M06_REEC5174_09_IE_41_43

M06_REEC5174_09_IE_41_43 - Notes to Instructors Chapter 41...

Info icon This preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Notes to Instructors Chapter 41 Animal Nutrition What is the focus of this activity? Many of the organ systems in mammals are designed to handle the bulk flow of substances into and out of the body. The digestive system is designed to handle the bulk processing and digestion of food. The food we eat is composed of macromolecules—for example, proteins, carbohydrates, and fats that were produced by other organisms. These macromolecules are species-specific. In contrast, the monomers that make up the macromoleules are used almost universally among organisms. The function of digestion is to break food down into its monomers, which can then be taken into the body and used to build our own species-specific macromolecules. As a result, all the processing and digestion of other species’ macromolecules goes on outside of our cells, in the space inside our digestive tract. This space, the lumen of the tract, can therefore be considered a part of the external environment. We have internalized it, or brought it inside of our bodies, to increase the efficiency of food processing and digestion. What is this particular activity designed to do? Activity 41.1 How are form and function related in the digestive system? This activity is designed to help students understand: the basic structure and function of the digestive system in animals, and the roles the various parts of the system play and how these parts are modified to best play these roles. What misconceptions or difficulties can these activities reveal? Activity 41.1 Question 2: If you haven’t encountered it already, you will discover that many students do not understand “how bacteria eat.” They understand that bacteria are decomposers and some are parasites, but in general they don’t know how “eating” occurs. This question is designed to force the point. This question and subsequent questions demonstrate the basic commonalities that exist in methods of digestion across a wide range of organisms, including bacteria, amoebas, and humans. Question 3: The figure reduces the digestive tract to the basics to allow students to see the direct connections between its various parts. For many students this understanding becomes blurred when they view realistic diagrams of the actual organ system. The more linear view presented here helps them see how the system can be understood as a continuous disassembly line. Question 5: Many students don’t understand that the food that enters the digestive tract is technically not inside the body. It is contained in a space that exists within the body. To be in the body requires that a substance cross a cell membrane. Understanding this difference also helps students understand later (Chapter 43) why foreign macromolecules anywhere else in the body produce an immune response.
Image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern