{"id":34865,"date":"2023-03-06T17:39:58","date_gmt":"2023-03-06T12:09:58","guid":{"rendered":"https:\/\/apboardsolutions.com\/?p=34865"},"modified":"2023-05-11T15:53:18","modified_gmt":"2023-05-11T10:23:18","slug":"ts-10th-class-biology-study-material-7th-lesson","status":"publish","type":"post","link":"https:\/\/apboardsolutions.com\/ts-10th-class-biology-study-material-7th-lesson\/","title":{"rendered":"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes"},"content":{"rendered":"<p>Telangana SCERT\u00a0<a href=\"https:\/\/apboardsolutions.com\/ts-10th-class-biology-study-material\/\">10th Class Biology Study Material Telangana<\/a> 7th Lesson Coordination in Life Processes Textbook Questions and Answers.<\/p>\n<h2>TS 10th Class Biology 7th Lesson Questions and Answers Telangana &#8211; Coordination in Life Processes<\/h2>\n<p>Question 1.<br \/>\nWhat do you mean by hunger pangs?<br \/>\nAnswer:<br \/>\nHunger pangs :<\/p>\n<ul>\n<li>Hunger pangs are the hunger contractions that occur in the stomach due to hunger generating signals that reach the brain from the stomach due to the secretion of hormone \u2018Ghrelin\u2019.<\/li>\n<li>Ghrelin is secreted from certain cells in the walls of the stomach.<\/li>\n<li>Increase in Ghrelin levels result in sensation of hunger and motivation to consume food.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 2.<br \/>\nWhat are the organ systems involved in digestion of food which we eat?<br \/>\nAnswer:<br \/>\nThe organ systems involved in digestion of food which we eat are endocrine system, nervous system, muscular system, circulatory system and excretory system.<\/p>\n<p>Question 3.<br \/>\nRafi said smell also increase our appetite can you support this statement. how?<br \/>\nAnswer:<br \/>\nYes, smell increases our appetite. However interactions between the senses of taste and smell enchance our appetite.<\/p>\n<p>Question 4.<br \/>\nWrite a note on peristalsis and sphincter function in stomach.<br \/>\nAnswer:<br \/>\nA. Peristalsis:<\/p>\n<ul>\n<li>Peristalsis involves the contraction of the muscle behind the food and relaxation of the muscle infront of the food giving rise to a thrust that pushes the food forward through the digestive canal.<\/li>\n<li>A wave of contraction followed by relaxation \u00a1n muscles helps in forward movement of food in oesophagus.<\/li>\n<li>The wall of the oesophagus is made up of two kinds of smooth muscles.<\/li>\n<li>The inner layer consists of circular muscles and the outer layer of longitudinal muscles.<\/li>\n<li>Contraction of the circular muscles results in narrowing of the oesophagus just behind the bolus. So the food is squeezed downwards.<\/li>\n<li>Contraction of the longitudinal muscles infront of the bolus widen the tube, this result in shortening of that particular part of the oesophagus.<\/li>\n<li>Contraction and relaxation of these muscles bring in a wave-like motion that propels the food bolus into the stomach by the action called as peristalsis.<\/li>\n<li>Peristalsis is involuntary and under the control of autonomous nervous system.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>B) Sphincters functions in stomach:<\/p>\n<ul>\n<li>Pyloric sphincter is present at the opening of stomach into the duodenum (small intestine).<\/li>\n<li>The pyloric sphincter squeezes only small quantities of food i.e., chyme into duodenum at a time.<\/li>\n<\/ul>\n<p>Question 5.<br \/>\nObserve the given part of the digestive system. What is it? What is it\u2019s role during digestion\u2019?<br \/>\nAnswer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-34875\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-1.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 1\" width=\"194\" height=\"180\" \/><\/p>\n<ul>\n<li>It is large intestine present in human digestive system.<\/li>\n<li>In large intestine, water and mineral salts are absorbed.<\/li>\n<li>Faecal matter containing undigested food material, bile pigments and dead bacteria is formed in the large intestine.<\/li>\n<li>It is stored into the rectum of large intestine.<\/li>\n<\/ul>\n<p>Question 6.<br \/>\nGive reasons.<br \/>\na. If we press tongue against the palate we can recognise taste easily.<br \/>\nb. We can\u2019t identify taste when food is very hot.<br \/>\nc. If glucose level falls in blood we feel hungry.<br \/>\nd. Small intestine is similar to a coiled pipe.<br \/>\ne. Urination increases when we take lot of fluids<br \/>\nf. The process of digestion goes on in a person whose central nervous system has been largerly affected<br \/>\nAnswer:<br \/>\na. Reason:<\/p>\n<ul>\n<li>When the tongue is pressed against the palate, the food substance is pressed against the opening of the taste bud letting it to reach the taste cells and triggering taste signals.<\/li>\n<li>Finally, the taste is recognized in the brain.<\/li>\n<\/ul>\n<p>b. Reason:<\/p>\n<ul>\n<li>Most of the taste buds on the tongue are killed when the food is hot.<\/li>\n<li>This prevents the person identifying the taste.<\/li>\n<li>The perception of taste decreases when the temperature of the food rises beyond 35\u00b0C.<\/li>\n<li>But we don\u2019t pay attention to It because we become worried about the burning feeling.<\/li>\n<\/ul>\n<p>c. Reason:<\/p>\n<ul>\n<li>When glucose levels in the blood fall, we get hunger pangs in stomach.<\/li>\n<li>Hungry feeling start to occur in the stomach due to hunger generating signals that reach the brain from the stomach due to the secretion of the hormone \u2018Ghrelin\u2019.<\/li>\n<\/ul>\n<p>d. Reason:<\/p>\n<ul>\n<li>Small intestine is coiled so as to fit in the human body.<\/li>\n<li>It is coiled to increase surface area and maximum nutrient absorption when food passes through it.<\/li>\n<\/ul>\n<p>e. Reason:<\/p>\n<ul>\n<li>When we take lot of fluids, the kidneys will efficiently throw that water out by forming more urine than usual.<\/li>\n<li>When there is excess water in the body, the brain usually produces less of a hormone called vasopressin, which in turn causes the kidneys to produce a lot of dilute urine, until excess water is removed.<\/li>\n<\/ul>\n<p>f.\u00a0Reason:<\/p>\n<ul>\n<li>The enteric nervous system embedded in the walls of the long tube of our gut or alimentary canal control gut functions often independently of the brain.<\/li>\n<li>The mass of neural tissue of enteric nervous system filled with important neurotransmitters reveals that it does much more than merely handle digestion.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 7.<br \/>\nWrite difference between the following.<br \/>\na. bolus &#8211; chyme<br \/>\nb. small intestine &#8211; large intestine<br \/>\nc. mastication &#8211; rumination<br \/>\nd. propulsion &#8211; retropulsion<br \/>\nAnswer:<br \/>\na.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"302\">Bolus<\/td>\n<td width=\"274\">Chyme<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">1. Food that is mashed in the mouth.<\/td>\n<td width=\"274\">1. It is the repeatedly digested food in the stomach.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">2. Alkaline in nature.<\/td>\n<td width=\"274\">2. Acidic in nature.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">3. Teeth and saliva turn food into bolus.<\/td>\n<td width=\"274\">3. Stomach digests food by peristalsis into chyme.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">4. Soft round ball of food that has been cheWed.<\/td>\n<td width=\"274\">4. It is the liquified part of food.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">5. Food going from mouth to stomach.<\/td>\n<td width=\"274\">5. Food going from stomach to small intestine.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>b.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"302\">Small intestine<\/td>\n<td width=\"274\">Large intestine<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">1. It is longer and has small width.<\/td>\n<td width=\"274\">1. It is shorter and has broad width.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">2. It is in between the stomach and<\/td>\n<td width=\"274\">2. It is the last part of the digestive<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">large intestine.<\/td>\n<td width=\"274\">system.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">3. It helps in digestion and absorption.<\/td>\n<td width=\"274\">3. It helps in reabsorption of food and elimination of wastes.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">4. It absorbs carbohydrates, proteins,<\/td>\n<td width=\"274\">4. It absorbs water, nutrients and<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">fats, minerals and vitamins.<\/td>\n<td width=\"274\">salts.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">5. It has three parts &#8211; duodenum, jejunum and ileum.<\/td>\n<td width=\"274\">5. It has four parts &#8211; caecum, colon, rectum and anal canal.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>c.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"323\">Mastication<\/td>\n<td width=\"253\">Rumination<\/td>\n<\/tr>\n<tr>\n<td width=\"323\">1. Grinding, chewing and shredding of food in the mouth by teeth is called mastication.<\/td>\n<td width=\"253\">1. It is the chewing of food that come from a part near the stomach of the animal to its<br \/>\nmouth.<\/td>\n<\/tr>\n<tr>\n<td width=\"323\">2. Mastication occurs only one time in the oral cavity.<\/td>\n<td width=\"253\">2. Rumination allows food to undergo mastication more than once.<\/td>\n<\/tr>\n<tr>\n<td width=\"323\">3. This is also known as chewing the food.<\/td>\n<td width=\"253\">3. This is also known as chewing the cud.<\/td>\n<\/tr>\n<tr>\n<td width=\"323\">4. It makes the food particles to tiny particles. Does not involve nutrient absorption<\/td>\n<td width=\"253\">4. It allows greater nutrients to be extracted and absorbed from the food particles.<\/td>\n<\/tr>\n<tr>\n<td width=\"323\">5. It occurs in most of the animals (mammals), eg : Human being<\/td>\n<td width=\"253\">5. It occurs only in ruminate animals, eg: Cow<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>d.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"302\">Propulsion<\/td>\n<td width=\"274\">Retropulsion<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">1. It is a means of creating force leading<br \/>\nto movement of food.<\/td>\n<td width=\"274\">1. It is a situation in which some \u00a0thing (food) is pushed or forced backwards.<\/td>\n<\/tr>\n<tr>\n<td width=\"302\">2. Peristaltic waves move food from one<br \/>\npart to the other.<\/td>\n<td width=\"274\">2. Small amount of chyme is pushed<br \/>\ninto duodenum, simultaneously forcing most of it back into the stomach.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Question 8.<br \/>\nHow can you say that mouth is a munching machine?<br \/>\nAnswer:<\/p>\n<ul>\n<li>The circular muscles of the mouth enable the food to be pushed into the oral cavity and to be moved around.<\/li>\n<li>The teeth grind, chew and shred the food by a process called mastication.<\/li>\n<li>The surface muscles of the jaw help in biting and chewing actions and moving the jaw. The jaw moves up, down, forward and backward during food mastication.<\/li>\n<li>The teeth hell) in cutting and grinding , while tongue movements evenly spread out the food and help in mixing it with saliva.<\/li>\n<li>The muscles of the mouth enable the food to be pushed in the oral cavity and to be moved around.<\/li>\n<li>Hence we can say that mouth is a munching machine.<\/li>\n<\/ul>\n<p>Question 9.<br \/>\nWhat is mastication? Explain the role of different sets of teeth in this process.<br \/>\nAnswer:<br \/>\nMastication : Mastication or chewing is the process by which food is crushed and ground by teeth. It is the first stage in digestion process.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-34882\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-2.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 2\" width=\"307\" height=\"244\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-2.png 307w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-2-300x238.png 300w\" sizes=\"(max-width: 307px) 100vw, 307px\" \/><\/p>\n<p>Role of different sets of teeth in mastication:<\/p>\n<ul>\n<li>There are four types of teeth in human beings. They are Incisors, Canines , Premolars and Molars each for a specific function.<\/li>\n<li>Incisors are eight in number and they help the food to bite Dentition or cut.<\/li>\n<li>Canines are four in number and these are used for tearing the food.<\/li>\n<li>Eight premolars are present in our mouth and they are used for chewing and grinding food.<\/li>\n<li>Molars are eight in number and they are also used for chewing and grinding food.<\/li>\n<\/ul>\n<p>Question 10.<br \/>\nDuring the journey of food from mouth to stomach through oesophagus. How does muscular system coordinate in this process?<br \/>\nAnswer:<br \/>\nMuscular movement in mouth:<\/p>\n<ul>\n<li>The muscular system coordinates the journey of food from mouth to stomach through oesophagus.<\/li>\n<li>The circular muscles of the mouth enable the food to be pushed into the oral cavity and to be moved around.<\/li>\n<li>The surface muscles of the jaw help in biting and chewing actions.<\/li>\n<li>The wall of the oesophagus is made up of two kinds of smooth muscles.<\/li>\n<li>The inner layer consists of circular muscles and the outer layer of longitudinal muscles.<\/li>\n<li>Contraction and relaxation of circular and longitudinal muscles bring in a wave like motion that propels the food into stomach by the action called as peristalsis.<\/li>\n<li>Peristalsis is involuntary and under the control of autonomous nervous system.<\/li>\n<li>The muscle of the upper part of stomach relaxes to accept large volumes of swallowed food. Thus muscular system in mouth and oesophagus helps the food to reach from mouth to stomach through oesophagus.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 11.<br \/>\nIs there any reason for the intestine to be coiled with many folds? In what way it is helpful during the process of digestion?<br \/>\nAnswer:<\/p>\n<ul>\n<li>The coiled and folded nature of intestine slows down the passage of food along the intestine and afford an increased surface for absorption.<\/li>\n<li>It also increases the surface area for intestine to increase the absorption of nutrients.<\/li>\n<li>The folded and coiled intestine absorbs nutrients and water more than they breakdown.<\/li>\n<\/ul>\n<p>Question 12.<br \/>\nWhat is the function of peristalsis in these parts?<br \/>\na. oesophagus<br \/>\nb. stomach<br \/>\nc. small intestine<br \/>\nd. large intestine<br \/>\nAnswer:<br \/>\na. Oesophagus: Peristalsis helps in pushing the food, down the oesophagus into the stomach.<\/p>\n<p>b. Stomach:<\/p>\n<ul>\n<li>Peristalsis helps in storing food, breaking down food down and mixing it with juices secreted by stomach lining.<\/li>\n<li>Peristalsis in stomach helps in partial digestion of food called chyme.<\/li>\n<\/ul>\n<p>c. Small intestine:<\/p>\n<ul>\n<li>Peristalsis pushes the digesting food through small intestine.<\/li>\n<li>It helps to mix the chyme to help in the digestive process.<\/li>\n<li>Peristalsis also helps in absorbing nutrients from the digesting food into the blood.<\/li>\n<\/ul>\n<p>d. Large Intestine: Peristaltic movements help to propel feces along the large intestine through colon, to the rectum for expulsion from the body.<\/p>\n<p>Question 13.<br \/>\nHow can you justify the enteric nervous system as the second brain of the gut?<br \/>\nAnswer:<\/p>\n<ul>\n<li>Enteric nervous system, the second brain consists of sheaths of neurons embedded in the walls of the long tube of our gut, or alimentary canal.<\/li>\n<li>The second brain measures about nine meters end to end from the oesophagus to the anus.<\/li>\n<li>The second brain contains some loo million neurons, mote than in either the spinal cord or the peripheral nervous system.<\/li>\n<li>This multitude of neurons in the enteric nervous system enables us to \u201cfeel the inner world of our gut and its contents.<\/li>\n<li>Enteric nervous system contains mass of neural tissue filled with important neurotransmitters.<\/li>\n<li>This reveals that it does much more than merely handle digestion or inflict the occasional nervous pang of hunger.<\/li>\n<li>Enter\u00edc nervous system stimulates and coordinates the breaking down of food, absorbing nutrients and expelling of waste.<\/li>\n<li>Thus equipped with its own reflexes and senses, the second brain can control several gut functions often independently of the brain.<\/li>\n<li>Several scientists also believe that the enteric nervous system is a way too complicated to have evolved only to make sure things move through and out of our gut smoothly.<\/li>\n<li>Hence we can justify that the enteric nervous system as the second brain of the gut.<\/li>\n<\/ul>\n<p>Question 14.<br \/>\nRajesh feels hungry upon seeing food. Sheela says no to food as she is not hungry. What makes Rajesh hungry and what suppresses Sheelas hunger?<br \/>\nAnswer:<\/p>\n<ul>\n<li>Increase in ghrelin levels in the stomach of Rajesh results in sensation of hunger and motivation to consume food.<\/li>\n<li>Secretion of hormone \u2018leptin\u2019 in the stomach of Sheela suppresses hunger in her.<\/li>\n<\/ul>\n<p>Question 15.<br \/>\nHow are taste and smell related?<br \/>\nAnswer:<\/p>\n<ul>\n<li>Taste and smell are intimately related.<\/li>\n<li>This dose relationship is most readily seen in how we perceive the flavours of food.<\/li>\n<li>Anyone with severe cough and cold cannot make out the difference in the taste of certain food items.<\/li>\n<li>Actually, what is really being affected is the flavour of the food or the combination of taste and smell.<\/li>\n<li>That is because not only the taste but also the food odours are being defected.<\/li>\n<li>Taste it self is focussed on distinguishing, Chemical that have a sweet. salty sour, bitter or umami taste.<\/li>\n<li>However interactions between the senses of taste and smell enhance our perceptions of the foods we eat.<\/li>\n<li>Smell of the food flavour gives a similar taste to food.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 16.<br \/>\nList out the sphincter muscles of the food canal you have observed and give a brief description?<br \/>\nAnswer:<br \/>\n1.<\/p>\n<ul>\n<li>The sphincters that are present in the food canal are E.sophased sphincter. Cardiac sphincter, Pyloric Shiflter, Anal sphincter and Ileocecal value or sphincter<\/li>\n<li>Esophageal sphincter allows entry of bolus into the oesophagus. and also reduces back flow from the oesophagus to pharynx.<\/li>\n<\/ul>\n<p>2. Cardiac sphincter is present where the oesophagus meets the stomach. From its location, almost directly in front of the heart.<\/p>\n<p>3. Pyloric sphincter is Present at the opening called the pylorus, located at the end of the stomach, at the connection between stomach and small intestine.<\/p>\n<p>4. Pyloric sphincter allows only small quantities of food into duodenum at a time.<\/p>\n<p>5. Anal sphincter is located at the anus, which marks the end of the digestive tract.<\/p>\n<p>6. The release of waste from the rectum is controlled partly, voluntarily by anal sphincter locate at the anus.<\/p>\n<p>7. The ileocecal valve is a sphincter muscle situated at the junction of the small intestine (ileuin) and the large intestine (colon).<\/p>\n<p>8. It\u2019s critical function is to limit the reflex of colonie contents into the ileum.<\/p>\n<p>Question 17.<br \/>\nWhat experiment should you perform to understand action of saliva on flour? Explain it\u2019s procedure and apparatus that you followed.<br \/>\nAnswer:<\/p>\n<ul>\n<li>If salivary ducts are closed, saliva will not released into the mouth. This causes pain and swelling of salivary glands.<\/li>\n<li>Due to this the food will not get moistened and makes chewing and swallowing of food very difficult.<\/li>\n<li>If salivary amylase do not act on large molecules of starch into small glucose molecules digestion of these will not he completed.<\/li>\n<\/ul>\n<p>Question 18.<br \/>\nWhat happens if salivary ducts are closed?<br \/>\nAnswer:<\/p>\n<ul>\n<li>If salivary ducts are closed, saliva will not released into the mouth. This causes pain and swelling of salivary glands.<\/li>\n<li>Due to this the food will not get moistened and makes chewing and swallowing of food very difficult.<\/li>\n<li>If salivary amylase do not act on large molecules of starch into small glucose molecules digestion of these will not be completed.<\/li>\n<\/ul>\n<p>Question 19.<br \/>\nIf size and shape of small intestine is like oesophagus what will happen?<br \/>\nAnswer:<\/p>\n<ul>\n<li>If size and shape of small intestine is like oesophagus. It is very difficult digestion process which would take place in small intestine.Shape and Size of small intestine = Oesophagus<\/li>\n<li>For the complete digestion of the food to occur, it has to stay in alimentary canal for 3 to 4 hours.<\/li>\n<li>Otherwise digestion will not be completed and nutrients are not absorbed into blood in the small intestine.<\/li>\n<li>The tube-like nature of small intestine as that of oesophagus will not provide increased surface area for complete absorption of nutrients.<\/li>\n<\/ul>\n<p>Question 20.<br \/>\nPrepare a questionnaire to understand nervous coordination in digestion process.<br \/>\nAnswer:<\/p>\n<ul>\n<li>What is meant by autonomous nervous system?<\/li>\n<li>What are neurotransmitters?<\/li>\n<li>What is enteric nervous system or second brain?<\/li>\n<li>What is the length of the enteric nervous system?<\/li>\n<li>Where is the enteric nervous system present in our body?<\/li>\n<li>When part the nervous system can control several gut functions?<\/li>\n<li>Does the enteric nervous system function independent of the brain?<\/li>\n<li>What do scientists believe about enteric nervous system?<\/li>\n<li>How many number of neurons are present in enteric nervous system?<\/li>\n<li>Is enteric nervous system the seat of conscious thoughts or decision making?<\/li>\n<li>How does enteric nervous system help in the digestion of food in alimentary canal?<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 21.<br \/>\nSuggest a simple experiment to prove the role of palate in recognizing taste.<br \/>\nAnswer:<br \/>\nExperiment to prove the role of palate in recognizing taste:<\/p>\n<p>Aim : To prove the role of palate in recognizing taste.<\/p>\n<p>Apparatus: Sugar crystals, Stop watch.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-34889\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-3.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 3\" width=\"190\" height=\"157\" \/><\/p>\n<p>Procedure:<\/p>\n<ul>\n<li>Place some sugar crystals on the tongue.<\/li>\n<li>Keep mouth opened and see that tongue does not touch the palate.<\/li>\n<li>Record the time from the moment we placed the crystals on the tongue till we get the taste by using stop watch.<\/li>\n<li>Now repeat the test by placing the sugar crystals on the tongue pressing it against the palate.<\/li>\n<li>Record the time for; placing sugar crystals to getting the taste.<\/li>\n<\/ul>\n<p>Observation : From the above activity we know that taste can be identified easily when the tongue is pressed against the palate.<\/p>\n<p>Result : We can easily identify the taste of the substance we can identify the taste of it in lesser time.<\/p>\n<p>Question 22.<br \/>\nCollect information related to feeling hunger from your school library and prepare a note on it.<br \/>\nAnswer:<br \/>\n1. Hunger is a sensation experienced when one feels the physiological need to eat food.<\/p>\n<p>2. A healthy well- nourished individual can survive for weeks without food intake.<\/p>\n<p>3. Hunger is also the most commonly used term to describe the condition of people who suffer from a chronic lack of sufficient food and constantly or frequently experience the physical sense of hunger.<\/p>\n<p>4. When hunger contractions start to occur in the stomach, they are informally referred to as hunger pangs. Hunger pangs usually do not begin until 12 to 24 hours after the last ingestion of food.<\/p>\n<p>5. A single hunger contraction lasts about 30 seconds, and pangs continue for about 30-45 minutes, then hunger subsides for around 30-150 minutes.<\/p>\n<p>6. Emotional states may inhibit hunger contraction levels of hunger are increased by lower blood sugar levels, and are higher in diabetics.<\/p>\n<p>7. The fluctuation of leptin and ghrelin hormone levels results in the motivation of an organism to consume food. Increasing levels of leptin result in a reduction of one\u2019s motivation to eat. Low levels of leptin cause the release of a secondary hormone, ghrelin hich inturn initiates the feeling of hunger.<\/p>\n<p>8. Some studies have suggested that an increased production of ghrelin may enhance appetite evoked by the sight of food, while an increase in stress may also influence the hormone\u2019s production.<\/p>\n<p>9. The brain uses to evaluate the contents of the gut through vagal nerve fibres that carry signals between the brain and the gastrointestinal tract.<\/p>\n<p>10. Blood level of glucose. amino acids and fatty acids provide a constant flow of information to the brain that may be linked to regulating hunger and energy intake.<\/p>\n<p>Question 23.<br \/>\nDraw the block diagram showing sensation of taste from food material to brain.<br \/>\nAnswer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-34891\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-4.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 4\" width=\"701\" height=\"186\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-4.png 701w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-4-300x80.png 300w\" sizes=\"(max-width: 701px) 100vw, 701px\" \/><\/p>\n<p>Question 24.<br \/>\nDraw a neatly labled diagram showing a peristaltic movement in oesophagus. Explain the importance of mucus on the walls of food pipe.<br \/>\nAnswer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-34892\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-5.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 5\" width=\"264\" height=\"337\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-5.png 264w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-5-235x300.png 235w\" sizes=\"(max-width: 264px) 100vw, 264px\" \/><br \/>\nImportance of mucus on the walls of food pipe:<\/p>\n<ul>\n<li>The walls of the food pipe secrete a slippery substance called mucus.<\/li>\n<li>Mucus lubricates and protects the oesophageal walls from damage.<\/li>\n<li>This helps the food bolus to slide down easily into the stomach through oesophagus.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 25.<br \/>\nDraw a schematic diagram of villus in small intestine. Explain how digestive system coordinate with circulatory system.<br \/>\nAnswer:<br \/>\nCoordination of digestive system with circulatory system:<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-34897\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-6.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 6\" width=\"265\" height=\"258\" \/><\/p>\n<ul>\n<li>The digestive system breaks down the food into nutrients.<\/li>\n<li>The transfer of food particles from the digestive system to the circulatory system takes place at the inner lining of the small intestine, through millions of finger-like projections called villi, which contain a network of capillaries.<\/li>\n<li>The transfer of food particles is possible because of absorption.<\/li>\n<li>Circulatory system transports the nutrients to different cells of the body.<\/li>\n<\/ul>\n<p>Question 26.<br \/>\nThe mere smell or sight of food stimulates hunger. Describe the process through a neat diagram?<br \/>\nAnswer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-34898\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-7.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 7\" width=\"378\" height=\"234\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-7.png 378w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-7-300x186.png 300w\" sizes=\"(max-width: 378px) 100vw, 378px\" \/><\/p>\n<ul>\n<li>The mere smell even the mere sight of delicious food stimulates the hunger.<\/li>\n<li>When we smell, the air borne substances get dissolved in the watery film of nasal mucus.<\/li>\n<li>The chemoreceptors in nose are otherwise called olfactory receptors which trigger signals in the form of nerve impulses to the brain where smell is defected.<\/li>\n<li>The amount of the neurosecretory protein hormone ghrelin in the blood increases as a result of visual stimulation images of food.<\/li>\n<li>Hunger contractions start to occur in the stomach due to hunger generating signals that reach the brain.<\/li>\n<li>It is beleived that the diencephalon in fore brain and vagus nerve (10th cranial nerve) plays an important role in carrying these signals to brain.<\/li>\n<li>Hunger pangs continue up to 30-45 minutes.<\/li>\n<li>Increase in ghrelin levels results in sensation of hunger and motivation to consume food.<\/li>\n<\/ul>\n<p>Question 27.<br \/>\nWith the help of a diagram show the movement of food from mouth to the stomach. What muscles and nerves are involved in the movement of food and what is this action called as?<br \/>\nAnswer:<br \/>\nMuscles involved in movement of food from mouth to stomach:<\/p>\n<ul>\n<li>Typical movement of the oesophagus, stomach and intestine is called peristalsis. The muscles of the mouth enable the food to be pushed in the oral cavity.<\/li>\n<li>The first major muscle movement occurs when food or liquid is swallowed. Once the swallowing begins, it becomes involuntary and proceeds under the control of nerves in the jaw.<\/li>\n<li>Contraction and relaxation of circular and longitudinal muscles in the oesophagus bring in a wave-like motion that propels the bolus into stomach by the action called peristalsis.<\/li>\n<li>As the food approaches the closed ring of pyloric sphincter the surrounding muscles relax and allow the food to pass.<\/li>\n<li>The muscles of the upper part of the stomach have to relax and accept large volumes of swallowed material.<\/li>\n<li>The lower part of the stomach mixes food, liquid and digestive juice by its muscle action.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-34892\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-5.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 5\" width=\"264\" height=\"337\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-5.png 264w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-5-235x300.png 235w\" sizes=\"(max-width: 264px) 100vw, 264px\" \/><\/p>\n<p>Nerves Involved in the movement of food:<\/p>\n<ul>\n<li>The fifth cranial nerve has been found to control the movement of muscles in the jaw.<\/li>\n<li>Under the action of autonomous nervous system saliva is secreted to make chewing and swallowing easier.<\/li>\n<li>Peristalsis in oesophagus is also under the control of autonomous nervous system.<\/li>\n<li>When the food is in the oral cavity, the nerves in the cheek and tongue are stimulated and carry messages in the form of nerve impulses to the brain.<\/li>\n<li>These messages are transmitted from the brain to the wall of the stomach and stimulate the glands to produce gastric juice.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 28.<br \/>\nPrepare a cartoon on Pavlov\u2019s experiment with a suitable caption.<br \/>\nAnswer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-34899\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-8.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 8\" width=\"322\" height=\"374\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-8.png 322w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-8-258x300.png 258w\" sizes=\"(max-width: 322px) 100vw, 322px\" \/><\/p>\n<p>Question 29.<br \/>\nHow do you appreciate stomach as a churning machine. How does this coordination go on?<br \/>\nAnswer:<\/p>\n<ul>\n<li>The stomach acts like a washing machine, churning the food around to break it into even smaller pieces.<\/li>\n<li>Mechanical mixing of food in stomach occurs by peristalsis, which is waves of muscular contractions that move along the stomach wall.<\/li>\n<li>This allows the mass of food to further mix with the digestive enzymes.<\/li>\n<li>Due to churning of food in stomach, a mixture that resembles thick cream called chyme is formed.<\/li>\n<li>Hence we can call stomach a churning machine.<\/li>\n<\/ul>\n<p>Question 30.<br \/>\nThere is a great variety in diversified life processes, express your feelings in the form of a poem.<br \/>\nAnswer:<\/p>\n<ul>\n<li>Circulatory system: Functioning of body cells, nutrients and oxygen are required, circulation supply those for the oxidation needed.<\/li>\n<li>Respiratory system: Living all the day, is the problem of the gay, respiration is there for oxygen inhalation and carbon dioxide for exhalation.<\/li>\n<li>Digestive system: I eat whatever I like, you are there to digest, absorbing all the nutrients, supplying it to circulation.<\/li>\n<li>Nervous system: When I was empty with thoughts, you woke my thinking power, fills the gap for ever, makes me active ever.<\/li>\n<li>Excretory system: Whatever you ate, I decide its fate,throws out of the body as waste, won\u2019t allow it to paste.<\/li>\n<li>Skeletal \/ Muscular \/ Integumentary system: You supports and protect my body, will fit the organs in their position, secrete of my body\u2019s fitness where are you skeletal muscular systems.<\/li>\n<\/ul>\n<p>Question 31.<br \/>\nSuggest any two important habitual actions to your friend while eating food, keeping in view of this chapter.<br \/>\nAnswer:<\/p>\n<ul>\n<li>Masticate the food thoroughly in the mouth. Because the food \u00a1n the mouth has to be broken down into tiny pieces to increase the surface area for action of substances that aid in digestion.<\/li>\n<li>Do not swallow food without chewing properly or do not eat in hurry.<\/li>\n<li>Eat small quantities of food at regular intervals for efficient digestion and absorption of nutrients.<\/li>\n<li>Eat the food that emit good smell and has good taste to eat.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p><span style=\"color: #0000ff;\">Fill in the blanks<\/span><\/p>\n<p>1. 2:1:2:3 is the ratio of our dentition. Here I represents &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;<br \/>\n2. Large protein molecules are broken down in &#8230;&#8230;&#8230;&#8230; of digestive track.<br \/>\n3. &#8230;&#8230;&#8230;&#8230;&#8230;&#8230; is the strong acid which is secreted during digestion.<br \/>\n4. Olfactory receptors present in &#8230;&#8230;&#8230;&#8230; triggering signals to brain.<br \/>\n5. pH of saliva is &#8230;&#8230;&#8230; in nature.<\/p>\n<p>6. Fill in the blanks with suitable words given below.<\/p>\n<p>Fluctuations of hormone &#8230;&#8230;. (i) &#8230;&#8230;. levels results in sensation of hunger and motivation of consuming food. When you feel your stomach is full and there is no need of food any more. Another hormone &#8230;&#8230;.(ii)&#8230;&#8230;. that gets secreted suppresses hunger. When we take food into the mouth it has to be chewed thoroughly. For this purpose the &#8230;&#8230;.(iii)&#8230;&#8230;. muscles help in chewing actions, while the &#8230;&#8230;.(iv)&#8230;&#8230;. muscles of the jaw moves the jaw up,down forward and backward during food mastication. The &#8230;&#8230;.(v)&#8230;&#8230;.nerve controls the muscles of the jaw. Under the action of &#8230;&#8230;.(vi)&#8230;&#8230;. nervous system Saliva is released by the salivary glands moistens the food to make chewing and swallowing easier. The salivary &#8230;&#8230;.(vii)&#8230;&#8230;. in the saliva breaks down the starch into sugars. As a result of chewing the food is transported into the oesophagus by the action of swallowing which is coordinated by the swallowing centre in the &#8230;&#8230;. (viii) &#8230;&#8230;. and the &#8230;&#8230;. (ix) &#8230;&#8230;.. The tongue which is gustatory recognizes the taste and &#8230;&#8230;.(x)&#8230;&#8230;. nerve plays an important role in sensation of taste.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Choose the right ones.<br \/>\ni. leptin, ghrelin, gastrin, secretin.<br \/>\nii. ghrelin, leptin, secretin, gastrin.<br \/>\niii. deep muscles, surface muscles, circu lar muscles, striated muscles.<br \/>\niv. surface muscles, deep muscles, neck muscles, long muscles.<br \/>\nv. fifth cranial nerve, second cranial nerve, fifth facial nerve, spinal nerve.<br \/>\nvi. central nervous systems peripheral nervous system, autonomous nervous system.<br \/>\nvii. lipase, sucrase, galactase, amylase.<br \/>\nviii. medulla oblongata, cerebrum, 8th spinal nerve, cranial nerve, 7th cranial nerve.<br \/>\nix. Pons varoli, brain stem, medulla oblongata, mid brain.<br \/>\nx. 6th cranial nerve, 5th cranial nerve, 10th cranial nerve, optic nerve.<br \/>\nAnswer:<br \/>\n1. Canine<br \/>\n2. Stomach<br \/>\n3. HCL<br \/>\n4. Nose<br \/>\n5. Alkaline nature<br \/>\n6.<br \/>\ni. ghrelin<br \/>\nii. leptin<br \/>\niii. surface<br \/>\niv. deep<br \/>\nv. fifth cranial,<br \/>\nvi. autonomous<br \/>\nvii. amylase<br \/>\nviii. medulla oblongata,<br \/>\nix. brain stem,<br \/>\nx. fifth cranial.<\/p>\n<p><span style=\"color: #0000ff;\">Choose the correct answer:<\/span><\/p>\n<p>Question 1.<br \/>\nIn which of the following situation you can taste quickly?<br \/>\nA. Put sugar cristals on tongue<br \/>\nB. Put sugar solution on tongue<br \/>\nC. Press the tongue slowly against the palate<br \/>\nD. Swallow directly without grinding and shredding<br \/>\nAnswer:<br \/>\nC. Press the tongue slowly against the palate<\/p>\n<p>Question 2.<br \/>\nPeristalsis is because of &#8230;&#8230;..<br \/>\nA. Contractiqn of longitudinal muscles<br \/>\nB. Contraction of circular muscles<br \/>\nC. Under control of autonomous nervous system<br \/>\nD. Digestive secretions<br \/>\nAnswer:<br \/>\nC. Under control of autonomous nervous system<\/p>\n<p>Question 3.<br \/>\nSphincter that helps in opening of stomach into duodenum &#8230;&#8230;&#8230;.. [ J<br \/>\nA. Cardiac<br \/>\nB. Pyloric<br \/>\nC. Anal<br \/>\nD. Gastric<br \/>\nAnswer:<br \/>\nB. Pyloric<\/p>\n<p>Question 4.<br \/>\nGlucose and amino acids are absorbed through the following part of villus.<br \/>\nA. epithelial cells<br \/>\nB. blood capillary<br \/>\nC. lymphatic vessel<br \/>\nD. all<br \/>\nAnswer:<br \/>\nA. epithelial cells<\/p>\n<p>Question 5.<br \/>\nThe region in brain portion that controls hunger signals &#8230;&#8230;&#8230;..<br \/>\nA. medulla<br \/>\nB. diencephalon<br \/>\nC. cerebrum<br \/>\nD. mid brain<br \/>\nAnswer:<br \/>\nB. diencephalon<\/p>\n<p>Question 6.<br \/>\nHuman organism is an internal combustion machine because of &#8230;&#8230;&#8230;<br \/>\nA. assimilation of energy from food<br \/>\nB. liberate CO<sub>2<\/sub> during respiration<br \/>\nC. expel waste food at the end state of digestion<br \/>\nD. secrete powerful digestive juices<br \/>\nAnswer:<br \/>\nA. assimilation of energy from food<\/p>\n<h3>TS 10th Class Biology 7th Lesson Coordination in Life Processes Intext Questions<\/h3>\n<p><span style=\"color: #0000ff;\">1 Mark Question and Answers :<\/span><\/p>\n<p>Question 1.<br \/>\nHow do we know that we need food?<br \/>\nAnswer:<br \/>\nWhen we feel hungry then we know that we need food.<\/p>\n<p>Question 2.<br \/>\nWhat plays a major role to identify stale food?<br \/>\nAnswer:<br \/>\nSmell or odour plays a major role to identify stale food.<\/p>\n<p>Question 3.<br \/>\nIf you are having a tasty dish, do you think the smell of It increases your appetite?<br \/>\nOR<br \/>\nDoes the smell of tasty dish increase our appetite?<br \/>\nAnswer:<br \/>\nYes, the smell of tasty dish increases our appetite.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 4.<br \/>\nWhat are your observations after chewing cumin jeera, sound, potato and apple?<br \/>\nAnswer:<br \/>\nIf we chew cumin (jeera), sound, potato and apple we observe morder to taste the food material the food should dissolve in saliva.<\/p>\n<p>Question 5.<br \/>\nAre there any other sensations that affect taste?<br \/>\nAnswer:<br \/>\nTemperature (hotness), coldness are the sensations that affect taste.<\/p>\n<p>Question 6.<br \/>\nWhat happens to your taste sensation while sipping hot milk or tea?<br \/>\nAnswer:<br \/>\nWe find something more tasty while we sipping hot milk or tea.<\/p>\n<p>Question 7.<br \/>\nWhat do you think could be the range of temperature for us to relish food items?<br \/>\nAnswer:<br \/>\n30\u00b0C to 35\u00b0C could be the range of temperature for us to relish food items.<\/p>\n<p>Question 8.<br \/>\nSuppose your taste buds were affected, what would happen to your Interest in having food?<br \/>\nAnswer:<br \/>\nIf my taste buds were affected I cannot identify the taste of food and also loose interest in having food.<\/p>\n<p>Question 9.<br \/>\nDoes the level of saliva secretion increase due to presence of food in the mouth?<br \/>\nAnswer:<br \/>\nYes, the level of saliva increases due to presence of food in the mouth.<\/p>\n<p>Question 10.<br \/>\nCan the process of chewing go on in the absence of saliva?<br \/>\nAnswer:<br \/>\nYes, the process of chewing go on in the absence of saliva. But it is very difficult to chew food and swallow it.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 11.<br \/>\nDoes the saliva have any other roles to play?<br \/>\nAnswer:<br \/>\nThe enzyme present in saliva that is salivary amylase converts large molecules of carbohydrates into small molecules of sugar like maltose and dextrose.<\/p>\n<p>Question 12.<br \/>\nWhat is the use of such an increase in surface area of food ?<br \/>\nAnswer:<br \/>\nIt helps in more surface area for the enzyme to act.<\/p>\n<p>Question 13.<br \/>\nWhat about the nature of medium for salivary amylase to act on food component?<br \/>\nAnswer:<br \/>\nThe nature of medium for salivary amylase to act on food component is alkaline.<\/p>\n<p>Question 14.<br \/>\nIf we swallow food material directly without mastication, what will happen?<br \/>\nAnswer:<br \/>\nIf we swallow food material directly without mastication, the food will not get digest easily and completely.<\/p>\n<p>Question 15.<br \/>\nDo you think the pH of our mouth changes?<br \/>\nAnswer:<br \/>\nYes, the pH of our mouth changes from acidic to alkaline by the release of saliva from salivary glands.<\/p>\n<p>Question 16.<br \/>\nWhat are the different systems that contribute to the proper functioning of digestion in the mouth?<br \/>\nAnswer:<br \/>\nEndocrine, muscular, nervous systems contribute to the proper functioning of digestion in the mouth.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 17.<br \/>\nAfter the digestive process in the mouth where does the food move to?<br \/>\nAnswer:<br \/>\nAfter the digestion in the mouth the food move to oesophagus.<\/p>\n<p>Question 18.<br \/>\nWhat are the systems that come into play for swallowing food?<br \/>\nAnswer:<br \/>\nSkeletal system, nervous system and digestive systems come into play for swallowing food.<\/p>\n<p>Question 19.<br \/>\nWhat does the schematic diagram tell us about the oesophagus?<br \/>\nAnswer:<br \/>\nThe schematic diagram of the oesophagus tell us about its structure, secretion and function.<\/p>\n<p>Question 20.<br \/>\nWhat kind of the tube is oesophagus?<br \/>\nAnswer:<br \/>\nOesophagus is a muscular and elastic tube.<\/p>\n<p>Question 21.<br \/>\nHow does mucus help in passage of food?<br \/>\nAnswer:<br \/>\nMucus helps in lubricating and protecting the oesophageal wall and helps the bolus to slide down easily in the oesophagus.<\/p>\n<p>Question 22.<br \/>\nWhat makes the movement of the food bolus in the oesophagus easy?<br \/>\nAnswer:<\/p>\n<ul>\n<li>Mucus helps the food bolus to slide down easily.<\/li>\n<li>Peristalic movements of the walls of oesophagus also move the food bolus in the oesophagus.<\/li>\n<\/ul>\n<p>Question 23.<br \/>\nWhy do you think the stomach is structured like a bag rather than a tube like oesophagus?<br \/>\nOR<br \/>\nWhy is stomach structured like a bag rather than like a tube?<br \/>\nAnswer:<\/p>\n<ul>\n<li>The food taken has to remain in the stomach for a long time for proper digestion.<\/li>\n<li>If it was like a tube it would just pass down without undergoing much changes and cannot remain in the stomach for long time.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 24.<br \/>\nWhat sets such processes into action?<br \/>\nAnswer:<\/p>\n<ul>\n<li>When the food is in the oral cavity, the nerves in the cheek and tongue are stimulated.<\/li>\n<li>These carry messages in the form of nerve impulses to the brain.<\/li>\n<li>These messages are transmitted from the brain through motor nerve, to the wall of the stomach, and stimulate the gastric glands to produce gastric juice.<\/li>\n<\/ul>\n<p>Question 25.<br \/>\nWhat stimulates stomach muscle into action?<br \/>\nAnswer:<br \/>\nThe nervous system stimulates stomach muscle into action.<\/p>\n<p>Question 26.<br \/>\nWhat causes the stomach to churn and mix the food?<br \/>\nAnswer:<br \/>\nThe contractions of the stomach muscles squeeze and mix the food with the acids and juices of the stomach.<\/p>\n<p>Question 27.<br \/>\nWhy should only a small quantity of food be passed from stomach to duodenum?<br \/>\nAnswer:<br \/>\nFor the complete digestion of chyme only small quantity of it be passed from stomach to duodenum.<\/p>\n<p>Question 28.<br \/>\nWhat is involved in bringing about peristalsis?<br \/>\nAnswer:<br \/>\nContraction and relaxation of the muscles present in various parts of gut bring about peristalsis.<\/p>\n<p>Question 29.<br \/>\nWhat is the direction of peristalsis (which end of the gut does it begin)?<br \/>\nAnswer:<br \/>\nThe direction of peristalsis is forward direction that is from mouth to anus.<\/p>\n<p>Question 30.<br \/>\nWhat happens if the direction of peristaisis is reversed?<br \/>\nAnswer:<br \/>\nIf the direction of peristalsis is reversed the food present in the gut moves backwards.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 31.<br \/>\nWhy do you think small intestine is long and coiled?<br \/>\nOR<br \/>\nWhy is the small intestine long and coiled?<br \/>\nAnswer:<br \/>\nThe small intestine is long and coiled because it has to stay for more time for complete digestion and absorption.<\/p>\n<p>Question 32.<br \/>\nWhat process is involved in this process of absorption?<br \/>\nAnswer:<br \/>\nSelective absorption of nutrients to be absorbed by the vifli of small intestine is involved in absorption.<\/p>\n<p>Question 33.<br \/>\nWhat is the relation between fin ger1ike structures and paper folds?<br \/>\nAnswer:<\/p>\n<ul>\n<li>Finger-like structures increase the surface area.<\/li>\n<li>The space inside the paper folds is very much high. So area is increased.<\/li>\n<li>So increasing of the surface area is the relation between finger-like structures and paper folds.<\/li>\n<\/ul>\n<p>Question 34.<br \/>\nWhat systems do you think are working together?<br \/>\nAnswer:<br \/>\nThe digestive system and circulatory system are working together.<\/p>\n<p>Question 35.<br \/>\nDo you think those systems work together in the whole length of the digestive canal? Why\/ Why not?<br \/>\nAnswer:<br \/>\nNo, these systems are not working together in the whole length of the digestive canal. The digested food material is absorbed only in the small intestine hut not else where in the gut.<\/p>\n<p>Question 36.<br \/>\nOften you may have experienced that if you have tension for some reason you start having loose motions. What does this show us?<br \/>\nAnswer:<br \/>\nIf we are tensed for some reason the enteric nervous system or second brain looses control over the gut. Hence without our intervention loose motions occur.<\/p>\n<p>Question 37.<br \/>\nWhat moves out of the gut?<br \/>\nAnswer:<br \/>\nThe indigested food material moves out of the gut.<\/p>\n<p>Question 38.<br \/>\nTwo major pathways of waste expulsion are shown above. Which of the two do you think happens exclusively through the gut?<br \/>\nAnswer:<br \/>\nUndigested food matter is expelled \u00a1n the form of stool from gut.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 39.<br \/>\nWhat controls the exit of stools from the body?<br \/>\nAnswer:<br \/>\nThe two muscular layers present in the anal sphincter control the exist of stools from the body.<\/p>\n<p>Question 40.<br \/>\nDo you think the control is voluntary? Why! Why not?<br \/>\nAnswer:<br \/>\nYes, the control is voluntary in adults and it is involuntary in infants.<\/p>\n<p>Question 41.<br \/>\nDid we have a sphincter In any other part of the digestive canal? Where was it?<br \/>\nAnswer:<br \/>\nYes. We have a sphincter at the opening where stomach opens into duodenum (small intestine).<\/p>\n<p>Question 42.<br \/>\nWhat is the fate of the digested substances that move into blood from the intestine?<br \/>\nAnswer:<br \/>\nThe digested substances reach each cell of the body through circulatory system. There it gets oxidised and release energy.<\/p>\n<p>Question 43.<br \/>\nWhere, is the energy stored?<br \/>\nAnswer:<br \/>\nThe energy is stored in the cells as ATP.<\/p>\n<p>Question 44.<br \/>\nWhich system do you think will remove the excess salts from our body?<br \/>\nAnswer:<br \/>\nThe excretory system remove the excess salts from our body.<\/p>\n<p><span style=\"color: #0000ff;\">2 Mark Question and Answers :<\/span><\/p>\n<p>Question 1.<br \/>\nWhat do you think that would happen if the salivary glands do not function in our mouth?<br \/>\nAnswer:<\/p>\n<ul>\n<li>If the salivary glands do not function in our mouth saliva will not release and the food do not get moistened and chewing it is difficult.<\/li>\n<li>The taste of the food cannot be identified.<\/li>\n<li>Carbohydrates in the food cannot be breakdown and changed to dextrose and maltose molecules.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>Question 2.<br \/>\nWhat would be the path of salt removal from gut to the outside of our body?<br \/>\nAnswer:<\/p>\n<ul>\n<li>The digested food containing salts will be absorbed into the blood stream in small intestine.<\/li>\n<li>The circulatory system supplies this to kidney through renal artery.<\/li>\n<li>In the kidney salts are filtered and sent out of the body along with urine.<\/li>\n<li>Some of the salts also supplied to the skin. They will be sent out of the body in the form of sweat.<\/li>\n<\/ul>\n<h3>TS 10th Class Biology 7th Lesson Coordination in Life Processes Activities<\/h3>\n<p><span style=\"color: #0000ff;\">Activity -1.<\/span><\/p>\n<p>Observe the following table, identify and tick those options that you think makes you feel hungry.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-34910\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-10.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 10\" width=\"729\" height=\"167\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-10.png 729w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-10-300x69.png 300w\" sizes=\"(max-width: 729px) 100vw, 729px\" \/><\/p>\n<p>i. What stimulates hunger?<br \/>\nAnswer:<br \/>\nSmell of food, sight of food and need of food stimulates hunger.<\/p>\n<p>ii. What would be the result of stimulation of hunger?<br \/>\nAnswer:<br \/>\nHunger pangs occur in the stomach.<\/p>\n<p>iii. Which system do you think would send the signals to make us realize that we are hungry?<br \/>\nAnswer:<br \/>\nNervous system.<\/p>\n<p>iv. Which part of nervous system controls the hunger pangs?<br \/>\nAnswer:<br \/>\nCentral nervous system (CNS) controls the hunger pangs.<\/p>\n<p>v. What kinds of controls are exercised during sensation of hunger? Are they hormonal or neural or both?<br \/>\nAnswer:<br \/>\nThey are both hormonal and neural.<\/p>\n<p>vi. Can you suggest any four systems Involved In the process of generating hunger sensation?<br \/>\nAnswer:<br \/>\nDigestive system, Endocrine system, Circulatory system and Nervous system.<\/p>\n<p><span style=\"color: #0000ff;\">Activity -2.<\/span><\/p>\n<p>Observation of how our taste is affected by the sense of smell.<\/p>\n<ul>\n<li>First close your nose with your fingers.<\/li>\n<li>Pop in some zeera in your mouth and chew it for sometime.<\/li>\n<li>After that chew sounf.<\/li>\n<li>Could you recognise the taste?<\/li>\n<li>How long it taken to know the taste?<\/li>\n<li>After sometime wash your mouth and repeat the activity by chewing a piece of an apple followed by a potato (remember to close your nose)<\/li>\n<\/ul>\n<p>i. What are your perception about the taste?<\/p>\n<ul>\n<li>We can taste the food that is in the form of liquid only.<\/li>\n<li>Only after the dissolved food enters into the cup like taste buds, the sense of taste is carried to the brain for analysis. Then only we will know the taste of food material.<\/li>\n<li>Similarly of factory receptors which trigger signals in the form of nerve impulses to the brain where smell is detected.<\/li>\n<\/ul>\n<p>ii. Could you feel the taste of both or did they taste the same? Why?<br \/>\nAnswer:<br \/>\nNo, because taste buds couldn\u2019t send the taste signals to brain.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>iii. What happens when we put food material in our mouth?<br \/>\nAnswer:<br \/>\nOur mouth salivates.<\/p>\n<p>iv. Name the parts in the mouth that help us to taste food.<br \/>\nAnswer:<br \/>\nPapillae (taste buds), palate.<\/p>\n<p><span style=\"color: #0000ff;\">Activity -3.<\/span><\/p>\n<p>1. Take a pinch of asafoetida powder\/garlic and rub it on hand kerchief I tissue paper.<br \/>\n2. Close your eyes and smell it.<br \/>\n3. Then try to identify taste of different types of food materials with the help of your friend<\/p>\n<p>i. Does garlic have a stronger scent than apple? How do you think the stronger scent affects your sensation of taste?<br \/>\nAnswer:<br \/>\nYes, garlic have a stronger scent than apple. The stronger scent motivates us to eat different types of foods.<\/p>\n<p>ii. How many food materials have you identified correctly?<br \/>\nAnswer:<br \/>\nDo the activity, write your own answer.<\/p>\n<p>iii) Write a few lines on relation between smell and taste<br \/>\nAnswer:<\/p>\n<ul>\n<li>Taste and smell are intimately entwined. This close relationship is most apparent in how we perceive the flavour of food.<\/li>\n<li>Taste itself is focussed on distinguishing chemicals that have sweet, salty, sour, bitter or umami taste.<\/li>\n<li>However interactions between the senses of taste and smell enhance our perceptions of the foods, we eat.<\/li>\n<\/ul>\n<p>iv) Have you ever felt that a particular food is tasty just by looking at it ?<br \/>\nAnswer:<br \/>\nI felt so many times. In general, we prefer the food material, which is attractive to our eyes and flavour to nose, then we taste it.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p><span style=\"color: #0000ff;\">Activity &#8211; 4.<\/span><\/p>\n<p>Role of different parts of the mouth in helping us to taste keeping sugar crystals over the tongue.<\/p>\n<ul>\n<li>Place some sugar crystals on the tongue and keep your mouth opened and see that your tongue dosen\u2019t touch the palate.<\/li>\n<li>Record the time from the moment you placed the crystals on your tongue till you got the taste by using stop watch.<\/li>\n<li>Now repeat the test by placing the sugar crystals on the tongue and pressing it against the palate.<\/li>\n<li>Record the time from placing sugar crystals to getting the taste. Or put a drop of sugar solution on your tongue using a dropper.<\/li>\n<\/ul>\n<p>Observation:<\/p>\n<p>Based on the above activity we know that taste can be identified easily when the tongue is pressed against the palate.<\/p>\n<p>i. Can we taste on dry tongue?<br \/>\nAnswer:<br \/>\nNo.<\/p>\n<p>ii. Which way helped you taste faster? Why?<br \/>\nAnswer:<br \/>\nTaste can be identified faster when the tongue is pressed against the palate. When the tongue is pressed against the palate the food substance is pressed against the opening of the taste bud letting it reach taste cells triggering taste signals. Finally, the taste is recognised in the brain.<\/p>\n<p><span style=\"color: #0000ff;\">Activity &#8211; 5.<\/span><\/p>\n<p>To show breakdown of food by using the model of cha Ikpiece kept in vinegar<\/p>\n<ul>\n<li>Break a piece of chalk into two halves.<\/li>\n<li>Crush one half to tiny pieces leaving the other as it is.<\/li>\n<li>Take two small mineral water bottles (\u00bd ltr bottle) cut them into two equal halves and discard the upper portion.<\/li>\n<li>Now we have two beakers from the lower cut portion.<\/li>\n<li>Fill them half with vinegar and add the crushed chalk to one beaker and the other uncrushed half chalk to the other.<\/li>\n<li>Observe them after half-an-hour or so.<\/li>\n<\/ul>\n<p>i. Which one dissolved faster the crushed chalk or the whole one?<br \/>\nAnswer:<br \/>\nBeaker with crushed chalk dissolved faster than the whole one. This experiment tells us the need of mechanical crushing of food increase surface area for action of substances that aid in digestion.<\/p>\n<p>ii. How does this process of mechanical crushing go on In the mouth?<br \/>\nAnswer:<br \/>\nMechanical crushing of food goes in the mouth by chewing.<\/p>\n<p>iii. Which parts in the mouth are involved in this?<br \/>\nAnswer:<br \/>\nTeeth and tongue.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>iv. What are the systems involved in this process?<br \/>\nAnswer:<br \/>\nDigestive system, Nervous system, Muscular system.<\/p>\n<p><span style=\"color: #0000ff;\">Activity &#8211; 6.<\/span><\/p>\n<p>Observe the diagram and answer the questions and fill in the table.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-34882\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-2.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 2\" width=\"307\" height=\"244\" srcset=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-2.png 307w, https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-2-300x238.png 300w\" sizes=\"(max-width: 307px) 100vw, 307px\" \/><\/p>\n<p>i. Observe the model or chart of jaw. On the basis of the figure, try to guess what could be the functions of molars?<br \/>\nAnswer:<br \/>\nChewing and grinding.<\/p>\n<p>ii. What do you think could be the function<br \/>\nAnswer:<br \/>\nBiting.<\/p>\n<p>iii. Which set of teeth helps in grinding food?<br \/>\nAnswer:<br \/>\nPremolars and molars.<\/p>\n<p>iv. Which set helps in tearing food?<br \/>\nAnswer:<br \/>\nCanines.<\/p>\n<p>v. Write your dental formula.<br \/>\nAnswer:<br \/>\n\\(\\frac{2,1,2,3}{2,1,2,3}\\)<\/p>\n<table>\n<tbody>\n<tr>\n<td style=\"text-align: center;\" width=\"108\">Type of teeth<\/td>\n<td style=\"text-align: center;\" width=\"127\">Number of teeth in each jaw<\/td>\n<td style=\"text-align: center;\" width=\"160\">Shape<\/td>\n<td style=\"text-align: center;\" width=\"182\">Function<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\" width=\"108\">Incisors<\/td>\n<td style=\"text-align: center;\" width=\"127\">8<\/td>\n<td style=\"text-align: center;\" width=\"160\">Chisel, sharp edges<\/td>\n<td style=\"text-align: center;\" width=\"182\">Biting<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\" width=\"108\">Canines<\/td>\n<td style=\"text-align: center;\" width=\"127\">4<\/td>\n<td style=\"text-align: center;\" width=\"160\">Sharp, pointed edges<\/td>\n<td style=\"text-align: center;\" width=\"182\">Tearing<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\" width=\"108\">Premolars<\/td>\n<td style=\"text-align: center;\" width=\"127\">8<\/td>\n<td style=\"text-align: center;\" width=\"160\">Diamond shape blunt and flat<\/td>\n<td style=\"text-align: center;\" width=\"182\">Chewing and grinding<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\" width=\"108\">Molars<\/td>\n<td style=\"text-align: center;\" width=\"127\">12<\/td>\n<td style=\"text-align: center;\" width=\"160\">Rectangular, blunt and flat<\/td>\n<td style=\"text-align: center;\" width=\"182\">Chewing and grinding<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #0000ff;\"><br \/>\nActivity &#8211; 7.<\/span><\/p>\n<p>Testing pH of mouth at Intervals of one hour.<\/p>\n<ul>\n<li>Collect a strip of pH paper with a colour chart from chemistry teacher.<\/li>\n<li>Take a small piece of the pH paper and touch it to your tongue.<\/li>\n<li>Match the colour with the colour chart and note the pH.<\/li>\n<li>Take some readings after having your food at lunch break.<\/li>\n<li>Compare your readings with that of your friend.<\/li>\n<li>Take atleast 4 readings.<\/li>\n<\/ul>\n<table>\n<tbody>\n<tr>\n<td width=\"58\">S.No.<\/td>\n<td width=\"127\">Name of the Student<\/td>\n<td width=\"99\">pH value<br \/>\nbefore lunch<\/td>\n<td width=\"92\">pH value<br \/>\nsifter lunch<\/td>\n<td width=\"104\">pH value<br \/>\nsifter an hour<\/td>\n<td width=\"106\">pH value after 2 hrs<\/td>\n<\/tr>\n<tr>\n<td width=\"58\">1.<\/td>\n<td width=\"127\">Sairam<\/td>\n<td width=\"99\"><\/td>\n<td width=\"92\"><\/td>\n<td width=\"104\"><\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<tr>\n<td width=\"58\">2.<\/td>\n<td width=\"127\">Venkata Krishna<\/td>\n<td width=\"99\"><\/td>\n<td width=\"92\"><\/td>\n<td width=\"104\"><\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<tr>\n<td width=\"58\">3.<\/td>\n<td width=\"127\">Yedukondalu<\/td>\n<td width=\"99\"><\/td>\n<td width=\"92\"><\/td>\n<td width=\"104\"><\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<tr>\n<td width=\"58\">4.<\/td>\n<td width=\"127\">Sivaji<\/td>\n<td width=\"99\"><\/td>\n<td width=\"92\"><\/td>\n<td width=\"104\"><\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<tr>\n<td width=\"58\">5.<\/td>\n<td width=\"127\">Manohar<\/td>\n<td width=\"99\"><\/td>\n<td width=\"92\"><\/td>\n<td width=\"104\"><\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<tr>\n<td width=\"58\">6.<\/td>\n<td width=\"127\">Pavan Kumar<\/td>\n<td width=\"99\"><\/td>\n<td width=\"92\"><\/td>\n<td width=\"104\"><\/td>\n<td width=\"106\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>i. What is the usual range of pH of your mouth ? Acidic or basic?<br \/>\nAnswer:<br \/>\nAcidic in nature.<\/p>\n<p>ii. Did you observe any change In pH after eating? What may have caused the change?<br \/>\nAnswer:<br \/>\nYes, there is change in pH after eating. Saliva secreted causes the change.<\/p>\n<p>iii. In what kind of pH do you think salivary amylase acts well?<br \/>\nAnswer:<br \/>\nIn Alkaline medium that is pH beyond 7.<\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>iv. Does the type of food have any role to play on the pH of our mouth?<br \/>\nAnswer:<br \/>\nNo.<br \/>\nBased on the above tests we know that saliva secreted causes the medium to change to alkaline as it aids in action of enzyme, salivary amylase.<\/p>\n<p><span style=\"color: #0000ff;\">Activity &#8211; 8.<\/span><\/p>\n<p>Making a model of oesophagus to observe how bolus moves forward.<\/p>\n<ul>\n<li>Take a piece of waste cycle tube and insert one or two potatoes into it.<\/li>\n<li>Lubricate the inner side of the tube with oil.<\/li>\n<li>In the same way smear oil over potatoes.<\/li>\n<li>Insert oil-coated potatoes in the tube.<\/li>\n<li>Now try to push the potatoes by squeezing the tube.<\/li>\n<\/ul>\n<p>i. How do you squeeze the tube to make the potatoes pass through? How did the oil work?<br \/>\nAnswer:<br \/>\nThe cycle tube is held just above the place where the potatoes are and squeezed down. The oil works as a lubricant and allows the free movement of potato through the cycle tube.<\/p>\n<p>ii. Do you think that the muscles in the wall of the oesophagus have to do something like this?<br \/>\nAnswer:<br \/>\nYes.<\/p>\n<p>iii. How did oil help you in pushing the potatoes through the pipe?<br \/>\nAnswer:<br \/>\nOil acted as lubricant to push the potato easily in the forward direction.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-34913\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2023\/03\/TS-10th-Class-Biology-Study-Material-7th-Lesson-Coordination-in-Life-Processes-11.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes 11\" width=\"205\" height=\"155\" \/><br \/>\nHow is the stomach protected from the secretions of its own acids?<\/p>\n<ul>\n<li>Take two similar green leaves.<\/li>\n<li>Grease one leaf with petroleum jelly, leave the other free.<\/li>\n<li>Add 1 or 2 drops of sorne weak acids on both the leaves.<\/li>\n<li>Observe them after half-an-hour or so and write your observations.<\/li>\n<\/ul>\n<p>i. Which leaf was effected by the acid?<br \/>\nAnswer:<br \/>\nThe leaf to which petroleum jelly was not applied.<\/p>\n<p>ii. What kind of change did you observe in the leaves?<br \/>\nAnswer:<br \/>\nThe colour of the leaf changes.<\/p>\n<p>iii. What saved the other leaf from the effect of acid?<br \/>\nAnswer:<br \/>\nPetroleum jelly.<br \/>\nFrom the above activity we can conclude that mucus secreted by the walls of stomach protect it from the harmful effects of hydrochloric acid.<br \/>\n<span style=\"color: #0000ff;\"><br \/>\nActivity &#8211; 9.<br \/>\n<\/span><br \/>\nPaper tube and folded papers<\/p>\n<ul>\n<li>Provide the students with a piece of paper.<\/li>\n<li>Let them calculate the area of one side of the paper and make a roll of it.<\/li>\n<li>Try to fill the tube by inserting few folded papers as much as possible in it.<\/li>\n<li>Pull out the papers from the tube, unfold them and find out the whole area of the papers.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" src=\"https:\/\/apboardsolutions.com\/wp-content\/uploads\/2022\/07\/AP-Board-Solutions.png\" alt=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" width=\"196\" height=\"17\" \/><\/p>\n<p>i. Compare the area of the folded papers with that of the roll. Do you find any increase in the area? If so, try to find out the reasons.<br \/>\nAnswer:<br \/>\nArea is increased. The space inside the folded papers is very much high. So we can insert as many folded papers as we could. From the above activity we can infer that the inner surface of the small intestine contains thousands of finger-like projections called villi which increase the surface area of absorption of nutrients in small intestine.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Telangana SCERT\u00a010th Class Biology Study Material Telangana 7th Lesson Coordination in Life Processes Textbook Questions and Answers. TS 10th Class Biology 7th Lesson Questions and Answers Telangana &#8211; Coordination in Life Processes Question 1. What do you mean by hunger pangs? Answer: Hunger pangs : Hunger pangs are the hunger contractions that occur in the &#8230; <a title=\"TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\" class=\"read-more\" href=\"https:\/\/apboardsolutions.com\/ts-10th-class-biology-study-material-7th-lesson\/\" aria-label=\"More on TS 10th Class Biology Study Material 7th Lesson Coordination in Life Processes\">Read more<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[25],"tags":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/posts\/34865"}],"collection":[{"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/comments?post=34865"}],"version-history":[{"count":7,"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/posts\/34865\/revisions"}],"predecessor-version":[{"id":35060,"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/posts\/34865\/revisions\/35060"}],"wp:attachment":[{"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/media?parent=34865"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/categories?post=34865"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/apboardsolutions.com\/wp-json\/wp\/v2\/tags?post=34865"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}