Name: small and large intestine functions
Uploaded: 2019-03-11T09:21:25.000Z
Duration: 1 min 23 s
Channel: JoVE

K12 Standards

Alabama Course of Study Science

9-12

Human Anatomy and Physiology

from-molecules-to-organisms-structures-and-processes

From Molecules to Organisms: Structures and Processes

9-12.HA.1.10

Anatomy of the Intestines

الأمعاء الصغيرة والكبيرة هي المسؤولة عن امتصاص المواد الغذائية والمياه. بينما الأمعاء الدقيقة ضيقة إلى حد ما يبلغ طول العضو حوالي 22 قدمًا ومضغوط في تجويف البطن. يصل الـ"كايم"أولا إلى انبوب العفج وبعد ذلك يسافر إلى الجزء الأوسط والأطول جيجونم"هنا البطانة الداخلية تحتوي على طيات مخاطية التي تغطيها الزغب تشبه الاصبع.الطبقة المغطاة من خلايا الظهارة لها ملحقات السيتوبلازم تسمى مايكروفيلاي"هذه الهياكل الثلاثة تزيد من مساحة السطح من الأمعاء الدقيقة للتأكد من أن المواد الغذائية يتم امتصاصها على النحو الأمثل. في نهاية الأمعاء الدقيقة هو اللفائفي الذي يتصل بالأمعاء الغليظة بواسطة صمام اللفائفي. في الجزء الأول من الأمعاء الغليظة الأعور لا توجد طيات أو الزغب.بدلا من ذلك فهي موطن لنظام بيئي كبير الذي يؤدي المراحل الأخيرة من الهضم تحطيم السليلوز. متعلق في أسفل الأعور هو الملحق بنية لمفاوية صغيرة. فوقه يبدأ القولون الصاعد تليها القولون المستعرض الذي يمتص معظم الماء المتبقي والكهارل تحول الـ"كايم"إلى البراز.المناطق الأخيرة القولون الهابط القولون السيني،المُسْتَقيم يحوي الغائط حتى يتم التخلص منه من خلال فتحة الشرج.

جافيت ، نورمان ب. "تاريخ تكوين الصفراء الكبدية: مشاكل قديمة ، مناهج جديدة". التقدم في تعليم علم وظائف الأعضاء 38 ، العدد 4 (1 ديسمبر 2014): 279-85. [<a href = "https://doi.org/10.1152/advan.00076.2014" >المصدر</a>]
شيتي ، سودارشان أ. ، فلور هوغنهولتز ، ليو لاهتي ، هوك سميدت ، وويليم إم دي فوس. "المناظر الطبيعية للميكروبيوم المعوي: نظرة ثاقبة في تجميع المجتمع والآثار المترتبة على استراتيجيات التعديل الميكروبي." مراجعات علم الأحياء الدقيقة FEMS 41 ، العدد 2 (مارس 2017): 182-99. [<a href = "https://doi.org/10.1093/femsre/fuw045" target = "__blank" >المصدر</a>]
وين ولي وأندرو دافي. "العوامل المؤثرة على ميكروبات الأمعاء والالتهابات ومرض السكري من النوع 2". مجلة التغذية 147 ، العدد 7 (يوليو 2017): 1468S-1475S. [<a href = "https://doi.org/10.3945/jn.116.240754" target = "__blank" >المصدر</a>]

تشريح الأمعاء

على الرغم من أن هضم البروتينات والكربوهيدرات والدهون قد يبدأ في المعدة ، إلا أنه يكتمل في الأمعاء. يحدث امتصاص العناصر الغذائية والماء والكهارل من الطعام والشراب أيضاً في الأمعاء. يمكن تقسيم الأمعاء إلى عضوين متميزين هيكلياً _ الأمعاء الدقيقة والغليظة.

<h4>الأمعاء الدقيقة</h4>

الأمعاء الدقيقة عبارة عن أنبوب يبلغ طوله ~٢٢ متراً وقطره الداخلي ٢,٥ سم فقط. نظراً لأن معظم العناصر الغذائية يتم امتصاصها هنا ، فإن البطانة الداخلية للأمعاء الدقيقة معقدة للغاية ومغطاة بامتدادات تشبه الأصابع تسمى الزغابات ، ويحتوي كل منها على مئات من الزغابات الدقيقة. تعمل الطيات والزغابات والزغابات الدقيقة في الأمعاء الدقيقة على تضخيم مساحة سطح الامتصاص ٦٠ إلى ١٢٠ مرة. توفر مساحة السطح المتزايدة فرصة كبيرة لامتصاص العناصر الغذائية.

تتصل الأمعاء الدقيقة بالمعدة بواسطة العضلة العاصرة البوابية ، والتي تنغلق عندما ينتقل الكيموس إلى الاثني عشر _ بداية الأمعاء الدقيقة. الجزء الأوسط والأكبر من الأمعاء الدقيقة هو الصائم. ينهي الدقاق الأمعاء الدقيقة ، حيث يتصل بالأمعاء الغليظة بواسطة الصمام اللفائفي.

<h4>الأمعاء الغليظة</h4>

تبدأ الأمعاء الغليظة في الأعور. تتدلى الزائدة ، وهي بنية ليمفاوية صغيرة ، من قاع الأعور. فوق الأعور ، يبدأ القولون الصاعد يليه القولون المستعرض. تمتص معظم الماء والكهارل المتبقية من الكيموس وتحولها إلى براز. يُخزن القولون النازل والقولون السيني والمستقيم البراز حتى يتم التخلص منه من خلال فتحة الشرج.

يبلغ طول الأمعاء الغليظة بشكل عام حوالي ١,٥ متر وقطرها الداخلي ٤,٨ سم. لا تحتوي على طيات وزغابات ، لكن الخلايا الظهارية الماصة لها زغيبات. الأمعاء الغليظة هي موطن للنظام البيئي للبكتيريا ، والذي يؤدي المراحل النهائية من الهضم _ تكسير السليلوز والألياف ، وهي المركبات التي تكون المعدة والأمعاء الدقيقة غير مجهزة لمعالجتها.

<h4>التنوع البكتيري</h4>

تحتوي الأمعاء الغليظة على أكثر من ٧٠٠ نوع مختلف من البكتيريا. يُعتقد أن التنوع البكتيري مرتبط بالسمنة وتطور مرض السكري من النوع الثاني. الأفراد الذين يعانون من السمنة المفرطة لديهم سلالات بكتيرية أقل من نظرائهم غير البدينين. كما ارتبط انخفاض التنوع البكتيري بمقاومة الأنسولين. تم إنشاء النظام البيئي للبكتيريا المعوية _ المنطقة الأحيائية للأمعاء _ بعد فترة وجيزة من الولادة ، حيث يتم إرضاع هؤلاء الأطفال من الثدي وتتطور المنطقة الأحيائية في القناة الهضمية الخاصة بهم من البكتيريا الموجودة في حليب الثدي. بعد الولادة ، تتشكل المنطقة الأحيائية من خلال الجينات والنظام الغذائي والعمر والجنس ونظام الفردالمناعي. العوامل الخارجية مثل النظام الغذائي والحالة الصحية والعقاقير والموقع الجغرافي تؤثر أيضاً بشكل كبير على تعقيد المنطقة الأحيائية في الأمعاء.

على الرغم من أن هضم البروتينات والكربوهيدرات والدهون قد يبدأ في المعدة ، إلا أنه يكتمل في الأمعاء. امتصاص العناصر الغذائية والماء ...

Education

JoVE Core

Biology

علم الأحياء

Human Biology

بيولوجيا الإنسان

Nutrition and Digestion

التغذية والهضم

KEY TERMS AND CONCEPTS

المصطلحات والمفاهيم الأساسية

small and large intestine functions

The small and large intestines complete digestion and absorb nutrients, water, and electrolytes. They are two structurally distinct organs with different shapes and jobs. Together, they move food material from the stomach toward elimination.

The small intestine is about 7 meters long and has an inner diameter of only 2.5 cm. Most nutrient absorption happens here, so its inner lining is highly folded and covered with villi, which are finger-like projections. Each villus contains hundreds of microvilli, and the folds, villi, and microvilli increase the surface area for absorption by 60 to 120 times.

The small intestine connects to the stomach through the pyloric sphincter. When chyme moves into the duodenum, which is the start of the small intestine, this sphincter closes off. The middle section is the jejunum, and the ileum is the final part. The ileum joins the large intestine at the ileocecal valve.

The large intestine begins at the cecum. The appendix, a small lymphatic structure, hangs from the bottom of the cecum. Above it are the ascending colon and then the transverse colon. These sections absorb most of the remaining water and electrolytes from chyme and help turn it into feces.

The descending colon, sigmoid colon, and rectum store feces until they leave the body through the anus. The large intestine is about 1.5 m long and has an inner diameter of 4.8 cm. Unlike the small intestine, it does not have folds or villi, although its absorptive epithelial cells do have microvilli.

The large intestine also supports a bacterial ecosystem that carries out the final stages of digestion. These bacteria can break down cellulose and fiber, which the stomach and small intestine are not well equipped to process. The large intestine contains over 700 different species of bacteria, and this diversity may be linked to obesity and Type 2 diabetes. People with obesity tend to have fewer bacterial strains than people who are not obese, and low diversity has also been associated with insulin resistance.

The gut biome is established shortly after birth. Babies who are breastfed develop it from bacteria present in breast milk. After birth, genetics, diet, age, sex, and the immune system help shape the biome. External factors such as diet, health status, medications, and geographical location also affect how complex the gut biome becomes.

Small and Large Intestine Functions

overview of human digestion

Saliva, Stomach Acid, and Gut Health

The human digestive system is monogastric, which means the stomach has one chamber for digestion. Several other animals also have monogastric digestive systems, including pigs, horses, dogs, and birds. This chapter focuses on the human digestive system. Saliva is a watery fluid released by the salivary glands into the mouth. It is about 99.5% water and also contains electrolytes, mucus, white blood cells, epithelial cells, enzymes, and antimicrobial agents. The enzymes in saliva begin...

anatomy of the intestines

The small and large intestines complete digestion and absorb nutrients, water, and electrolytes. They are two structurally distinct organs with different shapes and jobs. Together, they move food material from the stomach toward elimination. The small intestine is about 7 meters long and has an inner diameter of only 2.5 cm. Most nutrient absorption happens here, so its inner lining is highly folded and covered with villi, which are finger-like projections. Each villus contains hundreds of...

accessory organs

Digestive Glands and Enzymes

Digestive glands and accessory organs help break down food even though food does not pass through them. They add enzymes and other fluids to the digestive tract to support digestion. The salivary glands release saliva, a fluid that contains water, mucus, and amylase. Amylase is a digestive enzyme that starts breaking down starches and other carbohydrates before food reaches the stomach. The liver, gallbladder, and pancreas also support digestion. They send their secretions into the duodenum,...

lipid digestion

Lipases and Bile in Fat Breakdown

Lipases and bile help the body break down lipids, which are large molecules that do not mix well with water. Because most digestive enzymes are water-based, lipids need special steps before the body can use them. Lingual lipase is an enzyme made by acinar cells in the sublingual gland. It is found in saliva, but it has only a small role in the mouth. Its best pH, or acidity level, is 3.5-6.0, so it becomes active after chewed food reaches the acidic stomach. Gastric lipase is another acidic...

protein digestion

Protein Breakdown and Amino Acid Use

Protein digestion starts in the stomach, where strong acid helps unfold protein structure and expose peptide bonds in polypeptide chains. Digestive enzymes then begin breaking those chains into smaller pieces that can be processed by the body. Pepsin is a protease, which means it is a protein-digesting enzyme. It is made in the stomach and works with chymotrypsin and trypsin, enzymes released in the small intestine. These enzymes cut specific links between amino acids and form shorter...

carbohydrate digestion

Carbohydrate Breakdown in the Digestive Tract

Carbohydrate digestion breaks food carbohydrates into saccharides, or sugars, that the body can use for energy. It begins in the mouth during mastication, which means chewing. The masticated carbohydrates then pass through the stomach without being broken down further. Digestion starts again in the duodenum, the first part of the small intestine. There, pancreatic alpha-amylase and brush border enzymes on the microvilli help convert complex carbohydrates into monosaccharides. These simple...

neural regulation

Brain and Gut Control of Digestion

Brain and gut control digestion through a cephalic phase and the enteric nervous system. The cephalic phase begins when the brain sees or smells food. It sends impulses through cranial nerves to the salivary glands and stomach so the body is ready to eat. This first response is a conditioned, or learned, reaction to familiar foods. Appetite also changes the response. People may make more saliva and hear more stomach rumbling when they think about apple pie than broccoli. The hypothalamus and...

hormonal regulation

Digestive Hormones and Stomach Control

Digestive hormones control when the stomach makes acid and when food moves into the small intestine. They work with the neuroendocrine system, which links nerve signals and hormone release during digestion. In the stomach, proteins are detected by sensory neurons in the enteric nervous system. This stimulates the pyloric gland to release gastrin. Gastrin then helps trigger histamine release, and together they start hydrochloric acid production. The acid helps break food down into chyme. As the...

key terms and concepts

Explore how the small and large intestines absorb nutrients, water, and electrolytes, and learn how gut bacteria help finish digestion in high school biology.

Small and Large Intestine Functions | JoVE K12

JoVE Core series brings biology to life through over 300 concise and easy-to-understand animated video lessons that explain key concepts in biology, plus more than 150 scientist-in-action videos that show actual research experiments conducted in today’s laboratories.

biology

Next Generation Science Standards

High School

Life Science

HS-LS1-2

Florida Department of Education

SC.912.L.14

SC.912.L.14.45

new-york-state-science-learning-standards

New York State Science Learning Standards

Structure and Function

HS-LS1-2.

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structural-organization-of-the-human-body-an-overview

Structural Organization of the Human Body: An Overview

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1. Obtain, evaluate, and communicate information to explain how differences in cellular structure (mitochondria, cytoskeletal structure, endoplasmic reticulum, cell membrane) lead to differences in the function and organization of the four tissue types (epithelial, connective, muscular, and nervous).

9-12.HA.1.1

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Accessory Structures of the Skin: Sweat Glands

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Accessory Structures of the Skin: Hair and Hair Follicles

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Accessory Structures of the Skin: Nails

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2. Obtain, evaluate, and communicate information to describe how the structures of the integumentary system and its accessory organs contribute to its function. Examples: how the layers of the skin contribute to homeostasis, the role of glands in thermoregulation and in hydration of skin and mucous membranes, the protective functions of hair and nails

9-12.HA.1.2

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Defense Mechanism Against Infection

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Surface Membrane Barriers

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a. Construct an explanation of the relationships between the integumentary system and other organ systems, including the body's mechanisms for maintaining homeostasis. Examples: Explain how changes in vessel diameter and evaporation of water over the skin contribute to thermoregulation (cardiovascular). Explain how sweat is used to excrete nitrogenous waste from the blood (cardiovascular). Explain how the skin and mucous membranes create a barrier against infection (immune system).

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Joints

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3. Develop and use a model to illustrate how the structures of the skeletal system contribute to its function. Examples: Create a diagram or 3D model to illustrate bone shape, joint types, and bones in the appendicular and axial skeletons. Use models to illustrate the role of the skeletal system in movements around joints, support of a body structure, and protection of soft tissues.

9-12.HA.1.3

bone-formation-by-endochondral-ossification

Bone Formation by Endochondral Ossification

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bone-formation-by-intramembranous-ossification

Bone Formation by Intramembranous Ossification

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Bone Remodeling and Repair

a. Obtain, evaluate, and communicate information describing the growth and development of the skeletal system.

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The Functions of the Skeletal System

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Skeleton and Calcium Homeostasis

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The Bone Matrix

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Overview of Hematopoiesis

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b. Construct an explanation of the relationships between the skeletal system and other organ systems, including the body's mechanisms for maintaining homeostasis. Examples: Explain the role of spongy bone in hematopoiesis (cardiovascular system) and leukopoiesis (immune system). Explain how the storage of minerals in bone contributes to homeostasis.

9-12.HA.1.3.b

The Muscular System

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Naming Skeletal Muscles

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Muscle Coordination and Action

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Fascicle Arrangement in Skeletal Muscles

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4. Develop and build a three-dimensional model to illustrate the structures of the muscular system, including muscle locations, origins, and insertions, and explain their roles in movement and support. Example: Design and build a model of a lever to illustrate the relationship between bones and muscles and explain their roles in body movement and support.

9-12.HA.1.4

Microscopic Anatomy of Skeletal Muscles

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The Sarcomere

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Excitation-Contraction Coupling in Skeletal Muscles

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Relaxation of Skeletal Muscles

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a. Model the cellular physiology of skeletal muscle, including how the cell functions in muscle contraction and relaxation. Example: Use straws and paper to create a model of a sarcomere to illustrate how the fibers move during contraction and relaxation.

9-12.HA.1.4.a

Muscle Recovery and Fatigue

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b. Obtain, evaluate, and communicate information to explain muscle fatigue and tone in terms of muscle cell physiology.

9-12.HA.1.4.b

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5. Obtain, evaluate, and communicate information explaining the relationship between the structures and functions of the central nervous system and the peripheral nervous system.

9-12.HA.1.5

Action Potential

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9-12.HA.1.5.a

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b. Construct an explanation of the role of reflex arcs, the central nervous system, and special senses in the response to stimuli to maintain homeostasis and guide behavior. Example: smelling a strong odor initiating a sneeze response using a reflex arc; pupil diameter changing in relation to the amount of light entering the eye Clarification: Discussion of the anatomy and physiology of the sensory organs is not required.

9-12.HA.1.5.b

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c. Construct an explanation of the role of neurotransmitters in the functions and behavior of the nervous system. Clarification: Discussion of classes of neurotransmitters is not required.

9-12.HA.1.5.c

Functional Brain Systems: Limbic System

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d. Obtain, evaluate, and summarize scientific findings regarding the biological origin of emotions and memories in distinct regions of the brain. Examples: the role of the frontal lobe in emotional regulation, the regulation of fear response by the amygdala

9-12.HA.1.5.d

Small and Large Intestine Functions

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