Chapter 3 Resource: Interactions of Human Systems

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Name Date Class (continued) Hands-On Activities Analyze Your Data 1. What caused the indicator solution to change color Describe the color change. 2. Compare the time it took the bromthymol blue indicator solution to change color before exercising and after exercising. 3. Compare your results with the results of other groups in your class. Conclude and Apply 1. Explain whether the results supported your hypothesis. 2. Describe how exercise affects the amount of carbon dioxide you exhale. Communicating Your Data Prepare a poster project showing how increasing levels of activity affect the production of carbon dioxide. Include photos, a data table, and a step-by-step procedure. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 8 Interactions of Human Systems
Name Date Class Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1 Laboratory Activity Minerals and Good Health Minerals and other inorganic substances are essential for a healthy growing body. Calcium, phosphorus, and magnesium all contribute to bone growth. Iron helps your blood carry oxygen from your lungs and bring back carbon dioxide. Minerals bond with organic molecules to help your cells function properly. Minerals are especially important for young people. Children who grow up in some of the poorer regions of the world are at highest risk for mineral deficiencies. Most of the minerals people need come from various foods and from water. What you eat has a huge impact on what minerals you get. Scientists have come up with a standard recommendation for quantities of each mineral required to maintain a healthy body. The standard, called Recommended Daily Allowance (RDA), provides guidelines as to how much of each mineral the human body can use each day. The Reference Daily Intake, based on the RDA, provides a guideline as to how much of each mineral a person should consume each day in order to maintain healthy mineral levels. Labels on foods are required to include information about how much of the RDA for various vitamins and minerals that product provides per serving. In this laboratory activity, you will be looking at RDAs, RDIs, and labels for various foods and collecting data on how you can meet your mineral needs. Strategy You will research and record the quantities of certain nutritional minerals in typical servings of various foods. You will determine if these foods satisfy established daily requirements for those minerals. You will identify which body parts or functions use certain minerals. Materials Nutrition Facts labels from various packaged foods potato chips frozen dinner corn flakes 2% milk whole wheat bread hamburger buns margarine orange juice tuna fish mayonnaise vegetable or tomato juice canned peaches vanilla wafers or other cookies apple sauce canned green beans Italian or other salad dressing chocolate pudding soda pop maple syrup Procedure 1. Choosing from the items for which you have labels in your classroom and the additional items in Table 2, assemble a one day menu for yourself. Enter your selection in Table 1. 2. For each menu item, record the mineral content information in Table 1. You will find this information in the Nutrition Facts panel from the food packaging or in Table 2. 3. Calculate the total mineral intake for each mineral for the day’s menu and record your findings in Table 1. 4. Compare your results with the RDIs listed for each mineral in Table 3. 5. Examine Table 1 in your textbook to find other types of foods that might be used to make up any shortcomings in your menu’s mineral content. Remember, though, that replacing one food with another to increase a particular mineral might cause a reduction in a different mineral. Record your ideas in the Data and Observations section. Hands-On Activities Interactions of Human Systems 9
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Chapter 3 Resource: Interactions of Human Systems

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