Chicken Wing Exploration... 1 Overview... 1 Brief Background Information... 3 Setup... 4 Procedure... 5 Vocabulary... 7 Sections of a Chicken Wing...

Transcription

1 Chicken Wing Exploration... 1 Overview... 1 Brief Background Information... 3 Setup... 4 Procedure... 5 Vocabulary... 7 Sections of a Chicken Wing... 8 Chicken Wing Skeletal Structure... 8 Bones Dynamic Duo: Collagen and Calcium... 9 Overview... 9 Brief Background Information Setup Procedure Vocabulary Rubber Bones Observation Log... 15

2 2 nd 6 th grade This is a quick lab that students could do at home or in the classroom. A chicken wing s structure and function is similar to that of a human arm, filled with bones, tendons, ligaments and cartilage. Bones are made up of hard pieces of bone. Students may think molecules are hard and heavy in rock, wet and runny in liquids, invisible and light in gases and that they are like blueberries in a muffin or the same shape as the matter they constitute. Students will explore chicken wings and identify the various parts including: Bones (radius, ulna, humerus, shoulder joint, elbow joint) Tendons Cartilage Students will be able to observe the relationships between bones, tendons, and cartilage. Students will identify how a chicken wing is similar to that of a human arm. S1C1 PO 1. S1C2 PO 1. S1C2 PO 2. S1C3 PO 4. S1C4 PO 1. S1C4 PO 2. S2C2 PO 1. S2C2 PO 2. S1C1 PO 1. S1C1 PO 1. S1C2 PO 3. S1C3 PO 2. S1C3 PO 3 S1C3 PO 4. S1C3 PO 5. S1C4 PO 1. S1C4 PO 3. S2C1 PO 1. S2C2 PO 2. Arizona Science Center, azscience.org 1

3 S1C1 PO 2. S1C2PO 1. S1C3PO 1. S1C3PO 2. S1C3PO 5. S1C4PO 1 S1C4PO 3 S1C1PO 1. S1C2PO 1. S1C3PO 1. S1C3 PO 5. S1C4 PO 1. S1C4 PO 3. S4C5 PO 1. S1C2 PO 1. S1C3 PO 1. S1C3 PO 3. S1C3 PO 6. S1C4 PO 3. S1C4 PO 5. S4C1 PO 7. SL. 2.1 SL. 2.3 L. 2.4 RI. 3.4 SL. 3.1 SL. 3.6 L. 3.4 SL. 4.1 SL. 4.3 L. 4.4 SL. 5.1 SL. 5.3 L. 5.4 SL. 6.1 SL. 6.4 L PS PS LS1-1. Arizona Science Center, azscience.org 2

4 MS-LS1-3. Basic Functions (K-2) Coordination People use their senses to find out about their surroundings and themselves. Different senses give different information. Laboratory experiences in life sciences Grades 1 13 Modeling is concerned with capturing key relations among ideas rather than surface appearance Grades K 8 We can learn about the world through modeling Arguments use reasoning to connect ideas and data Grades K 8 We can learn about the world through argument A chicken wing s structure and function is very similar to that of a human arm and it has humerus, ulna, and radius bones along with muscle tissue. Many kinds of tissues are present in a chicken wing, including bone, muscles, ligaments, cartilage, and blood. Ligaments connect bone to bone and can be found at the end where two bones come together. They look like whitish, ribbonlike structures. Cartilage is a soft tissue that serves as a cushion between bones so they don t rub together. The body has three kinds of joints: ball and socket, hinge, and gliding joints. Arizona Science Center, azscience.org 3

5 One hour to bake chicken plus 45 minutes to conduct lab Each student, pair or group will need: Baking pan Chicken wings Gloves Soap and water Paper towels 2% bleach solution Magnifying lenses Dissection Tools You will also need: Overhead transparency OR PowerPoint file of Sections of a Chicken Wing and Chicken Wing Skeletal Structure Overhead projector Raw chicken may be contaminated by Salmonella, a pathogenic bacteria. If students are working with the chicken before it has been baked, be sure they keep their hands away from their face and mouth. Be cautious when using sharp dissection tools. Wash hands with soap and water after the activity. (90 minutes) Bake chicken wings at 350 degrees for one hour Note: make sure your chicken wings contain an upper wing, lower wing, and wing tip See Diagram. Make overhead transparency of: Sections of a Chicken Wing and Chicken Wing Skeletal Structure OR prepare to show the Busy Bones Post Activity_Chicken Wing Exploration.ppt presentation Arizona Science Center, azscience.org 4

6 Anticipatory Set: Ask students if they can think of how birds and humans are similar. Accept student responses (two legs, two eyes, etc.). If not mentioned, tell them that the structure and function of a bird wing and a human arm are very similar. Explain to them that they will be exploring chicken wings to learn how the two are similar. 1. Give students chicken wings to examine. Have them identify the upper and lower wing and the wingtip. 2. Show them how to gently pull off the muscle tissue (meat). Ask them what they notice (What do you see? Are there different textures? Different colors?). 3. Clean the remaining meat off your chicken wing with soap and water. 4. Identify the humerus, radius, and ulna bones. Looking at your own arm, are you able to identify where these bones on your body would be found? 5. Closely examine the joint between the upper and lower wing, and between the lower wing and wing tip. Ligaments connect bone to bone and can be found at the end where two bones come together. They look like whitish, ribbon-like structures. 6. Encourage the students to feel the texture at the ends of the bones at the joint. This is where cartilage is found. Cartilage is a soft tissue (protein) that helps give bones their flexibility. It also serves as a cushion between bones so the bones do not rub together. 7. Look again at the joints of the chicken wing. Encourage them to bend and straighten the joints and observe how they fit together. See if they can discover the three kinds of joints present: a) Ball and socket joint (shoulder joint): These joints feature a connection between two bones where one bone fits inside the space of another bone (form a fist with one hand and cover that fist with your other hand that is what a ball and socket joint looks like). These joints allow for forward, backward, and circular motion. Our shoulders and hips are examples of ball and socket joints. b) Hinge Joint (elbow joint): They can open and close like a door. Our elbows are examples of hinge joints. Arizona Science Center, azscience.org 5

7 c) Gliding Joint (wrist joint): This type of joint features two bone plates that glide against one another. The joints in your ankles and wrists are examples of gliding joints. Try holding your forearm steady while moving your wrist up and down. Now wave your wrist side to side. That is your gliding joint at work. Note: Quite often, the chicken wings (sometimes called Buffalo Wings) served in restaurants are only part of a chicken wing (the upper wing or lower wing). If you happen to be using this kind of wing, see if your students can identify which part of the chicken wing they are exploring. Have an adult to cut open the bones to allow students to look inside. Any soft red material is bone marrow. The marrow is found inside the spongy bone. Would a broken chicken wing heal the same way as a human bone? What evidence have you found to support your answer? Bring in other bones to compare to the chicken wing (bones are available at a grocery store). How do these bones compare to the chicken wings and wings you saw in the Busy Bones lab? Arizona Science Center, azscience.org 6

8 Bone (bōn/): any of the pieces of hard, whitish tissue making up the skeleton in humans and other vertebrates. Marrow (/ˈmarō/): a soft fatty substance in the cavities of bones, in which blood cells are produced Cartilage (/ˈkärtl-ij/): a strong but flexible material found in some parts of the body (such as the nose, the outer ear, and some joints). Joint (/joint/): a structure in the body at which two parts of the skeleton are fitted together. Ligament (ˈligəmənt/): a tough piece of tissue in the body that holds bones together. Tendon (ˈtendən/): a tough piece of tissue in the body that connects a muscle to a bone. Arizona Science Center, azscience.org 7

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10 2 nd - 6 th grade In this investigation, students compare chicken bones that have been denatured in two ways to show the bone components of strength and flexibility. Bones get their strength and flexibility from a combination of minerals (primarily calcium) and collagen (a protein). The absence of calcium or collagen affects the strength and flexibility of the bone. Students learn about the two main components of bone. Students learn why collagen in bones is important. Students learn why minerals (calcium) in bones are important. S1C1 PO 1. S1C2 PO 1. S1C2 PO 2. S1C3 PO 4. S1C4 PO 1. S1C4 PO 2. S2C2 PO 1. S2C2 PO 2. S1C1 PO 1. S1C2 PO 1. S1C2 PO 3. S1C3 PO 2. S1C3 PO 3. S1C3 PO 4. S1C3 PO 5. S1C4 PO 1. S1C4 PO 3. S2C1 PO 1. S2C2 PO 2. S1C1 PO 2. S1C2PO 1. S1C3PO 1. S1C3PO 2. S1C3PO 5. S1C4PO 1. S1C4PO 3. S1C1PO 1. S1C2PO 1. S1C3PO 1. S1C3 PO 5. S1C4 PO 1. S1C4 PO 3. S4C5 PO 1. Arizona Science Center, azscience.org 9

11 S1C2 PO 1. S1C3 PO 1. S1C3 PO 3. S1C3 PO 6. S1C4 PO 3. S1C4 PO 5. S4C1 PO 7. SL. 2.1 SL. 2.3 L. 2.4 RI. 3.4 SL. 3.1 SL. 3.6 L. 3.4 SL. 4.1 SL. 4.3 L. 4.4 SL. 5.1 SL. 5.3 L. 5.4 SL. 6.1 SL. 6.4 L PS PS LS1-1. MS-LS1-3. Basic Functions (K-2) Coordination People use their senses to find out about their surroundings and themselves. Different senses give different information. Arizona Science Center, azscience.org 10

12 Modeling across topics such as matter and energy (Modeling is fore grounded) Across Grades 4 8 Important aspects of understanding and engaging in using models, (constructing, critiquing, and revising models) as well as important aspects of the nature of models (understanding that models are tools for making predictions and explanations). Laboratory experiences in life sciences Grades 1 13 Mass and weight are conserved across a broad range of transformations Grades K 8 Matter can be transformed, but not created or destroyed, through physical and chemical processes. Good measurements provide more reliable and useful information about object properties than common sense impressions Grades K 8 We can learn about the world through measurement Modeling is concerned with capturing key relations among ideas rather than surface appearance Grades K 8 We can learn about the world through modeling Arguments use reasoning to connect ideas and data Grades K 8 We can learn about the world through argument Bones get their strength and flexibility from a matrix of calcium and collagen. Calcium is a mineral in bones that give it hardness and strength. Collagen is a protein in the bone that gives it flexibility. The absence of calcium or collagen affects the strength and flexibility of the bone. Arizona Science Center, azscience.org 11

13 Prepare Bones: Rubbery Bones: Brittle Bones: approximately 75 minutes daily observations for two weeks 1 class period For Rubbery Bones: Cooked chicken legs/drumsticks (or wing bones) Pot of water for boiling Quart (liter) jar with lid White vinegar (5%) For Brittle Bones: Cooked chicken legs/drumsticks (or wing bones) Dish detergent / degreaser Pan or Cookie Sheet Paper towels Access to an Oven Each student will need: Soap/Moist towelettes/hand sanitizer to wash hands, paper towels and sanitizing wipes Safety goggles Rubber Bones Observation Log (75 minutes) Put chicken bones in a pot of water and boil for 30 minutes so any remaining meat falls off. Remove the bones and let cool or rinse them under cold water. Pull as much meat off the chicken leg bone as possible. Note: Students may create the rubbery or brittle bones, or, the teacher can make them ahead of time. Anticipatory Set: Ask students what they think of when they hear the word, matrix. Possible answers may range from a popular science fiction movie to video games, etc. Explain to students that a matrix is like the ingredients of something. For example, ask them to list the ingredients of bread (flour, sugar, oil, yeast, Arizona Science Center, azscience.org 12

14 salt). Explain that each ingredient serves an important purpose in making the bread. Tell the student that the lab they are about to do involves learning about two important parts our bone matrix, collagen and calcium. Part I: Rubbery Bones 1. Have students examine the flexibility of the bones by gently trying to bend them with their fingers. Note how hard the bone is. Like our bones, chicken bones contain a mineral called calcium, which makes them hard. 2. Put the bones in the jar and cover with vinegar. 3. Secure the lid on the jar. 4. After 24 hours, remove the bones from the jar and examine the flexibility. Have students record their observations. They can use the Rubber Bones Observation Log. 5. Replace the bone in the vinegar. 6. Examine the bone for flexibility each day for 14 days. Ask students to record their observations daily using the Rubber Bones Observation Log. Results The flexibility of the bone increases daily. At the end of the test period, the bone feels very rubbery. Why? Vinegar, which is a mild acid, reacts chemically with the bone. It removes (dissolves) the calcium compounds in the bone. Once the calcium is dissolved, there is nothing left in the bone to make it hard. All that is left is soft bone tissue (collagen). Part II: Brittle Bones 1. Test the texture of the bone by scratching the bone with the edge of their thumbnail (hands should be washed afterward). 2. Put half of the cleaned bones on a pan or cookie sheet and bake for 4 hours at 275 degrees. Bake the remaining bones for 4 hours at 325 degrees. (Note: you may want to open a window for ventilation as hot chicken bones smell until they cool) 3. Remove the bones from the oven and let them completely cool before touching them. Test the texture of the two groups Arizona Science Center, azscience.org 13

15 of bones by scratching them with the edge of a thumbnail (wash hands afterward). 4. Wearing safety goggles, have students cover bones in paper towel and bend them or step on them. (Note: be careful touching broken bone as it can be sharp). Results The baked bone becomes brittle. Why? Heat breaks down the flexible collagen fibers found in the bone and leaves only the hard minerals (primarily calcium). Baked bone is still stiff because of the minerals present, but is no longer flexible. It can be scratched with a fingernail and will break easily if bent or stepped on. Have students describe and summarize their observations and chart what they noticed. Why do you think the collagen and calcium of the bone matrix is important? Bone Matrix (bōn/ /ˈmātriks/): The intercellular substance of bone tissue consisting of collagen fibers, ground substance, and inorganic bone salts Collagen (/ˈkäləjən/): the main structural protein of the various connective tissues (skin, tendons, cartilage, bone, and connective tissue) in animals. It is often considered to be the "glue that holds the body together". Calcium (/ˈkalsēəm/): A mineral found mainly in the hard part of bones, where it is stored. A substance that is found in most plants and animals and that is especially important in people for strong healthy bones. Arizona Science Center, azscience.org 14

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