the necessary nutrients required for healthy growth and activity.

A balanced diet is one that contains all the ingredients needed for our body to healthily continue its day to day functions in the most efficient way.

Balanced Diet 2.23 understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre(TA)

72% of our body is WATER.

We contain so much water because water:

-Distributes essential nutrients to cells, such as minerals, vitamins and glucose as part of the plasma in our blood

-Is an integral part of urine and faeces, which removes waste from our body

-Is needed for sweat (sweat is essential in controlling our internal body temperature)

Balanced Diet 2.23 understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre(TA)

What do you have to eat 2.24 identify sources and describe functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, and the mineral ions calcium and iron, water and dietary fibre as components of the diet

Component Function Example of sources

Carbohydrate Short-term chemical energy Bread, potatoes

Lipids (fats and oils) Long-term chemical energy Bacon, beef

Protein Growth & Repair Fish, egg

Vitamin A Eyesight Carrots, fish liver oil

Vitamin C Healthy skin + gums Oranges

Vitamin D Absorb Ca (calcium) Sunlight

Mineral ions – Fe (iron) Making haemoglobin in RBC Spinach, animal liver

Mineral ions – Ca (calcium) Strong bones and teeth milk

Dietary fiber Peristalsis Vegetables, cereal

Water Transport systemTo sweatAll chemical reactions occur in solution inside cells

Fruits like watermelon

Not all bodies are Energy (J) Equal 2.25 understand that energy requirements vary with activity levels, age and pregnancy (TA)

Person Energy needed per day (kJ)

Newborn baby 2000

Age 2 5000

Age 6 7500

Gril age 12-14 9000

Boy age 12-14 11000

Girl age 15-17 9000

Boy age 15-17 12000

Female office worker 9500

Male office worker 10500

Heavy manual worker 15000

Pregnant woman 10000

Breast-feeding woman 11300

The two groups that provide energy (through respiration) are lipids and carbohydrates.

Per mass lipids have about 10x more energy in them than carbohydrates.

The energy in food is measured in Calories (equivalent to 4.2 kJ).

Not all bodies are Energy (J) Equal 2.25 understand that energy requirements vary with activity levels, age and pregnancy (TA)

If Males need to consume 2500 Calories a day and Females need to consume 2000 Calories a day how many kJ do they need to consume in a day?

If: Fat: 1 gram = 9 calories Carbohydrates: 1 gram = 4 caloriesHow many grams of each do you need to supply your energy for the day?

Energy requirements vary according to several factors:

• Age: growing people require more energy than others.• Gender: on average, males require more energy than

females.• Pregnancy: pregnant women require more energy to

nourish themselves and the baby.• Activity levels: more active people require more

energy as they use up more energy throughout the day.

Not all bodies are Energy (J) Equal 2.25 understand that energy requirements vary with activity levels, age and pregnancy (TA)

Name that structure 2.26 describe the structures of the human alimentary canal and describe the functions of the mouth, oesophagus, stomach, small intestine, large intestine and pancreas

game

Describe the function 2.26 describe the structures of the human alimentary canal and describe the functions of the mouth, oesophagus, stomach, small intestine, large intestine and pancreas

• Functions

Mouth • Physical digestion by teeth• Salivary glands produce saliva

moistens food making it easier to be swallowed

• Chemical digestion by amylase breaks down starch into maltose

Oesophagus • Food is moved by peristalsis

Stomach • Produces HCl & protease (pepsin) enzymes

Small intestine • Produces carbohydrase (maltase), protease (trypsin) & lipase enzymes

• Absorbs digested food

Large intestine • Absorbs water

Pancreas • Produces carbohydrase (maltase), protease (trypsin) & lipase enzymes

Flow Chart the Process 2.27 understand the processes of ingestion, digestion, absorption, assimilation and egestion

Ingestion• Taking food into

the body

Digestion • The breakdown of large

insoluble molecules into small soluble molecules so they can be absorbed into the blood

Absorption • The process of

absorbing nutrients into the body after digestion

Assimilation • Using food

molecules to build new molecules

Egestion • Getting rid of

undigested/unwanted food

Flow Chart the Process 2.27 understand the processes of ingestion, digestion, absorption, assimilation and egestion

Digestion can be mechanical or chemical

Mechanical Digestion: digestion by physically breaking food into smaller pieces (i.e. not using enzymes). Carried out by;• mouth and teeth chewing food • stomach churning food

Chemical Digestion: digestion using enzymes

Peristalsis 2.28 explain how and why food is moved through the gut by peristalsis

Food is moved the digestive system by a process known as peristalsis.

This is the contractions of two sets of muscles in the walls of the gut. 1) One set runs along the gut2) The other set circles it.

Their wave-like contractions create a squeezing action,

moving down the gut. ani

Digestive Enzymes 2.29 understand the role of digestive enzymes, to include the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and

glycerol by lipases

Enzymes and digestion

The enzymes involved in respiration, photosynthesis and protein synthesis work inside cells.

Other enzymes are produced by specialised cells and released from them these are digestive enzymes.

They pass out into the gut, where they catalyse the breakdown of food molecules.Different enzymes(Different enzymes catalyse different digestion reactions)

Amylase Starch → sugarsAmylase catalyses the breakdown of starch into sugars in the mouth and small intestine

Protease Proteins → amino acidsProteases catalyse the breakdown of proteins into amino acids in the stomach and small intestine

Lipase Lipids → fatty acids + glycerolLipases catalyse the breakdown of fats and oils into fatty acids and glycerol in the small intestine

Bile is not so Vile 2.30 understand that bile is produced by the liver and stored in the gall bladder, and understand the role of bile in neutralising stomach acid and emulsifying lipids

After the stomach, food travels to the small intestine. The enzymes in the small intestine work best in alkaline conditions, but the food is

acidic after being in the stomach. • Bile is alkaline substance• Bile is produced by the

liver • Bile is stored in the gall

bladder. • Bile is secreted into the

small intestine, where it emulsifies fats

This is important, because it provides a larger surface area in which the lipases can work.

Silli Villi 2.31 describe the structure of a villus and explain how this helps absorption of the products of digestion in the small intestine

The Villus is the location of Absorption of small soluble nutrients into to blood.

How much energy is in that crisp? 2.32 describe an experiment to investigate the energy content in a food sample.(TA)

You need to know an experiment that can show how much energy there is in food.

Burn a sample of food and use it to heat a fixed volume of water. Record the change in temperature of the water and use the equation below to find out the energy the food gave to the water;

Energy = change in temp. x volume of water x 4.2J/g/°C

Problem is that not all the food will burn.

To control this, you measure the start and end mass of the food and calculate the mass that actually burned.

To standardize this, you can divide your calculated energy value by the change in mass to give you the change in mass per gram of food

(which will allow you to compare values fairly between different food samples)

How much energy is in that peanut? 2.32 describe an experiment to investigate the energy content in a food sample.(TA)

There are problems with using this system:Heat from food item does not heat waterNot all the food burnsWater looses heat to environment

So what is the solution?