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The Urinary System

Lesson 1 & 2 by: Jessica Wan Lesson 3 & 4 by: Paul Plut Date: December 7, 2004 Course: SCED 313

Instructor: Jolie Mayer-Smith Overview Statement The activities and structure of our Urinary System Mini Unit are designed to maximize student centered meaningful learning. The Prescribed Learning Outcomes on page 72 of the IRP document (Human Biology Urinary System) will all be addressed through the lessons during the course of the unit. Our objectives are to provide students with an overview of the structures of the urinary system and their respective functions as well as generate student interest using a multitude of student learning activities. The latter portion of the unit focuses on the role of the urinary system in relation to the function of the human body. Each lesson begins with an anticipatory set that is designed to pique student interest in addition to reviewing the concepts learned in the previous lesson. The meaningful learning activities included in our unit are a urinary system concept map, a kidney and nephron game board, a three- dimensional model of the kidney and an information pamphlet about kidney disease. Students will be engaging in group work, which promotes cooperative learning of the concepts covered in class. The products of the learning activities will be assessed by the teacher with the exception of the three dimensional model, which will be assessed by peers if the teacher so chooses.

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

URINARY SYSTEM SCOPE AND SEQUENCE CHART


Lesson Topics Introduction to the urinary system - functions - components PLO (IRP - pg. 72) It is expected that students will: identify and give functions for each of the following kidney ureter urethra urinary bladder Student Activities Concept Map - groups of four - students will use a list of vocabulary covered during the lesson - student will be required to explain the relationships between linked concepts Materials Assessm ent - concept map handout Concept M ap - overhead notes on transparencies - will be assessed based on the num ber of - copy of teacher notes correct linkages - copies of diagrams for students - the full list of v ocabulary m ust be used - overhead pens - post it notes - felt pens - large chart paper - 3 beakers and 1 small test tube - red and yellow food colouring - game board assignment handout G am e Board - overhead notes on transparencies - will be assessed on creativ ity and - copy of teacher notes incorporation of the m ain concepts of the - copies of diagrams for students lesson (structure and function) - overhead pens - a detailed description of the fiv e scenarios - construction paper players m ay possibly encounter m ust be - felt pens included with the assignm ent - pencil crayons - scissors - tape - glue

The kidneys and nephron - structures - functions

It is expected that students will: identify and give functions for each of the following renal cortex renal medulla renal pelvis identify and give functions for each of the following nephron glomerulus Bowman's capsule afferent and efferent arterioles peritubular capillary network proximal and distal convoluted tubules collecting duct loop of Henle It is expected that students will: contrast the blood in the renal artery and the renal vein with respect to urea and glucose content

Game Board - The Amazing Kidney Race - groups of two - students will construct a board game incorporating both kidney/nephron structure and function into the game - the "players" will follow the path of molecules as they pass through the kidney and nephron - students will be required to generate five possible scenarios the molecule (players) may encounter on their journey through the organs

Urine formation

Model of the kidneys - students, in pairs, will construct a model of a kidney using a variety of recycled materials - task includes a written component - take home home assignment - students will have time at the end of class to organize and plan how they will execute and divide the work of this assignment - students themselves amass the materials necessary for this project Research project: Kidney Disease Pamphlet - students will work in small groups in creating an informational flyer regarding a specific type of kidney disease. They will be given class time - will be given class time to start the task although they may have to complete it at home - students will use the web to research the kidney disease that they choose - students will present their findings during a future class.

- overheads of the pictures and student notes on transparencies. - copy of teacher notes - copies of the student notes as handouts for the students. - overhead pens - handouts of the rubric for each student

M odel - students will be assessed on the detail and effort put into their m odels as detailed in the rubric - rubric is designed to allow the teacher to decide whether he or she wants the students to peer assess the projects or m ark them him or herself

It is expected that students will: Maintaining water-salt/acid-base identify the source glands for ADH and aldosterone balance and the effects of hormones and explain how these hormones are regulated relate ADH, aldosterone, and the nephron to the regulation of water and sodium levels in the blood 4

- 3 beakers and 1 small test tube - red and yellow food colouring - overheads of the pictures and student notes on transparencies. - copy of teacher notes - copies of the student notes as handouts for the students - overhead markers. - handouts of the rubric for each student

Kidney Disease Pam phlet - students will be assessed based on the inform ational content of the brochure as well the creativ ity and effort put into it.

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

Lesson 1
Introduction to the Urinary System IRP: Biology 12 - Human Biology - Urinary System PLO: It is expected that students will identify and give functions for each of the following: o kidney o ureter o urethra o urinary bladder

As an introduction to the urinary system, this lesson is meant to give students a broad overview of the entire system, focusing on its function and main components. The demonstration performed by the teacher at the beginning of the lesson is intended to pique students' interest as well as provide them with a visual representation of some of the products of the urinary system. The concept map (learning activity) will allow students to formulate links between their prior knowledge on the urinary system and the new concepts taught during the class. The students will be required to explain the relationship between the linked terms, which will address both the structure and function of the components of the urinary system. Objective: Students will be able to: List and explain the main functions of the urinary system Identify and describe the wastes produced by the urinary system Label on a diagram the main structures of the urinary system Give the functions of the main structures of the urinary system Materials Needed: Overhead notes on transparencies Copy of teacher notes Copies of diagrams for students Copies of Urinary System Concept Map student handout with rubric Overhead pens Post-it notes Felt pens Large chart paper 3 beakers and 1 small test tube Red and yellow food colouring Paul Plut, Jessica Wan 5

Biology 12 - Human Biology - Urinary System

Instructor Activities
Anticipatory Set - volume demonstration - first have the students match up the volume of water to the situations represented - colour the water and explain what each volume represents Urinary System Notes - interactive notes on the overhead - pose questions throughout the lesson to get the students thinking about the topic - have them attempt to label the organs in the diagram before going over the structures - be sure to relate structure to function Urinary System Concept Map - explain the assignment - ensure that students know they must write in words the relationship between linked terms - provide materials necessary to complete the assignment - circulate and provide assistance as needed Closure - collect urinary system concept map assignment - end of class quiz emphasizing the relationship between structures of the urinary system and their functions - collect quiz before students leave Anticipatory Set:

Student Activities
- attempt to match the volume of water to the possible situations

Time
10 minutes

- answer questions posed - copy down notes off the overhead - label diagram provided in student handout 30 minutes

- work in groups of 4 - complete the urinary system concept map 30 minutes - establish relationships between vocabulary terms and main concept presented in class - present and explain the groupings of terms on their concept maps - hand in urinary system concept map - complete short end of class quiz on structures of the urinary system and their functions

5 minutes

Prior to the lesson, fill four beakers with the following volumes of water: o o o o 1200 mL 125 mL 1 mL 1500 mL

You must also have on hand red and yellow food colouring, which will be used later on in the demonstration. At the very beginning of the class, write down on the overhead the following situations and have the students make an educated guess as to which volume represents each situation:

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

o o o o

the volume of blood passing through a pair of kidneys in one minute the amount of glomerular filtrate that is produced by both kidneys in one minute the volume of urine produced by both kidneys in one minute the volume of urine produced in a day by an average adult

You may need to briefly describe and define the term glomerular filtrate to the students, as they most likely have not seen the term previously. This demonstration is meant to get the students interested and prepared for the introductory lesson to come so the definition does not need to be in great detail (see teacher notes for definition). Once the class has generated their responses, proceed to colour the beakers of water as follows: o o o o 1200 mL - pink coloured water = volume of blood 125 mL - clear water = glomerular filtrate 1 mL - yellow coloured water = volume of urine (1 minute) 1500 mL - yellow coloured water = volume of urine (1 day)

This demonstration gives the students a visual representation of the products of the urinary system and this image will aid them as they continue through the unit. Some of the volumes may surprise the students and may generate some enthusiasm and interest in the lesson to follow. Urinary System Notes: These notes are meant to assist the teacher during the interactive notes portion of the lesson. Students will be required to copy down the information on the transparencies provided. You should generate discussion while going through the notes portion of the lesson by posing the questions that are dispersed throughout the teacher copy of the notes. Some of the information on the pages for the overhead transparencies has been left out and you will be required to fill in the missing information for the students as you go over the lesson. Allow time for the students to generate some answers to the question posed before revealing the notes. Prior to identifying and describing the function of the structures of the urinary system, the students should be given a copy of the urinary system diagram. As you go through the labels on the diagram, be sure to emphasize the functions of the various parts and how it relates back to structure so that students are not merely copying down definitions. Some of the information on the overhead transparencies has been omitted and should be completed by you during the course of the lesson with the students.

Urinary System (Teacher Copy) Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 7

What do you think some of the functions of the urinary system are? How is the urinary system related to some of the other systems that you have already learned about? Functions of the Urinary System elimination of chemical/metabolic wastes from the body o nitrogenous wastes (byproducts of chemical reactions that are no longer useful such as ammonia, urea, uric acid, creatinine) control the volume and composition of body fluids o water-salt balance blood volume is closely associated with the salt balance of the body (i.e. the more salt in the blood, the greater the volume of blood and the greater the blood pressure) the kidneys are involved in regulating blood pressure and also maintain appropriate levels of certain ions in the blood o acid-base balance the kidneys monitor and control blood pH through the excretion and reabsorption of certain ions the kidneys are the main organ of excretion o principal job is the removal of urea and the regulation of water in the bloodstream

Waste Products urea o end product of amino acid metabolism in body cells o water soluble o primary end product of the urinary system o excreted in urine ammonia o end product of the deamination of amino groups o very toxic to tissues o converted to urea in the liver in land mammals creatinine o end product from creatinine phosphate in muscle metabolism

What are some of the organs of the urinary system? Can you give some examples of other organs or organ systems that are involved with excretion? What are the excretory products produced by these other organs or organ systems?

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

Prior to labeling the diagram of the urinary system, have the students attempt to label some of the parts on their own. Can you trace the path of excretion just by looking at the diagram? Structures of the Urinary System kidneys o reddish brown organs o approximately the size of a fist (4 inches long, 2 inches wide, 1 inch thick in an average sized adult) o located on either side of the spinal column, anchored against the dorsal (back) body wall by connective tissue o responsible for excretion of urine and the regulation of blood volume and pH renal vein o carries blood from the kidneys back to the heart renal artery o carries blood into the kidney ureter o muscular tube o moves urine from the kidneys to the bladder through peristalsis urinary bladder o urine storage, can hold up to 600 to 1000 mL of urine o expands and contracts stretch receptors indicate when it is full, signal notifies the brain resulting in the desire to urinate urethra o tube that connects the urinary bladder to the outside

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

The Components of the Urinary System

Kidney Renal Vein (OUT) Renal Artery (IN)

Ureter

Urinary Bladder

Urethra

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Urinary System
Functions of the Urinary System
elimination of _______________________________________ o ______________________________________ (byproducts of chemical reactions that are no longer useful such as ammonia, urea, uric acid, creatinine) control the volume and composition of body fluids o __________________________________________________ blood volume is closely associated with the salt balance of the body (____________________________________ ______________________________________________ _____________________________________________) the kidneys are involved in regulating blood pressure and also maintain appropriate levels of certain ions in the blood o __________________________________________________ the kidneys monitor and control blood pH through the excretion and reabsorption of certain ions ________________________________________________________ o principal job is the removal of urea and the regulation of water in the bloodstream

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Waste Products
______________________ o end product of __________________ _________________ _____________________________in body cells o water soluble o primary end product of the urinary system o _______________________________________ ________________________ o end product of the deamination of amino groups o ______________________________________ o converted to urea in the liver in land mammals _________________________ o end product from creatinine phosphate in muscle metabolism

Structures of the Urinary System


kidneys o reddish brown organs o ______________________________________ (4 inches long, 2 inches wide, 1 inch thick in an average sized adult) o located on either side of the spinal column, anchored against the dorsal (back) body wall by connective tissue o ___________________________________________________ ___________________________________________________

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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renal vein o carries blood from the kidneys back to the heart renal artery o carries blood into the kidney ureter o muscular tube o ___________________________________________________ ___________________________________________________ urinary bladder o urine storage, can hold up to 600 to 1000 mL of urine o ___________________________________________ stretch receptors indicate when it is full, signal notifies the brain resulting in the desire to urinate urethra o tube that connects the urinary bladder to the outside

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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The Components of the Urinary System

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Paul Plut, Jessica Wan

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Urinary System Concept Map: The students will be constructing a concept map based on the material learned in class in addition to their previous knowledge on the urinary system. The goal of this assignment is for the students to link up ideas, terms and concepts into a functional overview of the urinary system. Working in groups of four, the students will be given a list of terms that they must incorporate into their concept map but are free to add terms as needed. Not only will they be linking the concepts, but also must write in words the relationship between the two ideas. The materials required for this activity (post-it notes, large sheets of chart paper and felt pens) will be made available for the students in the classroom. The concept map must be handed in at the end of the period so students must be on task and focused in order to successfully complete it in the time allowed. The concept map will be assessed on the usage of all the vocabulary terms as well as the written relationships between terms and the reasoning behind the grouping of concepts. Be sure to leave ample time for all groups to present a short 2-minute explanation of their concept map. All group members must participate in the presentation in order to receive full marks. See the rubric attached to the student handout for a detailed description of the assignment criteria. The assignment will be assessed on a total of 20 marks.

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Urinary System Concept Map


After this introductory lesson to the urinary system, working in groups of 4, you and your group mates will create a concept map as an overview of the system. A list of terms is given that you must incorporate into your assignment but feel free to add terms as needed. You will be required to write in words on the connecting lines, the relationship that exists between the two concepts that you linked together. A single concept can have many other concepts linked to it. Be sure to write down the relationship on the line for full marks. You will be given post-it notes to use as nodes where you write down the main concepts. This way you can move the nodes around until you are satisfied with their position and the corresponding links. After you have completed your concept map, all groups members must participate in a short 2-minute presentation describing your concept map and the reasoning behind the grouping of the concepts as seen on the map. Refer to the rubric on the back of this handout for marking guidelines and to make sure youve fulfilled all the criteria. The terms that must be included are: excretion kidneys metabolic wastes nitrogenous wastes ammonia urea creatinine renal vein renal artery ureter urinary bladder urethra urine

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Urinary System Concept Map Marking Details


Exceeds Expectations (5) Concept map is laid out nicely on the chart paper. Format/Organization Terms are arranged into groups radiating off the centre concept. All the vocabulary terms are included in the concept map. All the relationships linking the concepts have been labeled. Meets Expectations (3) Concept map is scattered across the chart paper. Terms are arranged into groups but may not radiate off the centre concept. Unsatisfactory (1) Concept map is scattered across the chart paper with no apparent relations. Terms are not arranged into groups.

Content

Detail

Two or more of the Five or more of the vocabulary terms are vocabulary terms are missing in the concept map. missing in the concept map. Two or more of the Five or more of the relationships linking the relationships linking the concepts have not been concepts have not been labeled. labeled. All the relationships Two or more of the Five or more of the between the vocabulary relationships between the relationships between the terms are correctly labeled. vocabulary terms are vocabulary terms are All the terms are grouped incorrectly labeled. Two or incorrectly labeled. Five or correctly. more terms are grouped more terms are grouped incorrectly. incorrectly. All group members participate in the 2-minute presentation. Clear explanation of the reasoning behind the grouping of vocabulary terms on the concept map. Not all group members participate in the 2-minute presentation. Clear explanation of the reasoning behind the grouping of vocabulary terms on the concept map. Not all group members participate in the 2-minute presentation. Explanation of the reasoning behind the grouping of vocabulary terms on the concept map is unclear or vague.

Presentation

Total: 20 marks

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Closure: At the end of the class, students will be required to hand in their concept maps. Prior to collecting the assignments, have the students take out a piece of paper and pen to write a short end of class quiz. The quiz will be based solely on the material covered during the class and will reiterate the relationships between structure and function for the various components of the urinary system. If the students were on task during the learning activity, this quiz should be no problem for them. Explicitly state that students are not to look at their neighbours papers or discuss any of the questions. You will state the function of a certain structure and students will be required to write the structure on their papers. Spelling does count. At the end of the quiz, collect both the quizzes and the concept maps for grading. The questions for the quiz are as follows: 1. What structures principal job is the removal of urea and the regulation of water in the bloodstream? Answer: Kidneys 2. What structure carries blood from the kidneys back to the heart? Answer: Renal Vein 3. What structure carries blood to the kidney? Answer: Renal Artery 4. What structure connects the urinary bladder to the outside? Answer: Urethra 5. What structure moves urine from the kidney to the bladder? Answer: Ureter

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Lesson 2
The Kidney and Nephron IRP: Biology 12 - Human Biology - Urinary System PLO: It is expected that students will identify and give functions for each of the following: o renal cortex o renal medulla o renal pelvis It is expected that students will identify and give functions for each of the following: o nephron o glomerulus o Bowman's capsule o afferent and efferent arterioles o peritubular capillary network o proximal and distal convoluted tubules o collecting duct o loop of Henle

This lesson is a continuation of the introductory lesson, with a greater focus on the kidney and its specific components. The true/false questions given at the beginning of the class provide the class with a variety of facts and figures that are not typically discussed in lessons on the urinary system. The anticipatory set not only reviews the information from the previous class' demonstration but introduces some of the structures of the kidney as well. For the learning activity portion of this lesson, students will be creating a board game with a focus on the path traveled by molecules as they go through the kidney and nephron. In this way, the students will be identifying the structures of the kidney on their game board while incorporating the functions into the scenario aspect of the game. Objective: Students will be able to: distinguish between the three regions of the kidney identify the various structures of the kidney and explain their basic function identify and describe the structures that compose the nephron Materials Needed: Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 19

Overhead notes on transparencies Copy of teacher notes Copies of diagrams for students Copies of The Amazing Kidney Race student handout with rubric Overhead pens Construction paper Felt pens Pencil crayons Scissors Tape Glue

Instructor Activities
Anticipatory Set - provide coloured construction paper to students to make true and false cards - pose statement and have students determine if it is true or false - go over the answers to the statements Kidney and Nephron Notes - interactive notes on the overhead - pose questions throughout the lesson to get the students thinking about the topic - have them attempt to label the organs in the diagram before going over the structures The Amazing Kidney Race - explain the assignment - ensure that students understand the requirements for the assignment - provide materials that students may use to construct their game board - circulate and provide assistance as needed Closure - remind the students that their board game will be due the following class - have the students complete an exit slip where they must ask two questions and state two facts about the kidneys, nephron and urinary system

Student Activities
- create true and false cards - decide if the statement presented is true or false

Time
10 minutes

- answer questions posed - copy down notes off the overhead - label diagrams provided in student handout 35 minutes

- work in pairs - create a board game using the structure of the kidney and nephron as the backdrop 25 minutes - generate 5 scenarios the players could encounter on their journey through the kidney and nephron - complete exit slip 5 minutes

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Anticipatory Set: Start the class off by having each student quickly create two cards, one with the word 'TRUE' and the other with the word 'FALSE'. Inform them that you will be reading out a series of statements and they are to decide if each statement is true or false, holding up the correct card to represent their response. Some of the facts and figures presented will be unfamiliar to the students, but are quite interesting and will raise their awareness as to the complexity of the kidney and its components. Other facts and figures were presented in the previous class and should be a review for the students. Below are the series of statements: kidneys represent only 0.5% of a person's body weight but they use up about 9% of the oxygen that the body takes in only a small portion of kidney tissue is used at a given time so a person can live with just one kidney each kidney contains about 1,000,000 to 1,500,000 nephrons, each about 3 cm long if all the nephrons in a single kidney were stretched end to end, they would cover a distance of abut 60 km kidneys produce about 1 mL of urine a minute, while the daily total is about 1.5 L more than 1 L of blood is filtered through each kidney every minute of the day

It is recommended that you instruct students to put up their answer immediately after you've read the statement so you can get some ideas as to their perceptions about the topic, not their neighbour's perceptions. Kidney and Nephron Notes: These notes are meant to assist the teacher during the interactive notes portion of the lesson. Students will be required to copy down the information on the overhead transparencies provided. You should generate discussion while going through the notes portion of the lesson by posing the questions that are dispersed throughout the teacher copy of the notes. Prior to identifying the three main regions of the kidney as well as the structures of the nephron, students should be given a copy of the kidney and nephron diagram. As you go through the two diagrams labeling the various components, be sure to emphasize the importance of function in relation to the structure. The diagram of the nephron may be confusing to some students as there are many parts that need to be labeled. You may need to allot more time to going over that particular section of the notes. The set of notes provided can also be put onto a Power Point presentation if you so desire. However, students will still be required to copy down all the information. Some of the information on the overhead transparencies has been omitted and should be completed by you during the course of the lesson with the students. When asking the Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 21

guiding questions, allow time for the students to generate answers and think back to the concepts learned in the previous lessons. The Kidneys (Teacher Copy) What are the two main functions of the urinary system? How do you think the kidneys manage to perform these functions? What mechanisms might be involved? composed of over 1 million nephrons produces urine positioned so that urine flows into a collecting duct with several nephrons entering the same collecting duct

What do you think gives the kidney its striated pattern that can be seen by the naked eye? 3 Main Regions of the Kidney renal cortex o outer granulated layer o dips down in between a radially striated or lined inner layer renal medulla o consists of cone shaped tissue masses called renal pyramids renal pelvis o central space or cavity that is continuous with the ureter o collecting ducts empty into this region

Nephron functional units of the kidneys each has its own blood supply provided by 2 capillary regions role is to filter wastes while retaining water and other vital materials

Can you trace the path of a molecule through the nephron just by looking at the diagram? Why do you think there are so many different parts to a nephron? Structures of the Nephron Bowman's (glomerular) capsule o closed end of a nephron pushed in on itself forming a cuplike structure o location where wastes are forced out of the blood and into the nephron o outer layer made up of squamous epithelial cells o inner layer composed of podocytes that have long cytoplasmic processes o found in the renal cortex Glomerulus Paul Plut, Jessica Wan 22

Biology 12 - Human Biology - Urinary System

o knot of capillaries inside the glomerular capsule o found in the renal cortex Afferent arteriole o carries blood to the glomerulus Efferent arteriole o carries blood away from the glomerulus o connects to the peritubular capillary network Proximal convoluted tubule o narrow region of the nephron after the Bowman's capsule o lined by tightly packed epithelial cells with numerous microvilli about 1 m in length forming a brush border (increases surface area) o each cell has many mitochondria that supply energy for active transport of molecules from the lumen to the peritubular capillary network o found in the renal cortex Loop of Henle o as the tube narrows, a U-turn making a loop in the tubule o consists of a descending limb that allows water to leave and an ascending limb where NaCl leaves o found in the renal medulla Peritubular capillary network o surrounds the loop of Henle and the nephron o involved in reabsorption of nutrients and water Distal convoluted tubule o last tubule region following the loop of Henle o lacks microvilli o each cell has many mitochondria, once again involved in active transport o found in the renal cortex Collecting duct o area where urine is collected in the kidney o distal convoluted tubules of several nephrons enter one connecting duct o many collecting ducts in each kidney o carries urine to the renal pelvis o found in the renal medulla

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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The Kidney
Renal Cortex Renal Medulla Nephron

Renal Artery (IN) Renal Pelvis

Renal Vein (OUT) Ureter

Glomerulus

The Nephron

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Afferent Arteriole Bowman's Capsule

Efferent Arteriole Distal Convoluted Tubule

Proximal Convoluted Tubule Collecting Duct Loop of Henle

The Kidneys
composed of over __________________________________ produces urine positioned so that urine flows into a collecting duct with several nephrons entering the same collecting duct

3 Main Regions of the Kidney


renal ________________________ o _________________________________ o dips down in between a radially striated or lined inner layer renal ________________________ o consists of cone shaped tissue masses called renal pyramids

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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renal ________________________ o central space or cavity that is continuous with the ureter o ___________________________________________________

The Nephron
______________________________________________ each has its own blood supply provided by 2 capillary regions role is to filter wastes while retaining water and other vital materials

Structures of the Nephron


Bowman's (glomerular) capsule o closed end of a nephron pushed in on itself forming a cuplike structure o ___________________________________________________ ___________________________________________________ o outer layer made up of squamous epithelial cells o inner layer composed of podocytes that have long cytoplasmic processes o ___________________________________________________ Glomerulus o knot of capillaries inside the glomerular capsule o _____________________________________________

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Afferent arteriole o carries blood to the glomerulus Efferent arteriole o carries blood away from the glomerulus o ___________________________________________________ Proximal convoluted tubule o ___________________________________________________
o lined by tightly packed epithelial cells with numerous microvilli

about 1 m in length forming a brush border (increases surface area) o ___________________________________________________ ___________________________________________________ ___________________________________________________ o found in the renal cortex ___________________________________ o as the tube narrows, a U-turn making a loop in the tubule o consists of a descending limb that allows water to leave and an ascending limb where NaCl leaves o __________________________________________ Peritubular capillary network o surrounds the loop of Henle and the nephron o ___________________________________________________ Distal convoluted tubule o last tubule region following the loop of Henle o lacks microvilli

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o ___________________________________________________ ___________________________________________________ o found in the renal cortex _________________________________ o area where urine is collected in the kidney o ___________________________________________________ ___________________________________________________ o many collecting ducts in each kidney o ____________________________________________ o found in the renal medulla

The Kidney

The Nephron

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The Amazing Kidney Race Board Game: For this learning activity, students will create, during class time, a board game that includes both the structure and function of various components of the kidney and nephron. Students will work in pairs to create this board game and will have the remainder of the period after the completion of the lesson to work on the project. Projects will be handed in during the following class for grading. Some possible materials for this activity such as construction paper, felt pens, pencil crayons, scissors, tape and glue will be made available to students in the classroom. The focus of the activity should be on constructing a game board where the path followed by the players would be that of molecules as they go through the kidneys and nephron. As the pieces travel along their way through the kidney, students should come up with possible scenarios where the player will either advance or retreat. This will involve application of the functions that were addressed during the lesson. After going through the purpose of creating the board game, give each student the included handout about the activity as well as the rubric that will be used to assess their projects. The students will be required to generate a minimum of 5 scenarios that the players could run into and must provide detailed descriptions about each of the scenarios.

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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The Amazing Kidney Race


You probably all remember playing snakes and ladders as kids. Now its your chance to create your own board game using the incredible organ the kidney as your inspiration. Working in pairs, you and your partner will design a board game that incorporates the structure and function of the kidney and nephron into the game. Be creative in the design of your board and your playing pieces! The focus should be on the path a molecule will take as it travels through the kidney and nephron. You must also create 5 possible scenarios where the movement of the players is either halted or accelerated. On the back of this handout you are given the rubric detailing assignment of marks. Be sure that your board game satisfies all the criteria listed. As a guideline, the following items must be addressed in your board game: What are the three main regions of the kidney? What are the main structures of the nephron? What are the functions of these structures? What would happen if some of the structures of the kidney or nephron were not functioning properly?

On the day you hand in your project I will need: Your game board The playing pieces A copy of the rules for the game A detailed description of the 5 scenarios that players will possibly encounter in the game Paul Plut, Jessica Wan 30

Biology 12 - Human Biology - Urinary System

The Amazing Kidney Race Marking Details


Exceeds Expectations (5) Meets Expectations (3) Unsatisfactory (1) All the components of the One component of the More than one component assignment are submitted assignment is not of the assignment is not (game board, playing submitted. Game board is submitted. Game board is pieces, copy of the rules, 5 easy to read and laid out in difficult to read and laid out Format/Organization scenarios). Game board is a clear and concise manner. in a confusing manner. easy to read and laid out in a clear and concise manner. The game board, playing pieces and scenarios incorporate all the questions that need to be addressed. The structure and function of the kidney and nephron are the underlying concepts in the design and rules of the game. The game board, playing pieces and scenarios fail to incorporate one of the questions that needs to be addressed. The structure and function of the kidney and nephron are the underlying concepts in the design and rules of the game. The game board, playing pieces and scenarios fail to incorporate 2 or more of the questions that need to be addressed. The structure and function of the kidney and nephron are not the underlying concepts in the design and rules of the game.

Content

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

31

Detail

Creativity/Quality

The scenarios, rules and The scenarios, rules and The scenarios, rules and game board correctly game board incorrectly game board incorrectly answer the questions answer one of the questions answer 2 or more of the dealing with the structure dealing with the structure questions dealing with the and function of the kidney and function of the kidney structure and function of and nephron. The path the and nephron. The path the the kidney and nephron. players take during the players take during the The path the players take game follows a logical game follows a logical during the game does not sequence and clearly relates sequence and minimally follow a logical sequence back to lesson content. relates back to lesson and is not related to lesson content. content. Assignment is presented in Assignment is presented in Assignment lacks an original manner. an original manner. originality. Content is not Content is effectively Content is ineffectively incorporated into the incorporated into the incorporated into the presentation. Quality of presentation. Quality of presentation. Quality of work is not evident. work is evident. work is evident.

Total: 20 marks

Closure: At the end of the class, remind students that their board game will be due the following class and for them to be sure that all the criteria as defined in the rubric is met. They will have been given the rubric so they know exactly what they will be marked on. Also before the end of class have the students fill out an exit slip. On the exit slip the students will be required to generate two facts about the nephron, kidney or urinary system that they did not know before coming to class in addition to two questions about the nephron, kidney or urinary system that they would like answered. This will allow the students to organize some of the information they learned during the previous lesson and the current lesson into coherent statements and at the same time, allow them to find out if there is any information that they are missing or are curious about. Collect the exit slips from the students as they are leaving the class.

Biology 12 - Human Biology - Urinary System

Paul Plut, Jessica Wan

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Lesson 3
Urine Formation Rationale Statement: One of the main objectives of this unit is to provide students with an overview of the urinary system along with its components and those components functions. This cannot be done without a lesson addressing the very important role played by the kidneys. The kidneys, being the organs largely responsible for the production of urine, are integral to the urinary system. This lesson will focus on how they efficiently filter the wastes found in the blood and produce urine. The meaningful learning activity, designed to help students cement their learning kinesthetically, is a take-home assignment done in pairs. Students will be given a rubric to guide them in the construction of a three-dimensional model of a kidney. The rubric provided them will be the same as the rubric used for marking these assignments. In this way, students will know exactly what is expected of them and how they will be assessed. (This assignment can be peer-assessed or assessed by the teacher). In addition to producing a physical model, there is a writing component to this task to ensure that students do not only copy a picture of a kidney from their textbook and make a model. This activity addresses the specific PLO of this lesson (Contrast the blood in the renal artery and the renal vein with respect to urea and glucose content) by asking students to

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visually represent the different compositions of blood going into the kidneys and going out of the kidneys. Moreover, by constructing a three-dimensional model, it is hoped that students will better appreciate how and why the composition of blood changes and how waste products in the blood come to be present in the urine. IRP: Biology 12 Human Biology Excretory System PLO: Contrast the blood in the renal artery and the renal vein with respect to urea and glucose content. Relate the nephron to the regulation of water and sodium levels in the blood. Objectives: Students will be able to describe the processes involved in the formation of urine from the point where blood enters the glomerulus to the point where filtrate exits the kidney via the ureter demonstrate an appreciation for the mechanisms used by the kidneys to concentrate the filtrate contrast the blood in the renal artery and the renal vein with respect to urea and glucose content identify and describe each of the following processes: o pressure filtration o selective reabsorption o tubular excretion These objectives will help students conceptualize the processes involved in extracting wastes from the blood. The last objective in particular will enable students to visualize, step by step, what happens to the filtrate and how it is concentrated. Materials Needed: Overheads of the pictures and student notes on transparencies. Copy of teachers notes Copies of the student notes as handouts for students. Overhead markers to add notes and terms to the overheads. Handouts of the rubric for the meaningful learning assignment for EACH student. Lesson plan at-a-glance: TEACHER WILL Anticipatory Set: How to avoid hangovers Teacher will facilitate a discussion about hangovers, asking guiding questions, hopefully leading students to the conclusion that hangovers are largely the result of dehydration. Biology 12 - Human Biology - Urinary System STUDENTS WILL Participate enthusiastically. TIME 15 minutes.

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In this facilitated discussion, use terminology of the kidney and review what was previously covered. Lesson #3: Formation of Urine. Hand out class notes. Pressure filtration (Bowmans capsule, glomerulus and proximal convoluted tubules: The functions of these structures and what gets reabsorbed in the proximal convoluted tubule.) Selective Reabsorption Explain why this is so important and what structures of the nephron are involved in this. Explain what substances are reabsorbed and why. Function of Loop of Henle and discuss WHY the filtrate becomes hypertonic to blood plasma. Tubular Excretion Explain how this differs from selective reabsorption and why and how the filtrate becomes hypertonic to blood without losing water to the capillary network. As a class, go over the table in the notes and discuss. Take questions and clarify concepts. Ask concept-checking questions to ensure understanding. Introduce the meaningful learning activity. Assign groups and explain in great detail what is expected of the students. Hand out the rubric.

Annotate their notes.

10 minutes

Annotate their notes.

10 minutes

Annotate their notes.

10 minutes

Participate in asking questions regarding the table and the lesson.

8 minutes

Students will form 7 minutes groups and discuss how they will go about making their model, while considering what is required of them from the rubric provided. Participate enthusiastically (it is hoped). 10 minutes

Conclude the class by bringing them back together and having a wrap-up question period game. Award students who enthusiastically participate. Anticipatory set: How to avoid hangovers

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Todays class focuses on the kidneys involvement in forming urine. During this process, the kidneys must concentrate the wastes found in the blood so as not to lose too much water. (Of course, some water must be lost, but over 99% of the water running through the kidneys gets reabsorbed.) Talking about hangovers, why they occur and how they affect the kidneys is relevant to this lesson. (Hangovers actually keep the kidneys from efficiently REABSORBING all the water that passes through them. Drinking alcohol makes a person urinate more than he or she normally would therefore a hangover is largely a result of dehydration). Questions to ask the class: What are the symptoms of a bad hangover? (Headache, thirst) What is the body of a person experiencing a hangover trying to tell him or her? How/Why (physiologically) do hangovers happen? (Listen to the classs ideas if the idea of dehydration comes up, ask students to expand on it) Aside from NOT drinking alcohol in the first place (or not drinking excessively), what is the best way to avoid getting a hangover? Facilitate a discussion that will lead students to realize that a hangover is largely the result of dehydration and that the excretory system regulates the amount of fluid that is retained in the body. Ask questions specifically relating to the previous two classes where the structures of the kidneys were discussed. Conclude with: Alcohol causes less water to be reabsorbed by the body. This results in increased urination, and it also affects the release of a hormone that regulates the volume of blood In the next two classes we will look further into these phenomena. URINE FORMATION: TEACHER NOTES Urine formation occurs in the nephron: Molecules are exchanged between blood vessels (i.e. the glomerulus and peritubular capillary network that surrounds the nephron) and nephrons.

Urine formation consists of 3 STEPS (mark on the nephron overhead exactly WHERE each of these processes occurs): 1. PRESSURE FILTRATION: Pressure filtration occurs inside Bowman's capsule as molecules are forced through the glomerulus and into the proximal convoluted tubule. 2. SELECTIVE REABSORPTION: Occurs in the proximal convoluted tubule (Na+,Cl-, H2O) 3. TUBULAR EXCRETION: Occurs at the distal convoluted tubule

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NEPHRON OVERHEAD: How the Nephron works!


Glucose NaCl K
+

Na

HCO3 H2O

I n c r e a s I n g S a l t I n e s s

Cortex
NH3 K
+

H2O H2O H2O

NaCl H2O NaCl Urea

Outer Medulla

Active Transport Passive Transport

Inner Medulla

1. PRESSURE FILTRATION: High blood pressure in the GLOMERULUS (~60mm Hg) forces SMALL MOLECULES [such as nitrogenous wastes, *H2O, *nutrients, *ions (salts)] into BOWMAN'S CAPSULE. The AFFERENT ARTERIOLE supplies the glomerulus with blood. *note: we don't want to lose these substances constantly- we would quickly die of dehydration and starvation. Therefore, these substances must be absorbed back into the blood. Large, non-filterable molecules are unable to pass (i.e. blood cells, platelets, proteins). These remain in the blood and leave the glomerulus via the EFFERENT ARTERIOLE. (Efferent E for Exit.) the small, filterable molecules that are forced into Bowman's capsule form FILTRATE. high blood pressure is necessary for filtration. This is accomplished through the regulatory functioning of the juxtaglomerular apparatus (a special region of afferent arteriole) and will, if necessary, release RENIN to increase blood pressure. People

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with kidney disease often have high blood pressure because their juxtaglomerular apparatus is constantly releasing renin. 2. SELECTIVE REABSORPTION if the kidneys only did pressure filtration, we would quickly die from water and nutrient loss. Once the original filtrate is made, the next task of the kidneys is to reabsorb molecules in the filtrate that the body cannot afford to lose. (e.g. water, nutrients, some salts) (Refer to the overhead: NaCl, glucose, NH3, H2O, H+ and K+ are all moving in or out of the proximal convoluted tubule why are some moving into the tubule while others are moving out?)

i) Reabsorption and Secretion at the Proximal Convoluted Tubule The process of SELECTIVE reabsorption is called selective because there are CARRIER MOLECULES that determine what is reabsorbed and what passes through the tubule; This is done by ACTIVE transport (except for the water, which is reabsorbed by OSMOSIS). (what would happen if there is more glucose in the filtrate than there are carrier molecules to accommodate?) Answer: there would be glucose in the urine, but ALSO, this would increase the osmolarity of the filtrate compared to the blood, and therefore less water would be reabsorbed. the molecules that are reabsorbed move from the proximal convoluted tubule to the peritubular capillary network (i.e. back into the blood). This is very efficient. Every minute about 1200 mL of blood enters the kidneys and 1199 mL of that blood leaves. About 250 ml become glomerular filtrate - most of which is quickly reabsorbed into the blood. Only about 1 mL becomes urine. Most of the glomerular filtrate gets reabsorbed!! WHAT GETS REABSORBED?: most H2O, nutrients (glucose, amino acids, vitamin C, potassium ions) some salts (NaCl) A balanced salt concentration in the blood must be maintained. The process of selective reabsorption ensures this by actively reabsorbing sodium ions while chloride ions follow passively. The reabsorption of salt by the blood does what to the blood in relation to the filtrate? and causes water from the filtrate to enter the blood! (again, a water-retaining mechanism). WHAT DOES NOT GET REABSORBED and therefore SECRETED?: some H2O, wastes, excess salts. non-reabsorbed material continues through Loop of Henle. (What would happen if 100% of the water were reabsorbed?) ii) Reabsorption and Secretion at the Loop of Henle and the Distal Convoluted Tubule Tubular fluid now enters the LOOP OF HENLE and, eventually, the distal convoluted tubule (indicate on overhead where these are) primary role of Loop of Henle and distal convoluted tubule is REABSORPTION OF WATER. Over 99% of the water in original filtrate is reabsorbed by the nephron during urine formation. Much of this reabsorption is done by OSMOSIS at the Loop of Henle. Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 38

this CONCENTRATES THE URINE, making it HYPERTONIC to plasma (blood) However, the ascending loop of Henle is IMPERMEABLE to water, therefore, the hypertonic filtrate does not absorb water from the capillary network! (See textbook) Also, the loop of Henle secretes NaCl into the surrounding tissue (the renal medulla) to ensure that the neighbouring tissue is hypertonic to the filtrate. By doing this, the loop of Henle creates an osmotic gradient. Na+ ions are actively reabsorbed as their uptake is associated with water retention (remember, the body does not want to lose or waste water!)

3. TUBULAR EXCRETION (=TUBULAR SECRETION) Although urine formation occurs primarily by selective reabsorption, a supporting mechanism, called tubular secretion, is also involved. This is an ACTIVE PROCESS by which other non-filterable wastes (i.e. those wastes that cannot be added to the filtrate at Bowmans capsule) can be added to the tubular fluid so that these wastes will also be excreted in the urine. Tubular excretion occurs along the distal convoluted tubule: Actively secreted substances include some chemicals (e.g. penicillin, histamine) H+ ions, NH3. fluid now enters the COLLECTING DUCT (point this out on the overhead): in the cortex (point this out on the overhead), fluid in duct is ISOTONIC to the surrounding cells (therefore, there is no net movement of water) in the medulla (point out on the overhead), fluid is HYPOTONIC to cells of medulla. Remember, the loop of Henle helps produce an osmotic gradient to ensure that the filtrate is hypotonic relative to the surrounding cells. (Why do you think it is a good thing that the filtrate is HYPOTONIC at this stage?) Answer:SO THAT H2O PASSIVELY DIFFUSES OUT OF COLLECTING DUCT AND STAYS IN THE BODY. Also, both H+ and K+ ions are secreted INTO the filtrate exchanging it with Na+. This ensures that water is reabsorbed as well. Tubular excretion is important in maintaining the pH of blood, as we will see in more detail next class. The tubular fluid, which we can now OFFICIALLY call URINE passes from the collecting duct into the pelvis of kidney, and enters the ureter for transport to the bladder. [The filtrate becomes, technically, urine once it is in the distal convoluted tubule]. A comparison of the compositions of plasma, filtrate, and urine (each in g/100 ml of fluid). (The values for salts are especially variable, depending on salt and water intake). This shows how efficient a healthy kidney is in reclaiming what is useful for the body. Component Plasma Filtrate Urine Concentration % Reclaimed Urea 0.03 0.03 1.8 60X 50% Uric acid 0.004 0.004 0.05 12X 91% Glucose 0.10 0.10 None 100%

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Amino acids Total inorganic salts Proteins and other macromolecules

0.05 0.9 8.0

0.05 0.9 None

None <0.9 3.6 None

<14X -

100% 99.5% -

WRAP-UP QUESTIONS: (Teacher asks the class these questions and students refer to their notes to answer. Encourage a friendly competitive environment perhaps reward the student who answers correctly first with a nice, healthy snack, such as AN APPLE! Make a fun game out of it! 1. Tubular excretion occurs at WHICH part of the nephron? (Answer: the distal convoluted tubule) 2. What is the purpose of tubular excretion? (To actively secrete chemicals into the tubular fluid so that they get secreted.) 3. What is absolutely required for pressure filtration to take place? (Answer: A high blood pressure of about 60 mm Hg at the glomerular (Bowmans) capsule. 4. Do glucose and water enter the filtrate? (Answer: Yes: Pressure filtration pushes water and glucose into the proximal convoluted tubule where the fluid is called tubular filtrate but most of it is reabsorbed at that time: glucose by active transport and water by osmosis. 5. What is the name of the region that secretes renin? (Answer: The juxtaglomerular apparatus). 6. What does renin do? (Answer: It causes an increase in blood pressure so that there is a higher pressure at the glomerular capsule to allow for filtration.) 7. Where is the juxtaglomerular apparatus located in the nephron? (Answer: It is found adjacent to the afferent arteriole, which brings blood to the glomerular capsule). 8. Where does most of the water and glucose from the blood get reabsorbed? (Answer: at the proximal convoluted tubule)

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STUDENT NOTES - URINE FORMATION: Urine formation occurs in the nephron: Molecules are exchanged between blood vessels (i.e. the glomerulus and peritubular capillary network that surrounds the nephron) and nephrons. Urine formation consists of 3 STEPS: 1. PRESSURE FILTRATION: Pressure filtration takes place inside Bowman's capsule as molecules are forced through the glomerulus and into the proximal convoluted tubule. 2. SELECTIVE REABSORPTION: Occurs in the proximal convoluted tubule (Na+,Cl-, H2O) 3. TUBULAR EXCRETION:

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Occurs at the distal convoluted tubule NEPHRON OVERHEAD: How the Nephon works!
Glucose NaCl H2O K
+

Na

HCO3

I n c r e a s I n g S a l t I n e s s

Cortex
NH3 K
+

H2O H2O H2O

NaCl H2O NaCl Urea

Outer Medulla

Active Transport Passive Transport

Inner Medulla

1. PRESSURE FILTRATION: High blood pressure in the GLOMERULUS (~60mm Hg) forces SMALL MOLECULES [such as nitrogenous wastes, *H2O, *nutrients, *ions (salts)] into BOWMAN'S CAPSULE. The AFFERENT ARTERIOLE supplies the glomerulus with blood. *note: we don't want to lose these substances constantly- we would quickly die of dehydration and starvation. Therefore, these substances must be absorbed back into the blood. Large, non-filterable molecules are unable to pass (i.e. blood cells, platelets, proteins). These remain in the blood and leave the glomerulus via EFFERENT ARTERIOLE. (Efferent E for Exit.) the small, filterable molecules that are forced into Bowman's capsule form FILTRATE. high blood pressure is necessary for filtration. This is accomplished through the functioning of the regulatory juxtaglomerular apparatus (a special region of afferent Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 42

arteriole) and will, if necessary, release RENIN to increase blood pressure. People with kidney disease often have high blood pressure because their juxtaglomerular apparatus is constantly releasing renin. 2. SELECTIVE REABSORPTION if the kidneys only did pressure filtration, we would quickly die from water and nutrient loss. Once the original filtrate is made, the next task of the kidneys is to reabsorb molecules in the filtrate that the body cannot afford to lose. (e.g. water, nutrients, some salts). i) Reabsorption and Secretion at the Proximal Convoluted Tubule The process of SELECTIVE reabsorption is called selective because, at the proximal convoluted tubule, it is the CARRIER MOLECULES that determine what is reabsorbed and what passes through the tubule; This is done by ACTIVE transport (except for H2O, which is reabsorbed by OSMOSIS). (what would happen if there is more glucose in the filtrate than there are carrier molecules to accommodate?)

the molecules that are reabsorbed move from the proximal convoluted tubule to the peritubular capillary network (i.e. back into the blood). This is very efficient. Every minute about 1200 mL of blood enters the kidneys and 1199 mL of that blood leaves. About 250 ml become glomerular filtrate - most of which is quickly reabsorbed into the blood. Only about 1 mL becomes urine.

Most of the glomerular filtrate gets reabsorbed!! WHAT GETS REABSORBED?: most H2O, nutrients (glucose, amino acids, vitamin C, potassium ions) some salts (NaCl) A balanced salt concentration in the blood must be maintained. The process of selective reabsorption ensures this by actively reabsorbing sodium ions while chloride ions follow passively. The reabsorption of salt by the blood does what to the blood in relation to the filtrate? and causes water from the filtrate to enter the blood! (again, a water-retaining mechanism).

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Paul Plut, Jessica Wan

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WHAT DOES NOT GET REABSORBED and therefore SECRETED?: some H2O, wastes, excess salts. non-reabsorbed material continues through the Loop of Henle. (What would happen if 100% of the water were reabsorbed?)

ii) Reabsorption and Secretion at the Loop of Henle and the Distal Convoluted Tubule Tubular fluid now enters the LOOP OF HENLE and, eventually, the distal convoluted tubule (indicate on overhead where these are) primary role of Loop of Henle and distal convoluted tubule is REABSORPTION OF WATER. Over 99% of the water in original filtrate is reabsorbed by the nephron during urine formation. Much of this reabsorption is done by OSMOSIS at the Loop of Henle. This CONCENTRATES THE URINE, making it HYPERTONIC to plasma (blood). However, the ascending loop of Henle is IMPERMEABLE to water, therefore, the hypertonic filtrate does not absorb water from the capillary network! (see textbook). Also, the loop of Henle secretes NaCl into the surrounding tissue (the renal medulla) to ensure that the neighbouring tissue is hypertonic to the filtrate. By doing this, the loop of Henle creates an osmotic gradient. Na+ ions are actively reabsorbed as their uptake is associated with water retention (remember, the body does not want to lose or waste water!) this also further CONCENTRATES THE URINE, making it HYPERTONIC to plasma (blood)

3. TUBULAR EXCRETION (=TUBULAR SECRETION) Although urine formation occurs primarily by the selective reabsorption, a supporting mechanism, called tubular secretion, is also involved. Although urine formation occurs primarily by selective reabsorption, a supporting mechanism, called tubular secretion, is also involved.

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This is an ACTIVE PROCESS by which other non-filterable wastes (i.e. those wastes that cannot be added to the filtrate at Bowmans capsule) can be added to the tubular fluid so that these wastes will also be excreted in the urine.

Tubular excretion occurs along the distal convoluted tubule: Actively secreted substances include some chemicals (e.g. penicillin, histamine) H+ ions, NH3.

fluid now enters the COLLECTING DUCT (mark this on your diagram): in the cortex (label on the diagram the region of the cortex), fluid in duct is ISOTONIC to the surrounding cells (therefore, there is no net movement of water) in the medulla (indicate on the diagram the area of the medulla), fluid is HYPOTONIC to cells of medulla. Remember, the loop of Henle helps produce an osmotic gradient to ensure that the filtrate is hypotonic relative to the surrounding cells. THE FILTRATE IS HYPOTONIC AT THIS POINT BECAUSE ____________________________________________________________________ ____________________________________________________________________ _ Also, both H+ and K+ ions are secreted INTO the filtrate exchanging it with Na+.

Tubular excretion is important in maintaining the pH of blood, as we will see in more detail next class. The tubular fluid, which we can now OFFICIALLY call URINE passes from the collecting duct into the pelvis of kidney, and enters the ureter for transport to the bladder. [The filtrate becomes, technically, urine when it is in the distal convoluted tubule]. A comparison of the compositions of plasma, filtrate, and urine (each in g/100 ml of fluid). (The values for salts are especially variable, depending on salt and water intake). This shows how efficient a healthy kidney is in reclaiming what is useful for the body. Component Plasma Filtrate Urine Concentration % Reclaimed

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Paul Plut, Jessica Wan

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Urea Uric acid Glucose Amino acids Total inorganic salts Proteins and other macromolecules

0.03 0.004 0.10 0.05 0.9 8.0

0.03 0.004 0.10 0.05 0.9 None

1.8 0.05 None None <0.9 3.6 None

60X 12X <14X -

50% 91% 100% 100% 99.5% -

WRAP-UP QUESTIONS: 1. Tubular excretion occurs at WHICH part of the nephron? __________________________________________________ __________________________________________________ __________________________________________________ 2. What is the purpose of tubular excretion? __________________________________________________ __________________________________________________ __________________________________________________ 3. What is absolutely required for pressure filtration to take place? __________________________________________________ __________________________________________________ __________________________________________________ 4. Do glucose and water enter the filtrate? __________________________________________________ __________________________________________________ __________________________________________________ 5. What is the name of the region that secretes renin? __________________________________________________ __________________________________________________ __________________________________________________

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6. What does renin do? __________________________________________________ __________________________________________________ __________________________________________________ 7. Where is the juxtaglomerular apparatus located in the nephron? __________________________________________________ __________________________________________________ __________________________________________________ 8. Where does most of the water and glucose from the blood get reabsorbed? __________________________________________________ __________________________________________________ __________________________________________________

RUBRIC KIDNEY MODEL


Name must clearly appear on EACH part of the model.
Maximum Mark: 2

Each part of the model (part 1, 2 must be clearly labeled).


Maximum Mark: 2

Size of the model of the kidney (Part #1): The model must be free-standing. It must be bigger than 15cm x 15cm and smaller than 70 cm x 70 cm.
Maximum Mark: 5

The model is very 3-dimentional. (Note, there are different degrees of threedimensionality. If there was a considerable effort put into it, you will be rewarded).
Maximum Mark: 6

A variety of recycled materials must be used to represent different structures in the kidneys.
Maximum Mark: 5

At least 12 different structures in the kidneys must be clearly labeled.


Maximum Mark: 12

Type out a chart with four columns: The first column: the names of the structures identified in the model. Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 47

Second column: What material was used to represent this structure. Third column: Where you got this material. Fourth column: In TWO to THREE SENTENCES write down the function(s) of this structure (no marks given for definitions copied directly from the textbook!)
Maximum Mark: 24

A second 3-D model of a nephron must be provided with its structures identified in a 2nd 3-dimentional model (Part #2).
Maximum Mark: 10

The contents of the blood going INTO and OUT OF the kidney must be clearly visualized and labeled in the model. Write a short paragraph as to how and why there is a content difference between the two flows of blood.
Maximum Mark: 10

A detailed and labeled picture of the kidney (as a whole) must be included as well as a labeled picture of the nephron.
Maximum Mark: 4

Overall effort and attention to detail.


Maximum Mark: 10

TOTAL:

/90

Lesson 4
Other functions of the kidneys: Maintaining Water-Salt/Acid-Base Balances and The Effects of Hormones Rationale Statement: One of the main functions of the urinary system is to clear wastes from the body that would otherwise be toxic to the body. However, this systems main organs the kidneys are also responsible for ensuring that the bloods salt and pH levels are balanced (the lungs are also integral in blood pH maintenance. The kidneys do this by responding to hormone and chemical messages. This directly addresses the PLO found in the IRP: Relate ADH and aldosterone to the regulation of water and sodium levels in the blood. The lesson closes with a cross-word puzzle activity that students can work on in pairs. The material is a review and recap of the last two classes of the unit and its purpose is to help students prepare for the summative assessment (the unit test). The meaningful learning activity is designed to engage students in actively doing research and learning more about the kidneys. The task will be done in small groups of 3 or 4 and students will choose a kidney disease to focus on. They will design an informational pamphlet discussing the cause(s), symptoms and cures (if applicable) of a specific kidney disease. They will choose from a list provided, but only a maximum of two groups can work on the same kidney ailment. A rubric will be provided to the students prior to the activity so that they know how they will be evaluated. The project can be either teacher or peer assessed. There is also a self-evaluation column in the rubric

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where students can gauge their own assignments. This has been included in case a student has a self-evaluation much different than the assessment provided by the teacher or classmate. In such a case the teacher can sit down and have a talk with the student and discuss why he or she thinks that he or she deserves a better mark. The assignment is intended to give students a chance to get onto the web and investigate how the kidneys might malfunction and what results this causes on the body as a whole. This will also complement, strengthen and support what they have already learned in class. Furthermore, I believe that this activity will help them apply their newly-acquired knowledge and enable them to understand the aetiology of kidney disease and its symptoms. IRP: Biology 12 Human Biology Excretory System PLO: Relate ADH and aldosterone to the regulation of water and sodium levels in the blood. Objectives: Students will be able to explain the bodily processes involved in maintaining the pH of blood identify the source glands for ADH and aldosterone and explain how these hormones are regulated relate ADH and aldosterone to the regulation of water and sodium levels in the blood explain how the kidneys help maintain the pH balance of the blood put in their own words how kidneys maintain the bloods electrolyte balance appreciate the multitude of effects that kidney problems can have on the body and to realize that many different kidney diseases exist and have different aetiologies and treatments Materials Needed: Beakers Two 2 L beakers. One 500 ml beaker. 1 small test tube. Yellow and red food colouring. Overheads of the pictures and student notes on transparencies. Copy of teachers notes Copies of the student notes as handouts for students. Overhead markers to add notes and terms to the overheads. Handouts of the rubric for the meaningful learning assignment for EACH student. Pencils, crayons and paper for the students to get started on the meaningful learning informational brochure on kidney disease!

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Lesson plan at-a-glance: TEACHER WILL Anticipatory Set: Hooked on Nephronics and review Ask students the questions (listed above) regarding the beakers of fluid. Ask questions relating to the previous lesson strive for inter-lesson crossing of information. Have a discussion about homeostasis. Ask students to define it. What does it mean? How can the kidneys possibly be involved in homeostasis?? Lesson #4 Hand out class notes to the students. Define hormone and discuss how they play a role in blood pressure regulation and water and salt retention (with respect to ADH and aldosterone). Go over how these hormones work. What effect does alcohol have on blood pressure/water retention? (relate back to the anticipatory set!) Kidneys and blood pH Kidney problems / diseases. (Nice segue to the brochure (meaningful learning) activity). Discuss kidney problems with respect to kidney function and physiology. Meaningful learning activity: Provide students with the rubric and crystal clear instructions as to what is expected of them in making the brochure. Also, provide them with colour crayons and paper to begin the assignment in the time remaining in the class. Assign individual groups a kidney disease to focus and do research on. Wrap up Activity: Hand out the crossword puzzle and have students work individually at first, before working collaboratively with fellow peers to complete the assignment. Both STUDENTS WILL Actively participate in the discussion. TIME 10 minutes

Annotate their notes And participate in the discussion Annotate their notes And participate in the discussion Annotate their notes and participate in the discussion

10 minutes

5 minutes 5 minutes

5 minutes 5 minutes

Form groups and get started on researching for their informational pamphlet on kidney disease.

21 minutes

Students will work individually at first, before working collaboratively with

9 minutes

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the crossword and the brochure will be due on a later date, or as decided by the teacher.

fellow peers to complete the assignment.

Anticipatory Set: Hooked on nephronics: Welcome to HOOKED ON NEPHRONICS an educational organization designed to improve your understanding of the kidney! The first nephronics lesson will reflect on the first class of this unit - the one that began with a display of several beakers of fluids. This set-up involving the beakers will reappear, here, at the beginning of this fourth and final class of the unit. Now that the students know much more about the kidneys structures and functions, we will revisit this hook and review what was learned about the kidneys thus far. This discussion activity is designed to reinforce the knowledge obtained from the previous two lectures and to introduce the topic of the final class of the unit: Regulatory functions of the kidneys. The activity will focus on the path that blood and filtrate follow while flowing through the kidneys as well as which molecules make it into the filtrate and which do not. Questions that encourage critical thinking will be asked to facilitate this discussion (see below under QUESTIONS). In this version of the hook, the fluids will all be clear and students will have to identify the solutions based on their volumes alone; (if they are stuck, add food colouring to the proper beakers to help them out). (1200 mL pink-coloured water = blood volume passing through a pair of kidneys in one minute. 125 mL water = represents glomerular filtrate produced by both kidneys in one minute. 1 mL yellow-coloured water = volume of urine produced by both kidneys in one minute. 1500 mL yellow-coloured water = volume of urine produced in a day by an average adult). QUESTIONS: What does each beaker of fluid represent? (Hints: One beaker corresponds to the volume of urine produced in a single day OR One beaker corresponds to the total amount of blood passing through the kidneys in one minute) Which of these container(s) has glucose in it? Why? and why dont/doesnt the other(s) have glucose in them/it? Which of these fluids contains urea? Uric acid? What is homeostasis? What processes are the kidneys responsible for? (reabsorption of water; clear wastes from the body) Where does the waste material come from? (Blood) How might the kidneys regulate the volume of blood? Is the volume of blood related to blood pressure? (YES! And explain why this is use analogies, like, water in a tube. If MORE water is pushed through it, what happens to the water pressure? Higher, lower or the same?) Todays lesson will focus on the regulatory functions of the kidneys. Many of these are performed by hormones. Hormone what is a hormone? (Hormone

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= A chemical message from one group of cells (that secretes the chemical) to another group of cells (target cells)).

Maintaining Water-Salt/Acid-Base Balances and The Effects of Hormones: TEACHER NOTES: 1. KIDNEYS: HELP REGULATE THE VOLUME OF BLOOD. This is done by two HORMONES: i) ADH and ii) ALDOSTERONE.

[What is a hormone? (Answer: A substance, usually a peptide or steroid, produced by one tissue and conveyed by the bloodstream to a target tissue to effect physiological activity.] i) ADH (ANTIDIURETIC HORMONE)

- anti-"increased urine output", anti-pee-more hormone. (If you pee less, does the urine become more or less concentrated? ______more_____). (What do you think happens to blood volume as a result of the action of this hormone? _____________it does not decrease as much than if you were to pee more; water is retained._____________). - released by pituitary gland (Where is this? Does anyone know? Label it on the diagram on page 2 of your notes) - promotes reabsorption of water from collecting duct and distal convoluted tubule

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Label this diagramand indicate on the diagramw here ADH acts.

Here is how ADH does its job: 1. cells in hypothalamus detect low H2O content of blood 2. ADH released into blood, by the hypothalamus and acts on DISTAL CONVOLUTED TUBULE and COLLECTING DUCT (MARK ON DIAGRAM) 3. more H2O reabsorbed, thus decreasing the volume of urine (and concentrating it) 4. therefore, blood volume increases 5. as blood becomes more dilute, this is detected by the hypothalamus, ADH secretion stops (a negative feedback loop!) In some cases of high blood pressure, DIURETIC DRUGS are prescribed which inhibit ADH secretion (What effect would this have on urination?? ANSWER: on top of lowering blood volume and thus blood pressure, diuretic drugs causes increased urination). ALCOHOL also inhibits ADH secretion (relate back to the anticipatory set.) drinking alcohol therefore causes increased urination ---> dehydration ---> HANGOVER beer and alcohol cannot quench your thirst! (you will urinate more liquid than you take in and the body becomes even more dehydrated than before!) ii) ALDOSTERONE this is a hormone released by the ADRENAL GLANDS (Where are the adrenal glands? Label on the picture to the right) (adrenal glands sit on top of kidneys, X marks the spot). aldosterone acts on the kidney to RETAIN Na+ (& water) and EXCRETE K+. Remember from last class: [Na+] in the blood is important to the kidneys ability to reabsorb H2O concentration of sodium in blood, in turn, regulates secretion of aldosterone (another negative feedback loop) (where have you seen this before? Do you think this concept might be on the test?)

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if [Na+] in blood too low, too little H2O is reabsorbed, results in HYPOTENSION (is this HYPOtension LOW or HIGH blood pressure?) if [Na+] in blood too high, results in HYPERTENSION 2. KIDNEYS AND BLOOD pH

kidneys help maintain blood pH. However, so do the lungs! You may recall from the unit on the circulatory system that CO2 is released from the lungs when you exhale.) H+ + HCO3- H2CO3 H2O + CO2 (indicate which compounds are acidic and which are basic) The lungs excrete CO2 when you exhale. (In what direction is this equation being pushed when you exhale? ANSWER: TO THE RIGHT). Based on the acidity of the blood, chemoreceptors either stimulate or depress breathing. (If, for example, your blood is slightly alkaline, will your depth of breathing rate increase or decrease?) (ANSWER: IT WILL DECREASE.) The kidneys, too, rid the body of acidic and basic wastes. nephrons vary the amount of H+ and NH3 that they excrete and the amount of HCO3and Na+ they reabsorb in order to keep the pH levels normal. if blood acidic, more H+ and ammonia (NH3) are excreted, and more sodium bicarbonate is reabsorbed. Sodium bicarbonate neutralizes acid: Na+HCO3- + HOH -----> H2CO3 + NaOH (strong base) if blood alkaline - less H+ excreted, less Na+ and HCO3- reabsorbed Reabsorption and excretion of ions (e.g. K+, Mg++) by kidneys also maintains proper ELECTROLYTE BALANCE of blood. KIDNEY PROBLEMS kidney functions are vital to homeostasis; problems can be life-threatening infections can be detected with URINALYSIS - look for blood cells and proteins in urine. NORMAL URINE NEVER HAS BLOOD PROTEIN OR BLOOD CELLS IN IT. IT SHOULD ALSO NOT CONTAIN MORE THAN TRACE AMOUNTS OF GLUCOSE (Refer to table at the end of last classs notes). if water and salts retained, causes fluid accumulation in body tissues, plus ionic imbalances (- leads to problems in including loss of consciousness and heart failure). This condition is called EDEMA.

MEANINGFUL LEARNING ACTIVITY: Here, students will make an informational brochure and incorporate in it the possible symptoms, causes and cures of a specific kidney disease. It must be stressed that this is a research assignment and that they will only be given about 20 25 minutes of class time (today) to work on it. It is group work and each member must contribute, so encourage students to divide the work evenly. Also, it should be stressed that the language used in the pamphlet must be understood by fellow Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 54

classmates (i.e. not overly scientific) and that labelled drawings are required (hand out the rubric and go over it with the students IN DETAIL so that they know exactly what is expected of them. No three groups can have the same disease to focus on, however two can. Below is a list of diseases that students can choose from or that you can assign to individual groups. Inform them that they will be individually quizzed (albeit very quickly) by the teacher about the pamphlet and what they learned from it. KIDNEY DISEASES TO CHOOSE FROM: Liddle's Syndrome Diabetes insipidus Kidney transplants who? Problems? Kidney failure Albuminuria Diabetes Types I and II how do these affect the kidneys? Goodpastures syndrome Hyponatremia Renal tubular acidosis Renal dialysis what is it?? KIDNEY DISEASE PAMPHLET: RUBRIC

Making a Brochure: Kidney Disease Informational Pamphlet


Teacher Name: Mr. Plut Student Name: ________________________________________

CATEGORY Presentation/ Details

4
The overall layout and appearance of the pamphlet is aesthetically pleasing. The brochure is word-processed and a great effort was put into colouring and detail. Moreover, the drawings are colourful, neatly labeled and demonstrate where/how the kidney is affected by the kidney disease.

3
Layout and appearance of the pamphlet are quite nice. The project is neatly hand-written and colours are used in its presentation. Drawings have colour, are labeled and an attempt to demonstrate the kidney disease visually is made.

2
Not enough effort was put into the appearance of this project. The pamphlet is sloppily handwritten and without colour. Drawings are lacking colour or neatness and do not clearly represent the kidney disease.

1
Not enough effort was put into the project in terms of presentation. The paper is wrinkled, the handwriting is undecipherable and no colour was used. Drawings are lacking in neatness and accuracy and there is no mention of the kidney disease with respect to the drawings.

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Originality

The brochure exhibits a level of creativity and originality surpassing all other brochures produced by the class. It presents a type of brochure so original that it is likely unique worldwide! The cause of the kidney disease is well-described at an appropriate level for other members of the class to understand. Connections with concepts covered in class are clear. Furthermore, a comprehensive list of symptoms of the disease (and reason(s) for those symptoms) are included as well as possible cures and/or preventative measures.

The brochure demonstrates a high level of imagination and craftspersonship.

The brochure is somewhat lacking in originality and novelty.

The brochure is heavily lacking in originality, innovation and creative spirit.

Causes/ Symptoms/ Cures

The cause of the kidney disease is described however the descriptions either fall short or are overlycomplicated for fellowstudents to understand. Connections with concepts covered in class are attempted, but are irrelevant. A list of symptoms of the disease (and reason(s) for those symptoms) is included as well as possible cures and/or preventative measures. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

The cause of the kidney disease is not well described. Peers cannot understand the material in the brochure. Connections with concepts covered in class fall short.

Not enough information provided. No connections made with the class notes and not enough information regarding causes, symptoms and cures of the kidney disease is displayed.

Knowledge Gained (Determined by teacher asking questions to individual students)

All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.

Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Careful and accurate records are kept to document the source of 69 55% of the facts and graphics in the brochure. I could have worked harder but did not feel driven enough to put my utmost into this pamphlet.

Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.

Sources

Careful and accurate records are kept to document the source of 85-100% of the facts and graphics in the brochure. (i.e. web resources and books used in garnering information for this project are properly cited).

Careful and accurate records are kept to document the source of 84 - 70% of the facts and graphics in the brochure.

Sources are not documented accurately or are not kept on many facts and graphics.

Self evaluation Overall, I feel that I worked hard

and contributed more, or as much as, any member of the group. I forged through this project with much interest and gumption.

Overall, I believe that I put an effort into this project and took the initiative to get the work done.

I did not participate in the creation of this brochure nearly as much as my group members.

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WRAP-UP ACTIVITY: Instructions: Try to complete as much of this crossword puzzle as you can. Once you have completed as much as you can, find a partner to compare answers and help each other complete the puzzle.

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URINE FORMATION + KIDNEY HOMEOSTASIS

Across 1. Where much of the reabsorption of water occurs. 6. Area of the kidney with a very high salt concentration. 8. This element is important in the kidneys' ability to retain water. 10. At the distal convoluted tubule, the urine is ___________ to blood plasma. 11. More of this is reabsorbed if blood is acidic. 12. "Antipeemore". 13. The adrenal glands lie closest to these organs. Down 2. Excessive accumulation of fluid in the body. 3. Often the result of high concentrations of sodium in the blood. 4. The other system (aside from urinary) involved in maintaining blood pH. 5. The adrenal glands secrete this hormone. 7. This substance inhibits ADH secretion. 9. What we call the fluid that leaves the collecting duct

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STUDENT NOTES - Maintaining Water-Salt/Acid-Base Balances and The Effects of Hormones: 1. KIDNEYS: HELP REGULATE THE VOLUME OF BLOOD. This is done by two HORMONES: i) ADH and ii) ALDOSTERONE. [In your own words: A HORMONE IS: ____________________________________ ____________________________________________________________________ ___________________________________________________________________] i) ADH (ANTIDIURETIC HORMONE)

- anti-"increased urine output", anti-pee-more hormone (If you pee less, does the urine become more or less concentrated? __________________________________________________). (What do you think happens to blood volume as a result of the action of this hormone? __________________________________________________________). - released by pituitary gland (Where is this? Does anyone know? Label it on the diagram on the diagram on the following page) - promotes reabsorption of water from collecting duct and distal convoluted tubule

Label this diagramand indicate on the diagramw here ADH acts.

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Here is how ADH does its job: 1. cells in hypothalamus detect low H2O content of blood 2. ADH released into blood, by the hypothalamus and acts on DISTAL CONVOLUTED TUBULE and COLLECTING DUCT (MARK ON YOUR DIAGRAM) 3. more H2O reabsorbed, thus decreasing the volume of urine (and concentrating it) 4. therefore, blood volume increases 5. as blood becomes more dilute, this is detected by the hypothalamus, ADH secretion stops (a negative feedback loop!) In some cases of high blood pressure, DIURETIC DRUGS are prescribed which inhibit ADH secretion - lower blood volume and thus blood pressure What effect would these drugs have on urination? ________________________________ ________________________________________________________________ ALCOHOL also inhibits ADH secretion drinking alcohol therefore causes increased urination ---> dehydration ---> HANGOVER beer and alcohol cannot quench your thirst! (you will urinate more liquid than you take in and the body becomes even more dehydrated than before!) ii) ALDOSTERONE

this is a hormone released by the ADRENAL GLANDS (Where are the adrenal glands? Label on the picture to the right).

aldosterone acts on the kidney to RETAIN Na+ (& water) and EXCRETE K+. concentration of sodium in blood, in turn, regulates secretion of aldosterone (another negative feedback loop) (Is there a good chance that this concept will be seen on the exam? _____________________).

[Na+] in blood important to kidneys ability to reabsorb H2O

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Remember from last class: [Na+] in blood is important to the kidneys ability to reabsorb H2O if [Na+] in blood too low, too little H2O is reabsorbed, results in HYPOTENSION (is this HYPOtension LOW or HIGH blood pressure?)_______________________ if [Na+] in blood too low, too little H2O is reabsorbed, results in HYPOTENSION (is this HYPOtension LOW or HIGH blood pressure?) if [Na+] in the blood too high, results in HYPERTENSION 2. KIDNEYS AND BLOOD pH

kidneys help maintain blood pH. However, so do the lungs! You may recall from the unit on the circulatory system that CO2 is released from the lungs when you exhale.) H+ + HCO3- H2CO3 H2O + CO2 The lungs excrete CO2 when you exhale. (In what direction is this equation being pushed when you exhale?)______________________. Based on the acidity of the blood, chemoreceptors either stimulate or depress breathing. (If, for example, your blood is slightly alkaline, will your depth of breathing rate increase or decrease?. __________________________.)

(indicate on the above equation which compound(s) are/is acidic and which is/are basic)

The kidneys, too, rid the body of acidic and basic wastes. nephrons vary the amount of H+ and NH3 that they excrete and the amount of HCO3and Na+ they reabsorb in order to keep the pH levels normal.

if blood acidic, more H+ and ammonia (NH3) are excreted, and more sodium bicarbonate is reabsorbed. Sodium bicarbonate neutralizes acid. Na+HCO3- + HOH -----> H2CO3 + NaOH (strong base)

if blood alkaline - less H+ excreted, less Na+ and HCO3- reabsorbed Reabsorption and excretion of ions (e.g. K+, Mg++) by kidneys also maintains proper ELECTROLYTE BALANCE of blood.

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KIDNEY PROBLEMS kidney functions are vital to homeostasis; problems can be life-threatening infections can be detected with URINALYSIS - look for blood cells and proteins in urine. NORMAL URINE NEVER HAS BLOOD PROTEIN OR BLOOD CELLS IN IT. IT SHOULD ALSO NOT CONTAIN MORE THAN TRACE AMOUNTS OF GLUCOSE (Refer to table at the end of last classs notes). if water and salts retained, causes fluid accumulation in body tissues, plus ionic imbalances (- leads to problems in including loss of consciousness and heart failure). This condition is called EDEMA.

WRAP-UP ACTIVITY: Instructions: Try to complete as much of this crossword puzzle as you can. Once you have completed as much as you can, find a partner to compare answers and help each other complete the puzzle.

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URINE FORMATION + KIDNEY HOMEOSTASIS

Across 1. Where much of the reabsorption of water occurs. 6. Area of the kidney with a very high salt concentration. 8. This element is important in the kidneys' ability to retain water. 10. At the distal convoluted tubule, the urine is ___________ to blood plasma. 11. More of this is reabsorbed if blood is acidic. 12. "Antipeemore". 13. The adrenal glands lie closest to these organs. Down 2. Excessive accumulation of fluid in the body. 3. Often the result of high concentrations of sodium in the blood. 4. The other system (aside from urinary) involved in maintaining blood pH. 5. The adrenal glands secrete this hormone. 7. This substance inhibits ADH secretion.

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9. What we call the fluid that leaves the collecting duct.

Urinary System Unit Test


Multiple Choice (10 marks) Circle the best answer for the following questions. 1. Which of the following receives blood from the efferent arteriole? a) b) c) d) the renal vein the glomerulus the afferent arteriole the peritubular capillary network

2. The cells of which structures contain relatively large numbers of mitochondria? a) b) c) d) the glomerulus the afferent arteriole the proximal convoluted tubule the Bowmans capsule

3. Urine enters the bladder through which structure? a) b) c) d) the ureter the collecting duct the kidney the urethra

4. Which of the following are located in the renal cortex? a) b) c) d) the afferent arteriole and the ureter the Bowmans capsule and the glomerulus the distal convoluted tubule and the loop of Henle the collecting duct and the proximal convoluted tubule

5. Which of the following surrounds the glomerulus? a) b) c) d) the proximal convoluted tubule the afferent arteriole the peritubular capillaries the Bowmans capsule

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6) Which of these hormones is likely to cause a RISE in blood pressure? a) b) c) d) e) aldosterone renin ADH None of the hormones mentioned would cause a rise in blood pressure Both a and b are correct

7) If the blood is acidic the body will re-balance the pH by a) increasing the rate and depth of breathing b) excreting bicarbonate ions (HCO3-) (into the collecting duct) at the distal convoluted tubule of the nephron c) reabsorbing bicarbonate ions (HCO3-) from the filtrate at the distal convoluted tubule d) secreting more uric acid e) Both a and c 8) One of the main differences between tubular excretion and selective reabsorption is a) that tubular excretion is largely passive whereas selective reabsorption is mediated by active processes b) that selective reabsorption occurs ONLY in the distal convoluted tubule c) that tubular excretion actively secretes chemicals such as histamines and penicillin d) that selective reabsorption takes place only in the renal medulla 9) The presence of ADH causes an individual to excrete a) b) c) d) sugars less water more water both a and c are correct

10) Normally, in humans, glucose a) b) c) d) is always found in the filtrate and the urine is always in the filtrate, with little or none in the urine undergoes tubular secretion and is in the urine undergoes tubular secretion and is not in the urine

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Short Answers (28 marks) 1. What are the two main functions of the urinary system? (Be specific) (4 marks)

2. Match the following components of the urinary system to their respective functions: (4 marks) Ureter Kidney Urethra Urinary Bladder Where urine is produced Where urine is stored Brings urine from the kidneys to the bladder Where urine is eliminated from the body

3. Label the following diagram of a kidney. (6 marks)

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(In)

(Out) 4. Label the following diagram of a nephron. (6 marks)

5. On the following diagram, label where the three major processes involved in urine formation occur; (Include the names of these processes) (6 marks) where ADH acts (2 marks) (Total: 8 marks)

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Long Answers (32 marks) 6. List the structures in the correct order, through which a glucose molecule passes as it travels through the urinary system starting at the renal artery and ending at the peritubular capillary network. Be very specific about the structures. In addition, with respect to urea and glucose content, contrast the composition of blood in the renal artery and the renal vein. (10 marks)

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7. In a form of diabetes, called diabetes mellitus, the small blood vessels of the body are injured resulting in the retention of water and salt. Describe the role of the blood vessels that surround the nephrons in the kidneys with respect to maintaining water and salt balance. Also, hypothesize as to why people suffering from diabetes mellitus retain water and salt. (8 marks)

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8. Many active processes are involved in changing the filtrate as it passes through the nephron. Describe what substances are actively removed from or added to the filtrate (7 marks) as well as WHY it is removed from or added to the filtrate (7 marks). (Total: 14 marks)

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TEST TOTAL: 70 marks

Urinary System Unit Test Answer Key


Multiple Choice (1 mark each, 10 marks total) 1. d) The efferent arteriole carries blood away from the glomerulus and connects to the peritubular capillary network. 2. c) Each cell of the proximal convoluted tubule has many mitochondria that supply energy for active transport of molecules from the lumen to the peritubular capillary network. 3. a) The ureter moves urine from the kidney to the urinary bladder through peristalsis 4. b) The glomerulus is a knot of capillaries inside the glomerular capsule and both are found in the renal cortex portion of the kidney. 5. d) The glomerulus is a knot of capillaries surrounded by the Bowmans capsule, also known as the glomerular capsule. 6. e) Both aldosterone and renin will cause an increase in blood pressure. Aldosterone causes the kidney to retain Na+ and water, while renin is released to increase blood pressure to enhance filtration (remember that high b.p. is required at Bowmans capsule to properly filter the blood). 7. e) Remember that BOTH the kidneys AND the lungs are involved in maintaining proper blood pH. 8. c) Tubular excretion and not selective reabsorption secretes chemicals such as histamines and penicillin into the filtrate. 9. b) Recall that antidiuretic hormone is the anti-pee more hormone!

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10. b) Remember that glucose, being a small molecule, WILL enter the proximal convoluted tubule BUT that at this point in the nephron it is quickly removed and taken up into the blood. This is ACTIVELY accomplished. Short Answers (28 marks total) 1. The two main functions of the urinary system are 1) the elimination of chemical/metabolic wastes from the body such as nitrogenous wastes (byproducts of chemical reactions that are no longer useful) and 2) to control the volume and composition of body fluids that is, water-salt balance and acid-base balance. (2 marks for each of the main functions, 4 marks total) 2. The ureter brings urine from the kidneys to the bladder The kidney is where urine is produced The urethra is where urine is eliminated from the body The urinary bladder is where urine is stored (1 mark for each correctly matched structure and function, 4 marks total) 3. (1 mark for each correctly labeled structure, 6 marks total) Renal Cortex Renal Medulla Nephron

Renal Artery

Renal Vein

Ureter

4. (1 mark for each correctly labeled structure, 6 marks total)

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Bowmans (Glomerular) Capsule Distal Convoluted Tubule Glomerulus

Proximal Convoluted Tubule Loop of Henle 5. Selective reabsorption occurs at the proximal convoluted tubule. (2 marks)

Collecting Duct

Pressure filtration occurs at Bowmans capsule. (2 marks)

ADH acts on the distal convoluted tubule and the collecting duct. (2 marks) Tubular excretion also occurs at the distal convoluted tubule. (2 marks)

To get both marks for the each of the major processes involved in urine formation, both the names and the locations (within the nephron diagram) must be correct. (8 marks total) Long Answers (32 marks total) 6. The glucose molecule would start in the renal artery and proceeds to the afferent arteriole that brings it to the nephron (1 mark). From there it goes to the glomerulus and through it into the Bowmans capsule (2 marks). After entering the Bowmans capsule, the glucose molecule is actively transported from the proximal convoluted tubule to the peritubular capillaries (2 marks).

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The concentration of glucose in the renal artery should be almost identical to that of the renal vein (in a healthy individual). Remember, glucose is a molecule that the body does not want to waste, and therefore, it actively reabsorbs this at the proximal distal tubule. The concentration of urea, however, is different in the renal artery compared to the renal vein. The table from lesson 3 shows that 50% of the urea in the blood is reclaimed while the rest is excreted (in urine). Therefore, the concentration of urea in the renal vein (leaving the kidney) is less than the concentration of urea entering the kidney (through the renal artery). (5 marks) (10 marks total) 7. The blood vessels that surround the nephron (called the peritubular network) reabsorb water and nutrients (including salts) to keep the water and salt levels of the blood balanced (1 mark). With respect to water withholding, if the blood pressure is low (not enough water) the kidneys will increase sodium retention, resulting in water retention (1 mark). As far as salt balance, the kidneys will balance this by controlling the excretion and the reabsorption of various ions (2 marks). This can be done actively or passively (1 mark) A variety of correct answers regarding why people with diabetes may retain water are possible. Reward the student if he or she gives good reasons. Recall that high blood pressure at Bowmans capsule is required for proper filtration of blood (2 marks). If small blood vessels throughout the body are damaged, this will decrease blood pressure and the amount of blood that makes it to the kidneys (2 marks). This means that salt and water and not sufficiently excreted (resulting in the retention of water and salt) (1 mark). (Maximum: 10 marks. Question only out of 8 marks total) 8. Many substances are added to and removed from the filtrate actively. Here are those mentioned in the notes: Selective reabsorption: Glucose, amino acids, vitamin C, potassium ions and some salts (Na+ Cl-) are actively reabsorbed. (1 mark for each out of 4 marks total) The reason that the first three of these might be reabsorbed is because they are nutrients that body wants to hold on to. The others (ions) are to maintain the osmolarity of the blood at a higher level than to that of the filtrate. This way, water from the filtrate will move back into the blood. (1.5 marks for each out of 3 marks total) Tubular secretion: Non-filterable molecules are secreted into the filtrate in this process. Those mentioned in the notes: Penicillin, histamine, H+ ions, potassium ions and NH3. (1 mark for each out of 4 marks total) The reasons for this: The H+ ions are secreted to maintain the bloods pH level (if the blood is overly-acidic). Penicillin and histamine are removed because the accumulation of these chemicals can be toxic. (1.5 marks for each answer out of 3 marks total) Biology 12 - Human Biology - Urinary System Paul Plut, Jessica Wan 74

(14 marks total) TEST TOTAL: 70 marks

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