Human Body Project
Toby Guenthner, Emmy Nam, Garrett Hoefer, Matt Iacovelli
Project Proposal
Description of model- Starts with a blender and food. The blender will grind the food into smaller pieces(mouth). Then pour boluses into tube(esophagus) going into a french press(stomach). Acid(from liver) is poured into the press in order to break down the food. Glass container(gall bladder) holding bile(detergent) breaks down chyme. We will have a separate area for the intestines and use dialysis to diffuse out water and other nutrients like how the digestive system does.
- Drawing: See IRL
- Functions of model- break down foods and become dissolved into waste products and water transferred out(also demonstrates the transfer of other nutrients)
- Materials we have- French press, detergent
-Materials we need- Hydrochloric acid/Acetic acid, glass jar(use beaker), dialysis tubing, container
- Construction plan-Mostly just getting all of the materials and physically transferring the food along the way possibly tying down tubing between each function
- Science principles used- Biology: Diffusion across semipermeable membrane. For the large intestine, the water is filtered out through the process of hypertonic diffusion. Hypertonic diffusion is when the outside concentration is greater than the concentration of the cell so the water inside the cell is forced out because of the difference in pressure.
Chemistry: Acid and detergent binds to food and breaks down nutrients.
- Unsolved issues- How to dissolve food quickly enough within stomach. Others ways to represent diffusion in small intestine(current process may be too slowly or ineffective)? Is there a way to transfer specific nutrients through dialysis tubing? How do we observe the diffusion- compare water levels?
- Special needs- Acetic acids, dialysis tubing,
Mouth- blender
Esophagus- tube to stomach(PVC)
Stomach- French press(acid in French press, pour broken down food- push down top until dissolved then pour into next organ)(Liver=container used to store acid)
Large Intestine- Dialysis tubing to diffuse water(use salt water on the other side)
Small Intestine- Dialysis tubing to diffuse nutrients(lipids, amino acids(proteins), glucose, some minerals- iron and vitamin B)
Notes:
Where nutrients are broken down-
Protein: stomach
Starches: Mouth, small intestine, pancreas
Fats: liver, pancreas
mouth- The mouth contains the teeth and saliva that serve the purpose of breaking down the food. The teeth grind food into boluses and then the salivary gland releases saliva, a
liquid triggered by the nervous system, to moisten the boluses. This saliva begins the process of the chemical digestion because it contains an enzyme called amylase, which breaks chemical bonds in starches and releases sugar. It also contains lysozyme that protects the food from bacteria. The food continues to travel to the pharynx.
pharynx- The passageway between the mouth and the esophagus that allows liquids and boluses to travel along the digestive system.
esophagus- The esophagus pulls boluses down to the stomach by contracting smooth muscles surrounding the esophagus and pulling it through the cardiac sphincter into the stomach. The cardiac sphincter is a ring of muscle between your esophagus and stomach which keeps food from moving back up into the esophagus. *Heartburn is when stomach acid moves past the cardiac sphincter and splashes against the lining if the esophagus.
stomach- the stomach is a muscular sac that digests your food with chemical and mechanical digestion. Chemical digestion the lining of the stomach has million of microscopic gastric glands that release substances into the stomach. Some of these glands release the acids and the other glands release fluids that lubricate and protect the stomach wall. The acid interacts with pepsin and starts the complicated process of protein digestion. Your stomach can also get peptic ulcer. this is when there is a hole in your stomach wall this is caused by the bacterium helicobacter. During the stomach digestion process there is chemical digestion and mechanical digestion mechanical digestion turns the liquids with the food and create something called chyme which then enters the small intestine by the pyloric valve.
liver- The liver produces bile, which is stored in the gallbladder. The bile is composed of a fluid of lipids and salts. When chyme, a mixture of stomach acid and food, reaches the duodenum, the gallbladder releases this acidic bile which serves the purpose of breaking the fats into smaller pieces. The smaller the food particles are, the easier it is for the human body to utilize the nutrients.
pancreas- The pancreas produces the enzymes needed to break down lipids, proteins, carbohydrates, and nucleic acids. The pancreas also neutralizes stomach acid to allow enzymes to properly function and break down specific lipids and it regulates blood sugar levels.
large intestine- The main purpose is to remove water from the undigested material that is not utilized.
Appendix- Just the same as the rest of the digestive tract, the appendix is made of an inner layer of mucosa with submucosa, muscularis, and serosa layers surrounding it. Unlike the rest of the large intestine, however, the submucosa of the appendix contains a lot of lymphoid tissue. The presence of lymphoid tissue shows that the appendix may be used in the immune system in addition to the digestive system. But it is not a vital organ and it's real purpose is relatively unknown but it is believed by some to be part of cellulose digestion from plants that our vegetarian ancestors ate.
small intestine-A majority of chemical digestion occurs in the small intestine. The small intestine is an organ specifically adapted to absorbing nutrients. The interior is made up of folded surfaces covered with ‘projections’ called villi. These villi are covered in thousands of smaller villi called “microvilli”. These folded surfaces and projections grant the small intestine an enormous surface area for absorbing nutrient molecules. Slow wavelike contractions of smooth muscles slowly move the chyme along its interior surface. Products of protein and carbohydrate digestion are absorbed by capillaries in the villi, while molecules of undigested fat and some fatty acids are absorbed by lymph vessels called lacteals.
rectum- The rectum is what you would call the last portion of the colon and the rectum is connected to the anus. At the bottom of the rectum are the sphincter muscles. These muscles prevent the rectum from prematurely emptying out. When a person is ready to empty out, these sphincter muscles relax and, with straining, the poop is able to be pushed out.
anus- The rectum then leads into the anus. The anus is made out of Tough tissue called fascia that tissue surrounds the anus and attaches it to nearby structures. Circular muscles called the external sphincter ani form the wall of the anus and hold the anus closed. There are glands that release fluid into the anus to keep the surface of the anus moist. A plate-like band of muscles, called the levator ani muscles, surround the anus and form the floor of the pelvis which supports the spine, helps to maintain continence for poop and pee. A network of veins lines the skin of the anus.
Digestive System Disorders-
Cancers
Ulcers
Function of digestive system: to convert food into simpler molecules to be absorbed by the body.
Discussion from Critical Friends:
Data:
Acid: pH- 0
BS 1: pH- 0/1 .5g
BS 2: pH- 6/7 .5g
BS 3: pH- 8 .1g
BS Total for pH 7: 1 grams
2g brownie + 10mL acid: too much brownie, not all dissolved.
less brownie; maybe .5g
No pH change w/ brownie added
Acid + brownie: pH- 0
Always add about 1g more or less of BS to neutralize
Enzyme Testing(For Brownie)
Cellulose- little breakdown
Amalyse- good breakdown
Rennin- 0 protein breakdown in brownie
Lypase- IDK
Enzyme Testing after Stomach Acid breakdown:
Cellulase- same as amylase, less separate?
Amylase- brownie nutrients + watery fluids appear separate
potato- amylase- starch/iodine
brownie/desserts- cellulase-glucose/benedicts or test strips
milk-rennin-protein/biuret solution
animal fat Crisco?-Lipase-fats/Sudan IV
Enzyme Testing Standards
Description Positive Control Test Results
1.Top green(60 sec); bottom murky brown/orange(90 sec); middle stayed lighter blue(15 sec)
2.Dark brown and black; stayed very dark brown; not transparent(Instantaneous color change)
3.Light purple; more clear with hue of lavender; seems opaque/see-through(Instantaneous change)
4.Cloudy, non-transparent pink and white; looks like rose colored clouds(Instantaneous color change)
Description Negative Control Test Results
1.No color change; stayed dark shade of blue entire duration
2.Turns red/orange; stayed fiery color; lighter tinge, not completely changed
3.Stayed clear; did not change color or appearance at all
4.Opaque very light pink; still transparent; color lined edges of water(meniscus)
FINAL PRESENTATION
Project Proposal
Description of model- Starts with a blender and food. The blender will grind the food into smaller pieces(mouth). Then pour boluses into tube(esophagus) going into a french press(stomach). Acid(from liver) is poured into the press in order to break down the food. Glass container(gall bladder) holding bile(detergent) breaks down chyme. We will have a separate area for the intestines and use dialysis to diffuse out water and other nutrients like how the digestive system does.
- Drawing: See IRL
- Functions of model- break down foods and become dissolved into waste products and water transferred out(also demonstrates the transfer of other nutrients)
- Materials we have- French press, detergent
-Materials we need- Hydrochloric acid/Acetic acid, glass jar(use beaker), dialysis tubing, container
- Construction plan-Mostly just getting all of the materials and physically transferring the food along the way possibly tying down tubing between each function
- Science principles used- Biology: Diffusion across semipermeable membrane. For the large intestine, the water is filtered out through the process of hypertonic diffusion. Hypertonic diffusion is when the outside concentration is greater than the concentration of the cell so the water inside the cell is forced out because of the difference in pressure.
Chemistry: Acid and detergent binds to food and breaks down nutrients.
- Unsolved issues- How to dissolve food quickly enough within stomach. Others ways to represent diffusion in small intestine(current process may be too slowly or ineffective)? Is there a way to transfer specific nutrients through dialysis tubing? How do we observe the diffusion- compare water levels?
- Special needs- Acetic acids, dialysis tubing,
Mouth- blender
Esophagus- tube to stomach(PVC)
Stomach- French press(acid in French press, pour broken down food- push down top until dissolved then pour into next organ)(Liver=container used to store acid)
Large Intestine- Dialysis tubing to diffuse water(use salt water on the other side)
Small Intestine- Dialysis tubing to diffuse nutrients(lipids, amino acids(proteins), glucose, some minerals- iron and vitamin B)
Notes:
Where nutrients are broken down-
Protein: stomach
Starches: Mouth, small intestine, pancreas
Fats: liver, pancreas
mouth- The mouth contains the teeth and saliva that serve the purpose of breaking down the food. The teeth grind food into boluses and then the salivary gland releases saliva, a
liquid triggered by the nervous system, to moisten the boluses. This saliva begins the process of the chemical digestion because it contains an enzyme called amylase, which breaks chemical bonds in starches and releases sugar. It also contains lysozyme that protects the food from bacteria. The food continues to travel to the pharynx.
pharynx- The passageway between the mouth and the esophagus that allows liquids and boluses to travel along the digestive system.
esophagus- The esophagus pulls boluses down to the stomach by contracting smooth muscles surrounding the esophagus and pulling it through the cardiac sphincter into the stomach. The cardiac sphincter is a ring of muscle between your esophagus and stomach which keeps food from moving back up into the esophagus. *Heartburn is when stomach acid moves past the cardiac sphincter and splashes against the lining if the esophagus.
stomach- the stomach is a muscular sac that digests your food with chemical and mechanical digestion. Chemical digestion the lining of the stomach has million of microscopic gastric glands that release substances into the stomach. Some of these glands release the acids and the other glands release fluids that lubricate and protect the stomach wall. The acid interacts with pepsin and starts the complicated process of protein digestion. Your stomach can also get peptic ulcer. this is when there is a hole in your stomach wall this is caused by the bacterium helicobacter. During the stomach digestion process there is chemical digestion and mechanical digestion mechanical digestion turns the liquids with the food and create something called chyme which then enters the small intestine by the pyloric valve.
liver- The liver produces bile, which is stored in the gallbladder. The bile is composed of a fluid of lipids and salts. When chyme, a mixture of stomach acid and food, reaches the duodenum, the gallbladder releases this acidic bile which serves the purpose of breaking the fats into smaller pieces. The smaller the food particles are, the easier it is for the human body to utilize the nutrients.
pancreas- The pancreas produces the enzymes needed to break down lipids, proteins, carbohydrates, and nucleic acids. The pancreas also neutralizes stomach acid to allow enzymes to properly function and break down specific lipids and it regulates blood sugar levels.
large intestine- The main purpose is to remove water from the undigested material that is not utilized.
Appendix- Just the same as the rest of the digestive tract, the appendix is made of an inner layer of mucosa with submucosa, muscularis, and serosa layers surrounding it. Unlike the rest of the large intestine, however, the submucosa of the appendix contains a lot of lymphoid tissue. The presence of lymphoid tissue shows that the appendix may be used in the immune system in addition to the digestive system. But it is not a vital organ and it's real purpose is relatively unknown but it is believed by some to be part of cellulose digestion from plants that our vegetarian ancestors ate.
small intestine-A majority of chemical digestion occurs in the small intestine. The small intestine is an organ specifically adapted to absorbing nutrients. The interior is made up of folded surfaces covered with ‘projections’ called villi. These villi are covered in thousands of smaller villi called “microvilli”. These folded surfaces and projections grant the small intestine an enormous surface area for absorbing nutrient molecules. Slow wavelike contractions of smooth muscles slowly move the chyme along its interior surface. Products of protein and carbohydrate digestion are absorbed by capillaries in the villi, while molecules of undigested fat and some fatty acids are absorbed by lymph vessels called lacteals.
rectum- The rectum is what you would call the last portion of the colon and the rectum is connected to the anus. At the bottom of the rectum are the sphincter muscles. These muscles prevent the rectum from prematurely emptying out. When a person is ready to empty out, these sphincter muscles relax and, with straining, the poop is able to be pushed out.
anus- The rectum then leads into the anus. The anus is made out of Tough tissue called fascia that tissue surrounds the anus and attaches it to nearby structures. Circular muscles called the external sphincter ani form the wall of the anus and hold the anus closed. There are glands that release fluid into the anus to keep the surface of the anus moist. A plate-like band of muscles, called the levator ani muscles, surround the anus and form the floor of the pelvis which supports the spine, helps to maintain continence for poop and pee. A network of veins lines the skin of the anus.
Digestive System Disorders-
Cancers
Ulcers
Function of digestive system: to convert food into simpler molecules to be absorbed by the body.
Discussion from Critical Friends:
- Why separate parts
- easier to control and manipulate
- How to safely pour acid
- take precaution with glass beakers
- What do you use for saliva
- water- has same effect as saliva to moisten and make it easier to chew
Data:
Acid: pH- 0
BS 1: pH- 0/1 .5g
BS 2: pH- 6/7 .5g
BS 3: pH- 8 .1g
BS Total for pH 7: 1 grams
2g brownie + 10mL acid: too much brownie, not all dissolved.
less brownie; maybe .5g
No pH change w/ brownie added
Acid + brownie: pH- 0
- .5g BS: pH- .5/1
- .1g BS more: pH- .5/1
- .1g BS more: pH- 1/1.5
- .1g BS more: pH- 6
- .1g BS more: pH- 6.8/7
Always add about 1g more or less of BS to neutralize
Enzyme Testing(For Brownie)
Cellulose- little breakdown
Amalyse- good breakdown
Rennin- 0 protein breakdown in brownie
Lypase- IDK
Enzyme Testing after Stomach Acid breakdown:
Cellulase- same as amylase, less separate?
Amylase- brownie nutrients + watery fluids appear separate
potato- amylase- starch/iodine
brownie/desserts- cellulase-glucose/benedicts or test strips
milk-rennin-protein/biuret solution
animal fat Crisco?-Lipase-fats/Sudan IV
Enzyme Testing Standards
- Cellulase(Benedicts)
- Amalyse(Iodine)
- Rennin(Biruet)
- Lipase(Sudan IV)
Description Positive Control Test Results
1.Top green(60 sec); bottom murky brown/orange(90 sec); middle stayed lighter blue(15 sec)
2.Dark brown and black; stayed very dark brown; not transparent(Instantaneous color change)
3.Light purple; more clear with hue of lavender; seems opaque/see-through(Instantaneous change)
4.Cloudy, non-transparent pink and white; looks like rose colored clouds(Instantaneous color change)
Description Negative Control Test Results
1.No color change; stayed dark shade of blue entire duration
2.Turns red/orange; stayed fiery color; lighter tinge, not completely changed
3.Stayed clear; did not change color or appearance at all
4.Opaque very light pink; still transparent; color lined edges of water(meniscus)
FINAL PRESENTATION
- Blender + Foods, put in separate containers
- Acid in each container. Add Baking Soda to neutralize(Bile)
- 4 separate groups
- Milk + Rennin(protein) + Biuret
- bread + Amylase(starch) + Iodine
- Cookie/Brownie + Cellullase(sugar/glucose) + Benedicts(need heat)
- oil + Lipase(fats) + Sudan IV
Questions to prepare for the exhibition
Organ system model
Discuss your organ system
What organ system are you modelling?
Digestive System
What are the functions of your organ system?
The digestive system breaks down simple foods to provide nutrients for the body to reabsorb. This process also removes waste and allows the cells to gain nutrients.
Discuss your model
What function(s) does your model demonstrate? How does it demonstrate each function?
Our model demonstrates the mouth with a blender and water. The stomach is shown through hydrochloric acid and mixing to show the chemical and mechanical digestion. Then we used baking soda for sodium bicarbonate to neutralize the stomach acid. The enzymes demonstrate the breakdown of specific types of nutrients before we used dialysis tubing to show the reabsorption that occurs in the small and large intestine.
What functions of your organ system are not demonstrated by your model? If you had unlimited time and resources, how would you demonstrate these functions?
Our model did not show how the cells directly absorbed the nutrients from the small intestine and the numerous layers of capillaries and cells the food needs to pass through. We also did not show the waste being removed from the body or the pulvoic pump of the esophagus that brings food down to the stomach.
What scientific principles did you need to understand in order to build your model?
We needed to understand diffusion in order to get the dialysis tubing to function properly. This process is when particles move across a semipermeable membrane from high concentration to low concentration. Another principle that we needed to understand was how chemicals can be used to break down substances and then how other chemicals can neutralize the solution. This was used in the demonstration of the stomach when we tested the pH levels.
Show your model in action
Yes. It worked.
Discuss the design process
How did you come up with ideas?
At the beginning of the project, we had an entire class period to brainstorm ideas. At first, we listed all the major functions and purposes of the digestive system then wrote down every idea that we could possibly use to show each part.
How did your group decide on the ideas/plan that resulted in your model?
We discussed the items we could bring in from our own house and which materials would be the easiest to work with. If we did not have materials, then we changed our model to use a different object. We also spent time testing ways to neutralize acid so it would be safe in our model.
What ideas were considered and then dismissed? Why were they dismissed?
We thought about using a french press to model the stomach and show the muscle contractions, but then reconsidered because we were worried the hydrochloric acid might destroy the container and it would not be safe to drink from the coffee machine. We also debated how to show diffusion and went back and forth between using just iodine and an actual food product.
What problems did you face in the design process and how did you solve them?
We had trouble finding a way to show that our experiment actually worked. It was challenging to find exact results that are measurable and visible. Another issue we had with our project was being able to set up the entire model within a short amount of time because it required many different exact measurements and set up for four different substances.
How many times did you have to redesign/test/improve?
We generally had our final plan right from the start, deciding to mimic the digestive system. We did numerous tests on food to decide how to present our model in a more clear way. We also found through practicing our presentation that it was longer and a little more awkward than we wanted. So we improved our model by not showing the digestion process and pouring in the enzymes and acid. Instead we showed more of a before and after to make the process of digestion quicker.
Discuss collaboration
Who did what in your group?
We mostly collaborated together. We decided on what we needed to work on and took small parts of it together. For example we would want to test a food with enzymes and acid so someone would prepare the food, someone would get the solutions ready, etc. We did plan on having a structure to our model and we planned on having Matt create that while we worked on the rest of our model.
How did each member of the group contribute? How did you decide who would do what?
We never really decided who would do what, most of the time our group just collaborated together on each portion of the model and developed it together. There were some parts where we split up but we decided that based on efficiency, especially for building the actual stages we used to present the model
Did you leverage strengths and talents of people in your group or was it random or volunteer basis?
We generally didn’t plan our tasks based on this, instead we decided on what we needed done and someone would go and do it. So, I suppose it was mainly volunteer or random. The exception to this is that Matt enjoys building and engineering, so we had him build the base for our model.
Discuss Process Management
How was the work managed in your group? Was there a leader? Did you choose a leader? How?
We didn’t generally split up the work, but if the need arose, we decided to split based on efficiency. There was no specific designation for each task, just a large collaboration to finish the project quickly.
How did you communicate with each other about ideas and logistics of building the model?
The group basically spat out ideas as we went and built upon and improved those ideas throughout the design and construction processes. If we ever ran into problems while building, the group would just share any random ideas to solve the problem which worked pretty effectively.
How did you resolve disagreements?
Most of our disagreements came when we were brainstorming for our model. There were usually disagreements about the plausibility of an idea. Generally the idea that caused controversy about doing it wasn’t a great plan for our model. So arguments resolved when an idea was proven to not be good for our final plan.
Relate to the real world
How could what you learned during this project, your model, the concepts used in your model or the design and building process relate to/contribute to/help a real life situation?
These things can contribute and relate to a real life situation by showing people how to model in a lab situation with enzymes and acids the breakdown of different nutrients.
Organ system model
Discuss your organ system
What organ system are you modelling?
Digestive System
What are the functions of your organ system?
The digestive system breaks down simple foods to provide nutrients for the body to reabsorb. This process also removes waste and allows the cells to gain nutrients.
Discuss your model
What function(s) does your model demonstrate? How does it demonstrate each function?
Our model demonstrates the mouth with a blender and water. The stomach is shown through hydrochloric acid and mixing to show the chemical and mechanical digestion. Then we used baking soda for sodium bicarbonate to neutralize the stomach acid. The enzymes demonstrate the breakdown of specific types of nutrients before we used dialysis tubing to show the reabsorption that occurs in the small and large intestine.
What functions of your organ system are not demonstrated by your model? If you had unlimited time and resources, how would you demonstrate these functions?
Our model did not show how the cells directly absorbed the nutrients from the small intestine and the numerous layers of capillaries and cells the food needs to pass through. We also did not show the waste being removed from the body or the pulvoic pump of the esophagus that brings food down to the stomach.
What scientific principles did you need to understand in order to build your model?
We needed to understand diffusion in order to get the dialysis tubing to function properly. This process is when particles move across a semipermeable membrane from high concentration to low concentration. Another principle that we needed to understand was how chemicals can be used to break down substances and then how other chemicals can neutralize the solution. This was used in the demonstration of the stomach when we tested the pH levels.
Show your model in action
Yes. It worked.
Discuss the design process
How did you come up with ideas?
At the beginning of the project, we had an entire class period to brainstorm ideas. At first, we listed all the major functions and purposes of the digestive system then wrote down every idea that we could possibly use to show each part.
How did your group decide on the ideas/plan that resulted in your model?
We discussed the items we could bring in from our own house and which materials would be the easiest to work with. If we did not have materials, then we changed our model to use a different object. We also spent time testing ways to neutralize acid so it would be safe in our model.
What ideas were considered and then dismissed? Why were they dismissed?
We thought about using a french press to model the stomach and show the muscle contractions, but then reconsidered because we were worried the hydrochloric acid might destroy the container and it would not be safe to drink from the coffee machine. We also debated how to show diffusion and went back and forth between using just iodine and an actual food product.
What problems did you face in the design process and how did you solve them?
We had trouble finding a way to show that our experiment actually worked. It was challenging to find exact results that are measurable and visible. Another issue we had with our project was being able to set up the entire model within a short amount of time because it required many different exact measurements and set up for four different substances.
How many times did you have to redesign/test/improve?
We generally had our final plan right from the start, deciding to mimic the digestive system. We did numerous tests on food to decide how to present our model in a more clear way. We also found through practicing our presentation that it was longer and a little more awkward than we wanted. So we improved our model by not showing the digestion process and pouring in the enzymes and acid. Instead we showed more of a before and after to make the process of digestion quicker.
Discuss collaboration
Who did what in your group?
We mostly collaborated together. We decided on what we needed to work on and took small parts of it together. For example we would want to test a food with enzymes and acid so someone would prepare the food, someone would get the solutions ready, etc. We did plan on having a structure to our model and we planned on having Matt create that while we worked on the rest of our model.
How did each member of the group contribute? How did you decide who would do what?
We never really decided who would do what, most of the time our group just collaborated together on each portion of the model and developed it together. There were some parts where we split up but we decided that based on efficiency, especially for building the actual stages we used to present the model
Did you leverage strengths and talents of people in your group or was it random or volunteer basis?
We generally didn’t plan our tasks based on this, instead we decided on what we needed done and someone would go and do it. So, I suppose it was mainly volunteer or random. The exception to this is that Matt enjoys building and engineering, so we had him build the base for our model.
Discuss Process Management
How was the work managed in your group? Was there a leader? Did you choose a leader? How?
We didn’t generally split up the work, but if the need arose, we decided to split based on efficiency. There was no specific designation for each task, just a large collaboration to finish the project quickly.
How did you communicate with each other about ideas and logistics of building the model?
The group basically spat out ideas as we went and built upon and improved those ideas throughout the design and construction processes. If we ever ran into problems while building, the group would just share any random ideas to solve the problem which worked pretty effectively.
How did you resolve disagreements?
Most of our disagreements came when we were brainstorming for our model. There were usually disagreements about the plausibility of an idea. Generally the idea that caused controversy about doing it wasn’t a great plan for our model. So arguments resolved when an idea was proven to not be good for our final plan.
Relate to the real world
How could what you learned during this project, your model, the concepts used in your model or the design and building process relate to/contribute to/help a real life situation?
These things can contribute and relate to a real life situation by showing people how to model in a lab situation with enzymes and acids the breakdown of different nutrients.