Digestion Lab

Abstract: In this lab students will learn about mechanical and chemical digestion as a means to reduce particle size, thereby increasing surface to volume ratio, which aids in digestion. They will also learn to interpret their results through the use of a graph plotting the rate of the reaction against the size of the particles. Constructing the graph will assist them in understanding the relationship between rate and size. Grade Level(s): 7th To understand the role our teeth play in digestion. To understand the importance the size of food particles in digestion.

Materials: Antacid water Mortar and Pestle Beakers Graduated Cylinder Ziploc bags Gravel Eggs 3M HCl Background: The mouth is where mechanical and chemical digestion of food begins. Mechanical digestion is the breakdown of large food particles into smaller pieces through the chewing action of teeth, or in the case of birds, the gizzard. Mechanical digestion does not change the food chemically; it does increase the surface area of the food which aids in chemical digestion. Chemical digestion involves saliva, which contains enzymes that begin the digestion of carbohydrates (sugars). In this investigation students will learn why and how particle size aids in effective digestion. Our body requires food to function properly. Food provides us with the building blocks for tissues and cells, energy to perform daily functions, and helps us maintain our health. All the various types of food we consume are broken down by the digestive system into tiny particles that can be carried by the blood stream providing nourishment to all parts of the body. Bird digestive system: The crop separates birds from many animals because it is an organ that is exclusive to these animals. A crop's main function is to store food. It is like an extra fuel tank for the bird. The crop is located at the base of the neck and can be easily seen after a bird has just eaten. If you have a pet bird a sure way to tell if a bird is full is to look at the size of the crop. If the crop is large in size the bird is probably full. If the crop is deflated and has a

flat appearance the bird has not eaten yet. The crop continuously supplies small amounts of the food to the stomach. The food passes from the crop to the stomach, the most active part of the digestive system of a bird. There are two parts to the stomach of a bird. The first part is known as the proventriculus. This is the glandular portion of the stomach. This portion secretes digestive juices which break down the food. In a popular breed of pet bird, the budgie stomach can produce what is known as crop milk which the budgies can feed to their young. The proventriculus joins a large muscular portion of the stomach known as the ventriculus, or more commonly known as the gizzard. The gizzard grinds up food even more. The gizzard contains gravel, or girt, which works alongside with muscles in grinding up food. Some birds have gizzards that are so powerful they could grind up needles of steel in a matter of hours. In birds that ingest whole seeds a gizzard is very important. In these birds digestive enzymes alone cannot effectively break the seed hull. This is where the gizzard comes in to help. These birds require a large amount of grit in their diet. Larger birds such as the parrot that tend to dehull their seeds do not require such a continuous supply of grit in their diets. After leaving the gizzard the food is passed on to the small intestine where it mixes with bile and enzymes. The enzymes help with the breakdown of sugars, fats and proteins. Bile from the liver breaks down the larger fat molecules. The nutrients are then absorbed and passed on to the blood stream. Human digestive system The digestive system begins in the mouth, continues in the pharynx (throat) and esophagus and into the gut region: the stomach, small and large intestines, including the rectum, and the anus. Digestion begins in the mouth, where teeth grind up food into small particles (mechanical digestion) which are then mixed with saliva which provides lubrication for chewing and swallowing and also begins the process of chemical digestion. When food is swallowed it passes down the throat into a muscular tube called the esophagus. The esophagus forces the food down into the stomach. The stomach is a hollow bag with muscular walls. In the stomach chewed food is mixed with digestive acids (pH ~2) and churned into a thick liquid, called chyme, by the contractions of the stomach wall. Chyme is then passed on into the small intestine, where the majority of nutrient absorption occurs. The small intestine is divided into three sections: the duodenum, the jejunum, and the ileum. With the help of digestive enzymes, which function at a slightly basic pH, food is broken down into small enough particles that can be passed from the intestine into the bloodstream. Any undigested food will be passed onto the large intestine and converted to feces which will leave the body through the anus. Digestion of the various food particles; carbohydrates, proteins, and lipids, begins in different parts of the digestive tract. Carbohydrate digestion begins in the mouth; protein digestion begins in the stomach; and lipid digestion begins in the small intestine. In this lab students will learn why it is important to chew our food and how the size of the particle affects its rate of digestion. The instructor will need to explain to the student that the varying pieces of chalk and the acid will be used to simulate the effect of digestive juices (saliva and enzymes) on different size particles. This lab can be done with small

groups. However, each member of the group should be responsible for constructing their own bar graph and interpreting the results. Chemical digestion the chemical breakdown of foods such as saliva, which contains enzymes that begin the digestion of carbohydrates (sugars). Mechanical digestion - the breakdown of large food particles into smaller pieces through the chewing action of teeth (mastication). Mechanical digestion does not change the food chemically; however, it does increase the surface area of the food which aids in chemical digestion. Chemical reaction dissolving egg shell (Teacher mediated demonstration) Chemical Digestion demonstration Materials: 3M HCl Beaker Eggs 1000ml graduated cylinder Procedures: 1. Place an egg in the bottom of the 1000ml graduated cylinder 2. Add approx 150ml of 3M HCl (enough to cover the egg) Reaction should begin immediately Produces carbon dioxide gas and calcium chloride (white fizz) 3. Wait approximately 30 minutes 4. Drain off HCl into a beaker, wash egg thoroughly with water 5. Results in naked egg

Mechanical and Chemical Digestion

Why is it Important to Chew? Materials: Antacid water Mortar and Pestle Beakers Graduated Cylinder Ziploc bags Gravel Procedures: 1. On the SCIENCE LAB REPORT form a hypothesis relating particle size and rate of digestion. 2. Obtain 3 antacid tablets. 3. Place a whole tablet in one beaker. 4. Using the mortar and pestle, crush one antacid into smaller particles. This illustrates the act of chewing (mastication). Pour the contents of the mortar into an empty beaker. 5. Place one antacid into a Ziploc bag containing gravel. Seal the bag, and use your hand to mix the gravel and the antacid to simulate muscular contraction. Mix the contents for 15-20 seconds. Pour the entire contents of the bag into a third beaker. 6. Estimate the average size of the particles in each beaker. 7. Measure 100 mL of water and place it into the first beaker. Time the reaction. Do this with each of the other two beakers. 8. Graph the reaction times of each beaker. 9. Answer the questions in the ANALYSIS and CONCLUSIONS section of lab packet.

How much time did it take for the whole antacid to dissolve?

How much time did it take for the antacid ground in the mortar and pestle to dissolve?

How much time did it take for the antacid ground with gravel to dissolve?

Graph results below.

60 55 50 45 Reaction time (sec) 40 35 30 25 20 15 10 5 0 mortar and pestle (teeth) gravel (gizzard) Type of mechanical digestion whole antacid (swallowed whole)

SCIENCE LAB REPORT 1. PURPOSE: Why are you doing this experiment? ________________________________________________________________________ ________________________________________________________________________ ___________________________ 2. HYPOTHESIS: What do you think will happen during this experiment? ________________________________________________________________________ ________________________________________________________________________ ___________________________ 3. OBSERVATION: What changes (if any) occurred during this experiment? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________

4. CONCLUSIONS: Was your hypothesis supported or not supported? Explain. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________

Analysis and Conclusions 1. How does chewing our food aid in digestion? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________ 2. How does the rate of the reaction compare to the size of particles? Why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________ 3. How is chemical and mechanical digestion different?

4. How is chemical and mechanical digestion similar? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________