8B Going for gold - WikispacesTEACHER... · 1.1c Communication for audience and with purpose Use a range of scientiﬁ c vocabulary and terminology consistently in discussions and

Exploring Science edition © Pearson Education Limited 200852

Using the theme of sports (particularly athletics), this unit covers the chemical reaction of respiration in living organisms and the structure and function of the human respiratory and circulatory systems.

We recommend between 8 and 11 hours of teaching time for this unit.

From KS2/previous units most pupils will:• know the gases in air• know what digestion does• be able to describe the function of the heart• know that organs are made of tissues and tissues are made of cells• know that the breathing rate varies.

The unit begins with a revision of food and digestion from Unit 8A, which leads into how energy is released from glucose during respiration. It is useful if pupils have completed Unit 8A before tackling this unit but not essential.

• Topic 8Ba starts by looking at the range of careers in sports made available to students who carry on their scientifi c studies. There is a look at how our knowledge of respiration has developed over time and the topic also reinforces the concept of digestion. Glucose is introduced as an important molecule in providing energy for the body and respiration compared to burning. The word equation for respiration is introduced.

• Topic 8Bb looks at how substances are transported around the body in the blood and the structure of the circulatory system. There is Could level work on how ideas about circulation have changed over the centuries.

• Topic 8Bc links aerobic respiration to exercise and discusses some effects on the body of an inadequate blood supply. The supply of oxygen and removal of carbon dioxide from respiring cells is dealt with. Could level work on anaerobic respiration is provided.

• Topic 8Bd covers the structure of the lungs and gas exchange. The effects of lung damage are introduced; smoking is covered in more detail in Unit 9B.

• Topic 8Be compares inhaled and exhaled air, theoretically and by experiment. Gas exchange in aquatic organisms is discussed. There is an optional investigation for Attainment Target 1 relating to carbon dioxide production in plants and animals. A set of level descriptions is provided in the ASP. The work is concluded with a look at some ways in which athletes cheat.

ExpectationsKey concepts At the end of this unit…All pupils must: (L4) Recall that theories about circulation have changed.(L5) Recall that some athletes choose to abuse medical drugs that have been developed for other purposes.

Most pupils should: (L5) Recognise a range of jobs that are involved in the training of athletes.(L6) Describe an old model of circulation and explain how it does not match current evidence.(L6) Identify possible reasons why correct theories may not be accepted.

Some pupils could: (L7) Recall some of the evidence that has led to current ideas about blood circulation.(L8) Explain some of the effects of poor oxygen supply to cells.

Key processes At the end of this unit…All pupils must: (WTL4) Identify, with help, relevant variables to control, change and measure.(L4) Make observations and identify patterns in data.

Most pupils should: (L5) Record observations accurately and identify patterns in data using charts.(L5) Explain the importance of control experiments and sample size when carrying out an investigation.(L5) Make careful observations using a range of equipment and ICT.(L6) Use word equations for chemical reactions.

Some pupils could: (L7) Identify anomalous results and evaluate evidence.(L8) Draw conclusions from data given in secondary sources and state whether this agrees with the conclusions drawn in the source material.

Range and contentAt the end of this unit…All pupils must: (WTL4) Recognise that exhaled and inhaled air are different.(L4) Recall that digested food is needed for energy.(L5) Recall that oxygen is needed for aerobic respiration.

Most pupils should: (L5) Recall the positions and functions of the organs in the respiratory/breathing and circulatory systems.(L6) Explain why tissues need a good blood supply.(L6) Describe some effects of poor oxygen supply.(L6) Explain the differences between inhaled and exhaled air.(L6) Explain the role of alveoli in gas exchange.(L6) Explain how the lungs are kept clean.(L6) Describe how glucose, oxygen and carbon dioxide are transported around the body by the circulatory system.(L7) Explain how respiration is similar and different to burning fuels.(L7) Describe aerobic respiration.

Some pupils could: (L8) Recall the word and symbol equations for respiration. (L8) Describe how gas exchange is affected by damage to alveoli.

Be prepared8Ba Exploring 1 requires a visit from a PE teacher or trainer from a local sports centre.8Bb Exploring 1 and 2 may require you to book the school hall.8Bb Explaining 2 needs pig or sheep hearts or plucks (see also 8Bd Explaining 1).8Bc Exploring 1 may require you to book the school hall.8Bd Explaining 1 needs sheep lungs.8Bd Explaining 4 requires a visit from a health professional to talk about resuscitation.

For a list of updated and vetted websites that can be used to support your teaching of this unit please visit the Exploring Science: How Science Works E-Forum (http://groups.google.co.uk/group/exploringscience).

8B Going for gold

8B

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© Pearson Education Limited 2008 53Exploring Science edition

8B NC statements coveredFrom KS2

Statement TopicSc2 1a That the life processes common to humans and

other animals include nutrition, movement, growth and reproduction.

8Ba, 8Bb

Sc2 2c That the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs.

8Bb, 8Bc, 8Bd

Sc2 2d About the effect of exercise and rest on pulse rate. 8BcSc2 2h About the importance of exercise for good health. 8Bc

At KS31 Key concepts

Statement Topic1a Using scientifi c ideas and models to explain

phenomena and developing them creatively to generate and test theories.

8Bb, 8Bd

1b Critically analysing and evaluating evidence from observations and experiments.

8Ba, 8Bb, 8Bd, 8Be

2a Exploring how the creative application of scientifi c ideas can bring about technological developments and consequent changes in the way people think and behave.

8Ba, 8Bb,8Bc, 8Be

2b Examining the ethical and moral implications of using and applying science.

8Ba, 8Bc, 8Be

3a Recognising that modern science has itsroots in many different societies and cultures, and draws on a variety of valid approaches to scientifi c practice.

8Bb

4a Sharing developments and common understanding across disciplines and boundaries.

8Ba, 8Bb, 8Be

2 Key processes

Statement Topic1a Use a range of scientifi c methods and techniques

to develop and test ideas and explanations.all

1b Assess risk and work safely in the laboratory, fi eld and workplace.

8Bd, 8Be

1c Plan and carry out practical and investigative activities, both individually and in groups.

all

2a Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their fi ndings to provide evidence for scientifi c explanations.

all

2b Evaluate scientifi c evidence and working methods.

8Ba, 8Bb, 8Bd, 8Be

3a Use appropriate methods, including ICT, to communicate scientifi c information and contribute to presentations and discussions about scientifi c issues.

all

3 Range and content

Statement Topic2b Elements consist of atoms that combine together

in chemical reactions to form compounds. 8Ba, 8Be

3a Life processes are supported by the organisation of cells into tissues, organs and body systems.

8Ba, 8Bb,8Bc, 8Bd

3c Conception, growth, development, behaviour and health can be affected by diet, drugs and disease.

8Ba, 8Bd

3e Behaviour is infl uenced by internal and external factors and can be investigated and measured.

8Be

4 Curriculum opportunities

Statement Topica Research, experiment, discuss and develop

arguments.all

b Pursue an independent enquiry into an aspect of science of personal interest.

8Ba, 8Bb, 8Bc, 8Be

c Use real-life examples as a basis for fi nding out about science.

all

d Study science in local, national and global contexts and appreciate the connections between these.

8Be

e Experience science outside the school environment including in the workplace, where possible.

8Ba, 8Bb, 8Bc, 8Bd

f Use creativity and innovation in science, and appreciate their importance in enterprise.

8Ba, 8Bc

g Recognise the importance of sustainability in scientifi c and technological developments.

8Be

h Explore contemporary and historical scientifi c developments and how they have been communicated.

8Ba, 8Bb

i Prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities both within science and in other areas that are provided by science qualifi cations.

8Ba, 8Bc, 8Bd

j Consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health.

8Bd, 8Be

k Make links between science and other subjects and areas of the curriculum.

8Ba, 8Bb, 8Bc, 8Bd

Links with other units

7A Heart transplants. 8C Important microbes in food manufacture (e.g. baking). Anaerobic respiration.

7C Food as a source of energy. 8E Air as a mixture.7F Burning. Tests for carbon

dioxide and oxygen.8H Molecules.

7G Air pressure. 9B Food for health. Smoking, breathing and exercise. The heart.

7I Foods as fuels. Energy transfer.

9C Plants for food. Starch.

8A Circulation. Digestion. 9I Energy wasted as heat.

Cross-curricular links

Topic Links8Ba PE – exercise and the body.

8Bb PE – exercise and the body.8Bc PE – exercise and the body.

PSHEE – poisons.English – war poetry.

8Bd PE – exercise and the body.PSHEE – CPR.

8Be PE – exercise and the body.

Skills opportunities for Personal, Learning and Thinking Skills (PLTS), literacy, numeracy and ICT are included in the individual topic notes.

Going for gold 8B

8B

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8B Framework statements covered by Unit 8B

1 How Science Works

1.1 Explanations, arguments and decisions

Code Framework threads Year 8 Topic1.1a1 Scientifi c thinking: developing

explanations using ideas and models

Describe more than one model to explain the same phenomenon and discuss the strengths and weaknesses of each model.

8Bd

Describe how the use of a particular model or analogy supports an explanation.

8Bb, 8Bd

1.1a2 Scientifi c thinking: challenge and collaboration in the development of explanations

Recognise that science is a communal, and therefore fallible, human activity and that different explanations can arise from individual bias.

8Bb

1.1a3 Scientifi c thinking: developing argument

Describe how scientifi c evidence from different sources carry different weight in supporting or disproving theories.

8Ba, 8Bb

1.1b Applications, implications and cultural understanding

Explain some issues, benefi ts and drawbacks of scientifi c developments with which they are familiar.

8Ba, 8Bb, 8Be

Recognise that decisions about the use and application of science and technology are infl uenced by society and individuals, and how these could impact on people and the environment.

8Ba, 8Bc, 8Be

1.1c Communication for audience and with purpose

Use a range of scientifi c vocabulary and terminology consistently in discussions and written work.

all

Adapt the stylistic conventions of a range of genres for different audiences and purposes in scientifi c writing.

8Ba, 8Bc

1.2 Practical and enquiry skills

Code Framework threads Year 8 Topic1.2a Using investigative approaches:

planning an approachDescribe an appropriate approach to answer a scientifi c question using sources of evidence and, where appropriate, making relevant observations or measurements using appropriate apparatus.

all

1.2b Using investigative approaches: selecting and managing variables

Describe and identify key variables in an investigation and assign appropriate values to these.

all

1.2c Using investigative approaches: assessing risk and working safely

Explain how to take action to control the risks to themselves and others, and demonstrate competence in their practical technique.

all

1.2d Using investigative approaches: obtaining and presenting primary evidence

Explain how the observation and recording methods are appropriate to the task.

8Bc, 8Bd, 8Be

Describe ways in which the presentation of experimental results through the routine use of tables, charts and line graphs makes it easier to see patterns and trends.

8Ba, 8Bb, 8Bc, 8Be

1.2e Working critically with primary evidence

Describe how the patterns and trends in the results link to the conclusions drawn and whether the evidence is suffi cient.

8Ba, 8Bb, 8Bc, 8Be

Describe and suggest, with reasons, how planning and implementation could be improved.

all

1.2f Working critically with secondary evidence

Describe what needs to be considered in the collection and manipulation of simple secondary evidence to evaluate the conclusion or interpretation made.

8Ba, 8Bc

Recognise that the selection, ordering or rejection of secondary data could lead to different conclusions.

8Bc

2 Organisms, behaviour and health

Code Framework sub-strands Year 8 Topic2.1 Life processes Explain how the organs and tissues in plants and animals function to support

the seven life processes in a healthy organism.all

2.3 Behaviour Explain how changes in learned behaviour due to internal and external stimuli are of benefi t to the organism.

8Be

5 Environment, Earth and universe

Code Framework sub-strands Year 8 Topic5.1 Changing environment and

sustainabilityRecognise simple ideas of sustainable development. 8Be

8B Going for gold

8B

M02_TTPG_5453_U01_5p.indd 54 12/9/08 12:34:28


8B R

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: exp

lain

how

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th-t

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orks

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ter

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xplo

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1&5,

Exp

lain

ing

1–3,

Pl

enar

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Hom

ewor

k 4

8Be

Mus

tA

ll pu

pils

mus

t: ex

plai

n w

hy in

hale

d ai

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ntai

ns m

ore

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ss c

arbo

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oxid

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an e

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ir; c

arry

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t the

lim

ewat

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st fo

r ca

rbon

dio

xide

; ex

plai

n w

hy a

can

dle

burn

s lo

nger

in in

hale

d ai

r th

an in

exh

aled

air.

limew

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Going for gold 8B

8B

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8B Background information8Ba – Going for gold/Energy for lifeThe carbohydrates in our diet are digested to sugars and absorbed from the small intestine into the blood. One sugar, glucose, is used to release energy by respiration. This is a cellular process that occurs within special organelles in the cytoplasm of cells called mitochondria. Cells which require a lot of energy, e.g. muscle cells and sperm cells, contain more mitochondria than less active cells.

There are many different chemical reactions involved in respiration, each step being controlled by a different enzyme. As energy is not a substance it should not be referred to as a product of respiration. The energy released in respiration is not used instantly, but is stored in another molecule called ATP until it is needed, i.e. the energy is transferred from the glucose to ATP.

The energy released in respiration is used for movement and for biochemical reactions within the body. In mammals and birds a lot of the energy is released as heat, which helps to maintain a constant body temperature.

During exercise the rate of respiration increases so athletes often drink high-energy drinks. These provide glucose in a solution, which means that it can be quickly absorbed into the blood without the need for it to be digested. In addition to glucose, these isotonic drinks contain a mixture of salts in the correct concentrations that they should be within the body. These are needed to replace salts lost in sweat.

The word equation for respiration shows that the reactants are glucose and oxygen, and the products are carbon dioxide and water. Detecting carbon dioxide produced by organisms is a simple method that can be used to show that an organism is respiring. The gas can be detected using limewater, which turns from clear to cloudy. The release of heat by organisms can also be used to show respiration and demonstrate that they are alive. However, dead and decaying organisms will release heat due to the presence of micro-organisms involved in the decay process, which will also be respiring and releasing some energy as heat. This is why compost heaps are warm.

Although the simple word equations for respiration and burning are the same, fuels used by cells do not burn. A series of reactions take place in respiration; the rate of each being carefully controlled by enzymes. Heating cells or organisms damages the enzymes and so biochemical reactions stop. Various chemicals can also be used to inhibit enzyme activity (e.g. cyanide compounds) and these can also cause biochemical reactions like respiration to stop.

8Bb – Round and round/Focus on: Ideas about circulationThe circulatory system of humans is often called a double circulatory system – one half of the heart (the right half) pumps blood around the lungs and the other half pumps blood around the rest of the body. The blood fl owing to and from the lungs is known as the pulmonary circulation and that fl owing around the rest of the body is the systemic circulation. Fish, on the other hand, have a single circulatory system in which blood fl ows around the body in a single continuous loop. The heart of a fi sh is, therefore, a single pump, whereas that of humans is a double pump.

The human heart is divided into four chambers; the right and left atria (singular = atrium) or auricles, and the right and left ventricles. Blood enters the atria, fl ows through the ventricles and leaves the heart via arteries connected to the ventricles. Blood from the body enters the right atrium through the inferior vena cava and superior vena cava. It is then pushed through to the right ventricle and out, though the pulmonary artery, to the lungs. Returning from the lungs, the blood re-enters the heart via a series of pulmonary veins, fl owing into the left atrium. It is then pushed into the left ventricle and out via the aorta. The diagrams

showing the heart in the Pupil’s Book and on the worksheets are all simplifi cations. There are actually two vena cavae entering the right atrium and three pulmonary veins entering the left atrium. The scientifi c names of individual blood vessels are not mentioned at all in the Pupil’s Book but Worksheet 8Bb(8) includes an optional research question for more able pupils to fi nd out the names.

Also note that when looking at drawings of the heart, they are drawn as though you are looking at the front of a person and so the left chambers of the heart are on the right-hand side of the diagram, and vice versa.

There are about 100 000 kilometres of blood vessels in the human body. At any one time, about 75% of the blood is contained within the veins, 20% in the arteries and 5% in the capillaries.

The pulse can be felt by placing the fi rst and second fi ngers onto the upper neck between the jawbone and the windpipe, or by pressing these fi ngers onto the inside of the wrist just off centre on the thumb side. Fingers should be used to press into the wrist, since the thumb also has a pulse that can be felt but which is slightly out of time with the pulse in the area being measured. There is only a pulse in the arteries. The pulse is not actually caused by the fl owing of blood but is, in fact, a shock wave in the artery walls. Since most veins have to carry blood up the body, against the force of gravity, and the pressure is lower, veins have valves in them to prevent backfl ow of blood.

There are three stages to the heartbeat. Whilst the heart is at rest (diastole – pronounced ‘dye-as-toll-ee’) both atria fi ll with blood from their respective sources. The atria then contract (atrial systole – pronounced ‘sis-toll-ee’) pushing blood into the ventricles. This is followed immediately by ventricular systole as the ventricles contract pushing blood out of the heart. A series of valves in the heart are closed by the contractions of the heart muscle to prevent blood fl owing back in the wrong direction. The sounds made by these valves closing cause the characteristic ‘lub, dub’ sound of the heartbeat. Each heartbeat is triggered by electrical impulses from nerves within the muscle and lasts about 0.8 seconds. It is the electrical impulses that register on an ECG (electro-cardiograph). In some people the nerves controlling the heart become damaged and send their signals out of time with one another. A pacemaker can be fi tted to make sure that all the nerves send their impulses in a co-ordinated manner.

Blood pressure measurements are given as two numbers (both normally measured in old-fashioned units of pressure – millimetres of mercury, mm Hg). The fi rst number is the pressure generated by systole and the second relates to the diastole (often called asystolic pressure – when the heart relaxes). Blood pressure is affected by the time of day, the sex of the person, their age and health. Mean blood pressures are in the region of 120/80. High blood pressure is classifi ed as over 160/95.

Diseases or lifestyle choices causing high blood pressure (e.g. smoking, high cholesterol consumption) can lead to artery walls weakening. Arteries may split (haemorrhage) and narrowed blood vessels may become obstructed by a blood clot (thrombosis). If either of these occur in the head, it is called a stroke. In the blood vessels supplying the heart muscle, it causes a heart attack.

The majority of arteries contain oxygenated blood and veins contain deoxygenated blood. The exceptions are the arteries and veins to and from the lungs, in which the reverse is true.

There are about 5 000 000 red blood cells per cubic millimetre of blood. Red blood cells carrying oxygen are bright red in colour. Those not carrying oxygen are a much duller dark red. This is the source of some confusion since veins look blue underneath the skin, whilst arteries look purple. As far as pupils are concerned, this can be explained by saying that the veins are blue but that the blood inside is not. This is not quite true: differences in tissue

8B Going for gold

8B

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structure in veins and in the surrounding tissue cause more blue light to be refl ected, which makes veins under the skin appear blue, but they are not blue in dissections. The practice, in many books, of showing veins and/or deoxygenated blood as blue only adds to this confusion.

Unlike most cells in the body, red blood cells do not have nuclei when mature. They last about 120 days before being destroyed in the liver and spleen, and some of their component parts are recycled.

Tissue fl uid leaks out of capillaries to provide cells with food and oxygen. The Pupil’s Book simplifi es the overall scheme of things and makes no mention of the lymphatic system, which is well beyond the scope of KS3. Briefl y, the lymphatic system is a system of tubes (lymph vessels) running throughout the body. It absorbs fatty acids (formed from the digestion of fat) from the intestines and picks up many waste products from body cells (rather than this being entirely a function of capillaries as implied in the Pupil’s Book). It also contains many white blood cells, which are responsible for defending the body against invading viruses, bacteria, fungi, etc. Lymph drains into the blood supply through lymph ducts located near the heart.

The need for careful observation and experiment in order to produce evidence to support theories is well demonstrated by considering the development of ideas about the circulatory system. Over the centuries, advances in scientifi c knowledge have been hampered by superstitions and religious beliefs. Ideas put forward in different parts of the world were diffi cult to share and develop until effi cient communication systems were established.

Further readingAndrew Gregory, Harvey’s heart – the discovery of blood circulation, Icon Books, ISBN 978 1 8404 6248 7.

8Bc – Into thin air/What’s your poison?/Focus on: Anaerobic respiration During aerobic activity the rate of respiration is such that suffi cient oxygen can be supplied to the cells to maintain aerobic respiration. A large amount of energy (see below) is released from the glucose and exercise can be maintained for a prolonged period of time, e.g. marathon runners, long-distance walkers.

Regular exercise has numerous benefi cial effects on health – strengthening cardiac muscle and improving the circulation, increasing bone density and therefore strength, improving muscle tone and helping to control body mass. Regular exercise increases basal metabolic rate (the rate at which energy is used up by the body at rest). Exercise also causes the release of peptides (small pieces of protein) called endorphins and enkephalins. These have a similar molecular structure to morphine. They attach to receptors in the brain where they act as painkillers and also give a feeling of euphoria – hence the ‘high’ that some people experience after exercise.

If the blood supply to cells is cut then they will die due to lack of essential chemicals such as oxygen, and a build-up of toxins. This can occur due to a thrombosis, a haemorrhage or damaged capillaries.

High altitude also causes reduced oxygen supply to tissues because there is less oxygen in the air. This causes a shortness of breath and the rate and depth of breathing increases in order to obtain more oxygen. Over a period of time an animal will become acclimatised to the reduced amount of oxygen in the air. The hormone erythropoietin is secreted from the kidneys which stimulates the production of haemoglobin and red blood cells, which in turn enables more oxygen to be absorbed into the blood.

Bed sores are caused by prolonged pressure on blood vessels that partially closes them, so reducing blood fl ow and causing tissue damage. This is avoided if patients are regularly turned so that they lie on different parts of the body. Sometimes during childbirth the umbilical cord can become squashed. This cuts off the fl ow of blood through the cord, so depriving the baby of oxygen. If prolonged, this can cause permanent brain damage.

The oxygen-carrying ability of the blood revolves around the shape and composition of red blood cells (or erythrocytes). These contain an iron-rich substance called haemoglobin, which carries oxygen. The indented disc shape of the red blood cell gives it a large surface area for oxygen absorption.

Carbon dioxide is mainly carried by the blood as hydrogencarbonate ions dissolved in the straw-coloured fl uid that surrounds the blood cells (the plasma). Only about 7% is dissolved as actual carbon dioxide in the plasma. About 23% is actually carried by the red blood cells, but to save confusion it is probably not worth mentioning this to pupils.

Aerobic respiration is the release of energy from glucose in the presence of oxygen. The glucose is completely broken down to water and carbon dioxide so a large amount of energy is released – 38 molecules of ATP are produced from the aerobic respiration of 1 molecule of glucose. This translates to 15.6 kj of energy per gram of glucose.

Lactic acid is produced by another form of respiration that does not require oxygen – anaerobic respiration. Anaerobic (literally ‘without air’) respiration is used when the body is doing strenuous exercise and there is not enough oxygen to provide all the energy by normal, aerobic respiration. Anaerobic respiration is a much less effi cient form of respiration producing only two molecules of ATP per molecule of glucose. Lactic acid that builds up in the body has to be converted into other substances after exercise because it is poisonous to the cell. The breakdown process requires oxygen – the reason why people still breathe heavily after fi nishing exercise. The extra oxygen needed after strenuous exercise to rid the body of lactic acid is known as the oxygen debt.

Cramp is caused during exercise by a build-up of lactic acid in the muscles. Lactic acid is poisonous and causes the muscles to ache. In high enough concentrations, it can cause a sudden painful contraction (cramp). The muscle is, therefore, forced to rest until oxygen is supplied to the muscle allowing the breakdown of the lactic acid. A stitch is similar, affecting the abdominal muscles.

Humans can only respire anaerobically for a short period of time but there are some bacteria that almost always respire anaerobically, such as the bacteria that live in the gut. Some of these bacteria are described as being obligate anaerobes – organisms that can only respire anaerobically and are poisoned by oxygen.

8Bd – Exchange ratesThe breathing system is also often called the respiratory system and is the set of organs involved in getting oxygen into the blood and carbon dioxide out of it. This includes the lungs and trachea. The term ‘breathing system’ is preferred at this level because it helps to ensure that pupils are able to differentiate between breathing (a process involving muscles which change the size of the thorax), ventilation (the movement of air into and out of the lungs) and respiration (a cellular process used to release energy). Breathing is sometimes known as external respiration, with the cellular component of releasing energy known as internal respiration. Neither of these terms is used here.

Going for gold 8B

8B

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The process of absorbing oxygen into and releasing carbon dioxide from the blood supply in the lungs is called gas exchange (another term that is distinct from breathing, ventilation and respiration). It is facilitated by the walls of the air sacs in the lungs and the walls of the capillaries lining them, which are both only one cell thick so that gases can diffuse quickly between the two. The air sacs in the lungs are composed of many smaller pockets called alveoli (singular: alveolus). The 150 million alveoli in each lung give a surface area of about 100 m2.

Smoking causes various problems with lungs. The heat and chemicals from cigarette smoke paralyse the cilia meaning that mucus gets trapped in the lungs. Not only does this increase the likelihood of infection but the mucus also coats some of the surfaces used for gas exchange, reducing it. The fi ne particles in smoke can cause emphysema. The particles infl ame the walls of the alveoli, causing them to lose their elasticity. (Normally, when you breathe out the elastic walls of the alveoli help to expel air from them, rather like an infl ated balloon.) Once alveoli have lost their elasticity, carbon dioxide-rich air gets trapped inside them causing them to remain overstretched. If this occurs over a period of time, the alveoli rupture forming large air pockets. This reduces the surface area of the lungs still further.

Prolonged exposure to dust will also cause emphysema and can also cause pneumoconiosis. In this disease dust gets trapped in the lungs in aggregations that cause infl ammation and fi brous tissue to form. Slowly this starts to kill the lung tissue. Coalminers are particularly susceptible to this.

8Be – Respiration detection The reactants in respiration are glucose and oxygen. The products of respiration are carbon dioxide and water. The carbon dioxide is excreted from the body via the lungs. Limewater or hydrogencarbonate indicator can be used to show the increased amount of carbon dioxide in exhaled air compared to inhaled air. The colour change of hydrogencarbonate indicator is related to the acidity of carbon dioxide gas in solution. The more yellow it appears the more carbon dioxide is present.

The water produced by respiration tends to stay in the cell, or if it is not needed, it is released into the tissue fl uid and, thence, the bloodstream. The lungs need to be kept moist so that oxygen can dissolve in the water before diffusing into the blood. Evaporation of water from the respiratory surfaces can be a problem for terrestrial mammals living in dry areas.

Small organisms such as amoeba absorb oxygen and excrete carbon dioxide by diffusion across their cell membranes. They have no special organs for gas exchange. Plants also use simple diffusion through pores called stomata. Insects have a system of branching tubes called tracheae. Air enters the tracheae through tiny holes called spiracles found along the surface of the insect. The tracheae end in fi ne tubes called tracheoles that penetrate all the tissues. The tracheoles have thin moist walls for gas exchange. Amphibians carry out simple diffusion across their moist skin and mouth cavity. Their skin is kept moist with mucus secreted from glands in the skin. When the animal is active and needs more oxygen it takes a large gulp of air, which it forces into its lungs. In fi sh, water fl ows into the mouth and is forced over the gills, where exchange of gases occurs, and out through the opercular opening. The fl ow of water is maintained by the opening and closing of the mouth and fl apping of the operculum.

8B Going for gold

8B

M02_TTPG_5453_U01_5p.indd 58 12/9/08 12:34:29


Pupil’s materials

Number and title Level Location Type Tasks

Going for gold Must/Should PB p21 Classwork Explaining 1

Energy for life Must PB pp22–23 Classwork Explaining 2

8B Quick Quiz Must/Should ASP Classwork Starter 1

8B Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 1

8Ba Quick Check Must/Should ASP Classwork Plenary 2

8Ba Word Sheet Must/Should ASP Classwork Plenary 4

8Ba(1) Energy for life Must CHAP Access Explaining 2

8Ba(2) Can dead yeast cells respire? Must CHAP Practical Exploring 3

8Ba(3) Yeast cells and respiration Should CHAP Practical Exploring 3

8Ba(4) Signs of respiration Should CHAP Practical Exploring 4

8Ba(5) Digestion fl ash cards Must CHAP Classwork Starter 3

8Ba(6) Ideas about respiration Must CHAP Homework Homework 1

8Ba(7) Peas and snails Should CHAP Homework Homework 2

8Ba(8) Warm peas Could CHAP Homework Homework 3

SS5 KWL Grid Must Year 7 CHAP Skills Sheet Starter 2

ObjectivesAll pupils must:

(1) recall that glucose from digested food is an energy resource for cells

(2) recall that all living cells respire, using up glucose and oxygen and producing carbon dioxide

(3) draw relevant conclusions from experiments(4) identify some jobs that require scientifi c knowledge. Correctly use the words carbon dioxide, digested, glucose,

oxygen, respiration. Most pupils should:

(5) explain that aerobic respiration is a set of chemical reactions that release energy from glucose

(6) recall the word equation for aerobic respiration(7) plan and interpret simple experiments to determine whether

organisms are respiring. Correctly use the words aerobic respiration,

hydrogencarbonate indicator, word equation.Some pupils could:

(8) recall the similarities and differences between burning and respiration.

Topic notes• Targets for the topic can be accessed via the ActiveBook or

ActiveTeach from the link next to the initiator question.

Be prepared: 8BaExploring 1: a visit from a PE teacher or trainer from a local sports centre.Exploring 3: prepare live and boiled yeast suspensions the day before so they reach room temperature.Exploring 4: set up peas and hydrogen carbonate demonstrations beforehand in order to see some changes.Explaining 3: yeast suspensions need to be prepared the day before.Explaining 4: Mars® bar; try out the tin-can bomb beforehand so that you know what to expect.

Exemplar topic plans

MUST

PB pages 21–23

Starter 1Starter 2Explaining 1Explaining 2Exploring 3Plenary 2Homework 1

SHOULD

PB pages 21–23

Starter 1Starter 2Explaining 1Exploring 2Explaining 2Exploring 4Explaining 3Plenary 1Homework 2

COULD

PB pages 21–23

Starter 1Exploring 1Explaining 1Explaining 2Exploring 4Explaining 3Explaining 4Plenary 1Homework 3

SHOULD 2 Yr KS3*

PB pages 21–25

8Ba Starter 18Ba Explaining 18Ba Explaining 28Ba Exploring 48Bb Explaining 18Bb Exploring 28Bb Exploring 4 (demo only)8Bb Plenary 28Bb Homework 3

*This table is repeated in 8Bb.

8Ba Going for gold

8Ba

M02_TTPG_5453_U01_5p.indd 59 12/9/08 12:34:29


Topic task plannerUse these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’ rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach; where these symbols appear in brackets it indicates that the task can be carried out with or without their use.

Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO

Starter 1 M/S 4–7 Classwork whole unit PLTS (Rl) 1a, 2a, 3a 3a, 3c

Starter 2 M 4 Classwork 4 PLTS (Ct) 4a 3a, 3c e, i, k

Starter 3 M/S 5–6 Classwork 1, 2, 5 Lit (WF) 3a, 3c

Starter 4 M 5–6 Classwork 1, 2, 5 3a, 3c

Exploring 1 M 5 Classwork 4 PLTS (Ep), Lit (DS) 4a 3a, 3c c, e, i, k

Exploring 2 S/C 6–7 Classwork 1, 2, 5 Lit (RR), ICT (IR), PLTS (Ie) 2a 3a, 3c a, b, c, f

Exploring 3 M/S 5–7 Practical 1, 2, 3, 5, 6, 7 PLTS (Tw, Ie) 1b 1a, 1c, 2a, 2b, 3a 3a, 3c a

Exploring 4 M/S 5–7 Practical 1, 2, 3, 5, 6 PLTS (Tw) 1b 1a, 2a, 3a 3a, 3c a

Explaining 1 M 4 Classwork 4 2a, 2b 3a, 3c a, c, k., i

Explaining 2 M 4–6 Classwork 1, 2, 3, 5, 6, 7 3a 2a 3a, 3c h

Explaining 3 M/S/C 6 Practical 1, 2, 3, 5, 6 1a, 2a 3a, 3c

Explaining 4 C 6 Practical 8 2a 3a, 3c

Plenary 1 S 6 Classwork 1, 2, 5, 6 PLTS (Ct) 3a, 3c

Plenary 2 M/S 5–6 Classwork 1, 2, 5, 6 PLTS (Rl) 3a, 3c

Plenary 3 M/S 5–6 Classwork 1, 2, 5, 6 Lit (WF) 3a, 3c

Plenary 4 M/S 5–6 C lasswork 1, 2, 5, 6 Lit (WF) 3a, 3c

Plenary 5 M 6 Classwork 1, 2, 5 PLTS (Rl) 3a, 3c

Homework 1 M 4–5 Homework 1, 2, 3 1a 3a, 3c

Homework 2 S 5–6 Homework 1, 2, 3, 5, 6 2a, 2b 3a, 3c

Homework 3 C 5–7 Homework 1, 2, 3, 5, 6, 7, 8 2a, 3a 3a, 3c

Starters

1: Quick QuizAfl Use the 8B Quick Quiz for baseline assessment. Pupils could

record their answers on the 8B Quick Quiz Answer Sheet.

2: Sports jobs that need science ATAsk pupils to name a famous athlete and then to say why that person has become a famous athlete. Challenge students to suggest the names of some people who would help that person to be as good as they can be. Ask pupils to fi ll in these names on Skills Sheet SS5 from the Year 7 CHAP in the fi rst column. Then ask pupils to think of a question they could ask an athlete to fi nd out more about the people they rely on. This should be written in the middle column. Pupils should then watch Introducing a paralympian – which can be accessed using the fi rst video link on page 21 of the AT. Ask pupils to fi ll in the last column on their KWL grids after watching the fi lm. The fi nal part of this task involves pupils writing a list of jobs that people have in sports, which require a knowledge of science.

3: Digestion and respiration fl ash cardsAfl This unit looks at the use of glucose in respiration, so it is

useful to start by reminding pupils of what they learned about digestion and circulation in Unit 8A (if this unit has been covered). Worksheet 8Ba(5) provides a set of cards – the top nine cards refer to material met in Unit 8A and the bottom six refer to work that they are about to meet in Unit 8B.

• Must: the cards can be blown up on a photocopier and made into fl ash cards. Alternatively, the sheet could be copied onto acetate and the cards cut out so they can be placed on an OHP one at a time. Pupils could be asked to raise their hands if they know what each word means, and then be asked to explain.

• Should: use the cards as the basis of a ‘Red, Amber, Green’ activity, giving pupils a true or a false defi nition about each word displayed (pupils have different coloured cards and hold up a green card for ‘true’, a red card for ‘false’ and an amber card for ‘don’t know’ or ‘not sure’). Suitable phrases are:

circulatory system – contains the stomach and intestines (F)small intestine – absorbs digested food (T)blood vessel – carries air from the lungs (F)digestive system – carries digested food around the body (F)tissue fl uid – is squeezed out of tiny blood vessels (T)kilojoule – is a unit of energy (T)heart – pumps blood (T)digestion – means eating food (F)carbohydrate – is broken down into sugars, like glucose (T)respiration – is a chemical reaction that occurs in all living cells (T)oxygen – is a gas that we breathe out (F)carbon dioxide – is a gas only made in the small intestine (F)energy – is needed by every cell in your body (T)glucose – is a waste material (F)word equation – is a way of showing what happens in a chemical reaction (T)

4: Why you need food and oxygenAfl Ask pupils to write a list of reasons why they need food and

oxygen. Some pupils may need reminding that oxygen comes from the air. Select pupils and ask them to submit ideas to the class. Write the list of ideas on the board. You can return to this list in Plenary 5.

8Ba

8Ba Going for gold

M02_TTPG_5453_U01_5p.indd 60 12/9/08 12:34:30


8Ba

Exploring tasks

1: Interview with PE trainerAsk a PE or sports teacher (either someone from the school or a local sports centre) to come into a lesson and talk to the pupils briefl y about his or her science background (i.e. the science that they had to know and learn as part of their training). Ask pupils to write a list of questions that they would like to ask before the interview.

2: Finding out about energy foodsShow pupils some high-energy drinks and/or tablets and ask pupils who uses them and why. Ask pupils how they would check their answers and encourage them to do so.

Then ask pupils how the manufacturers of these products market them to people. Ask pupils to spot the claims on the packaging or identify the slogans. Ask pupils why the manufacturers do this rather than simply just selling these items to committed athletes. Elicit the ideas that manufacturers use science to develop new products that they can then sell to make large profi ts using marketing campaigns that include scientifi c terms.

Note that caffeine (found in some ‘energy drinks’) is not a source of energy. It is a drug that has many affects, one of which is to release glucose from stores in the body.

• Could: challenge pupils to fi nd out what substances are in other food supplements, such as supplements for body builders, people on a diet, intravenous foods used in hospitals. Ask pupils to compare and contrast the different food supplements for the different uses.

Resources (for demonstration)1 bottle of a high-energy (high glucose) sports drink (e.g. Lucozade Body Fuel Drink®; 1 packet of glucose tablets (e.g. Lucozade Sport Glucose Tablets®, Dextrasol®).Resources (for pupils)Internet/library access.

3: Practical: Yeast cells and respiration Instructions are given on Worksheet 8Ba(2). Approximately 3 g of sugar should be added to 20 cm3 of 10% yeast suspension (see below). A sugar cube has a mass of approximately 3 g, so could be used by less able pupils, but this would need to be crushed before adding to the yeast suspension. ‘Sugar’ is actually made of sucrose and pupils may need to be told that this sugar is quickly broken down into glucose by yeast.

If a rise in temperature as well as production of carbon dioxide is to be detected, the suspensions will need to be at room temperature before use. Ensure the thermometers have their bulbs well within the liquid in the tubes.

Yeast suspensions will need to be prepared the day before. To produce an active yeast suspension, place 10 g of dried baker’s yeast in 200 cm3 of 5% sucrose solution. Mix well and leave for 24 hours in a warm place. To prepare the dead yeast suspension, mix 10 g of dried baker’s yeast in 200 cm3 of 5% sucrose solution. Mix well and leave for 1 hour to allow the yeast to fully rehydrate. Then boil the suspension for 5 minutes and allow to cool. Dilute both suspensions with distilled water just before use to obtain 10% solutions.

• Must: pupils follow the instructions and answer the structured questions on Workshet 8Ba(2).

• Should: pupils plan the experiment using the guidance given on Worksheet 8Ba(3).

Eye protection should be worn when handling limewater.

Resources (per group)10% live, active yeast suspension (10 g dried baker’s yeast added to 200 cm3 10 % sucrose solution and left for 24 hours in a warm place); 10% boiled and cooled yeast suspension; sugar or 2 sugar cubes; 2 boiling tubes; 2 test tubes; 2 bungs fi tted with a thermometer and a delivery tube; 2 × 25 cm3 measuring cylinders; test tube rack; limewater; access to balance; marker pen; eye protection; Worksheet 8Ba(2) or 8Ba(3).

4: Practical: Signs of respiration Pupils are presented with a range of observation activities and Worksheet 8Ba(4) on which to record their observations.

Body temperature – Pupils measure their body temperatures. Liquid crystal strips are the safest and easiest approach. If clinical thermometers are used, pupils will need to be shown how to read the scale.

Clinical thermometers will need to be disinfected each time they are used. If Milton™ is used as a disinfectant (the preferred method), this takes 30 minutes. Ethanol is quicker (5 minutes) but leaves an unpleasant taste. Rinsing with water is essential. Beware of pupils who shake down the liquid in mercury clinical thermometers too vigorously and break them. Ensure that a mercury spills kit is readily available (if using mercury thermometers, but this is not advised).

Peas – Take enough dried peas to fi ll two vacuum fl asks. Soak them for 12–24 hours in water and then boil half of them for 2 minutes (to kill them) and allow to cool completely. Wash all the peas in 1% Virkon (to kill any micro-organisms growing on them) and fi ll one vacuum fl ask with living peas and the other with dead peas. Insert a thermometer or temperature probe (connected to a datalogger) deep into the peas in each fl ask and seal the tops with cotton wool. Hold each fl ask upside down in a clamp stand. Record the temperature every 12 hours or start the datalogger. Beakers sealed with cling fi lm could be used instead of fl asks and allow the peas to be seen, but using inverted vacuum fl asks reduces the loss of heat and gives more reliable results.

This demonstration should be set up several days before the lesson to allow the germinating peas time to show an increase in temperature. This should be pointed out to pupils. If sensors and datalogging software are used to monitor the temperature changes in the peas, pupils will be able to see how long the experiment has been set up for. Otherwise information about how long the experiment has been set up for should be displayed next to the apparatus.

Hydrogencarbonate indicator – Set up the apparatus as shown on Worksheet 8Ba(4). Pupils may not have used this indicator before so the colour changes will need to be explained. In a solution that has been equilibrated with the air, by bubbling air through it, hydrogencarbonate indicator looks pink in a test tube (in a bottle it looks cherry-red); if the pH is lowered due to an increase in carbon dioxide it turns yellow; if the pH is increased by reducing the amount of carbon dioxide dissolved it turns purple. Rinse out test tubes, etc., with the indicator; residues can effect the indicator. An information chart next to the apparatus would be useful. Once again, the timescale for the colour changes could form the basis of a discussion relating to the rate of respiration in different organisms. Avoid exhaling over the tubes as exhaled carbon dioxide will affect the indicator. Information about how long the experiment has been set up for should be displayed next to the apparatus.

thermometer

live germinatingpeas

dead (boiled andcooled) peas

(control)

vacuumflask

cotton wool

thermometer

live germinatingpeas

dead (boiled andcooled) peas

(control)

vacuumflask

cotton wool

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8Ba

Note that there is an animation of this experiment on the AT (see Explaining 2).

Care of living things should be discussed (i.e. what happens to the maggots after the experiment).

Resources (per pupil)Worksheet 8Ba(4).

Resources (per station)Body temperature – liquid crystal strip thermometers or clinical thermometers in disinfectant. Peas – 2 vacuum fl asks; prepared living peas (see above for instructions); prepared dead peas (see above for instructions); 2 thermometers or temperature sensors and dataloggers; 2 cotton wool plugs; 2 clamp stands. Hydrogencarbonate indicator – rack containing 4 boiling tubes a third full of equilibrated hydrogencarbonate indicator (see above) labelled A to D (tube A contains germinating peas on a piece of gauze above the liquid, tube B contains maggots on a piece of gauze above the liquid, tube C contains a piece of pondweed in the liquid and the tube is enclosed in foil or black paper, tube D contains indicator only); 4 bungs.

Explaining tasks

1: Pupil’s Book page 21 (AT)This page introduces pupils to the idea that there are many people helping successful athletes and many of these people have scientifi c backgrounds.

• The fi rst AT video link opens Introducing a paralympian (see Starter 2).

2: Pupil’s Book pages 22–23 (AT/AB)Worksheet 8Ba(1) is the Access Sheet. You could discuss with pupils the different experiments carried out by Boyle and Mayow and mention that Mayow was Boyle’s assistant. Would this make his work more or less easily accepted by other scientists?

• The AT video link on page 22 opens Working hard – in which Anne Wafula-Strike describes what sort of training she does and why glucose drinks are used by athletes.

• The AT animation link on page 22 opens Boyle’s experiment – an animation of the experiment shown in drawing B with some supplementary questions.

• The fi rst AT animation link on page 23 opens Mayow’s experiment – an animation of the experiment shown in drawing C with some supplementary questions.

• The fi rst AB presentation link on page 23 opens Respiration presentation – in which pupils need to write the script to go with a presentation that shows the word equation for aerobic respiration.

• Could: pupils could be told that respiration is a cell reaction, which is necessary to provide energy for growth, movement and other cell reactions.

• The second AT animation link on page 23 opens Showing respiration – in which pupils are shown a number of experiments (including the hydrogencarbonate indicator experiment from Exploring 4). They are asked to use scientifi c knowledge to make predictions about what will happen and then watch the animations to see if they are correct.

• The AB spreadsheet link on page 23 opens Yeast cells and respiration – a spreadsheet that contains data from an investigation into the effects of temperature on yeast respiration. Pupils should be reminded that this evidence is called secondary evidence (i.e. it has not been gathered by them). Ask pupils what they would need to know about the collection of these results and if the evidence is suffi cient for them to draw a conclusion.

3: Practical: Yeast cells and respiration (demonstration)The method in Exploring 3 could be used as a demonstration. Alternatively, if you do not need to show a temperature rise as evidence of respiration, the production of carbon dioxide by live yeast can easily be demonstrated within a lesson.

The yeast suspensions will need to be prepared the day before. To produce an active yeast suspension, place 10 g of dried baker’s yeast in 200 cm3 of 5% sucrose solution. Mix well and leave for 24 hours in a warm place. To prepare the dead yeast suspension, mix 10 g of dried baker’s yeast in 200 cm3 of 5% sucrose solution. Mix well and leave for 1 hour to allow the yeast to fully rehydrate. Then boil the suspension for 5 minutes and allow to cool. Dilute both suspensions with distilled water just before use to obtain 10% solutions.

Place 15 cm3 of the 10% solutions of boiled and live yeast suspensions in two small fl asks. Place in a water bath at 37 °C with two tubes containing 25 cm3 of 10% sucrose or glucose solution. This will help the reaction to begin quickly, and if all solutions are at 37 °C no air will be forced out due to expansion, which could cause confusion.

Pour the sugar solution into the yeast suspension and insert a bung with a delivery tube into the top. Keep the fl asks in the water bath. The other end of each delivery tube should be placed in a test tube of limewater outside the water bath. Bubbles of gas will be seen coming from the fl ask containing live yeast within a couple of minutes. Within 10 minutes the limewater will have turned cloudy.

• Could: show pupils the fi rst part of the demonstration (before adding the sugar to the yeast). Then ask them to identify the scientifi c question that is being asked and what scientifi c knowledge they would need to plan this practical.

Eye protection should be worn when handling limewater.

Resources (for demonstration) Water bath at 37 °C containing 2 tubes of 25 cm3 of 10% sucrose or glucose solution; a small fl ask containing 15 cm3 of 10% live yeast suspension (10 g dried baker’s yeast added to 200 cm3 10% sucrose solution and left for 24 hours in a warm place); a small fl ask containing 15 cm3 of 10% boiled yeast suspension; 2 bungs with delivery tubes; 2 tubes of limewater. The fl asks will need to be clamped upright.

4: Practical: Burning (demonstration)Show pupils these experiments, which all demonstrate that burning is similar to respiration, but happens in a much less controlled way.

Ignite some sugar on a defl agrating spoon and put into a gas jar of oxygen to show the release of heat and light. Water vapour is also usually seen on the inside of the gas jar.

Gently heat a piece of Mars® bar in a boiling tube with a delivery tube leading into a tube of limewater to show that carbon dioxide is produced.

Make a tin can bomb as shown in the diagram. The can will need a tight-fi tting lid. A sustained rather than a quick puff of air is needed to disperse the powder into a cloud inside the can. When the dust explodes the lid is blown off, dramatically demonstrating that energy is released when something burns.

8Ba Going for gold

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long rubber tube

blow here

thick-walledcapillary tubing toprevent blow back

icing sugar tappedto corner of can

rubber stopper

The Mars® bar must be heated gently to prevent the bung being forced out of the tube. Eye protection should be worn when handling limewater. A safety screen and eye protection must be used for the ‘bomb’ and pupils should be 2–3 metres away.

Resources (for demonstration) Gas jars of oxygen sealed with greased lids; defl agrating spoon; granulated sugar; small piece of Mars® bar; clamped boiling tube; boiling tube bung fi tted with delivery tube; test tube of limewater in a rack; tin can with lid; icing sugar; candle; thick-walled capillary tubing; long length of rubber tubing and stopper; eye protection; safety screen.

Plenaries

1: Thinking about respiration (AT)Afl Use the following thinking skills questions as a plenary.

• PMI: cells should be able to release energy from any type of food, not just glucose. (Possible answers: P – our bodies would not need to waste energy on breaking down carbohydrates into glucose; M – the body might use up substances needed for other jobs (e.g. cell repair); I – do all organisms respire in the same way?)

• OOO: oxygen, glucose, carbon dioxide. (Possible answers: carbon dioxide is a product of respiration, the other two are needed for it; glucose is not a gas.)

• OOO: fi bre, water, glucose. (Possible answers: glucose is the only carbohydrate; glucose is the only nutrient; water is the only liquid; fi bre is the only one that won’t disappear when mixed with water; fi bre is the only one that is not part of aerobic respiration.)

The fi rst AT presentation link box on page 23 opens Thinking about respiration – a PowerPoint presentation version of this task.

2: Quick CheckAfl The Quick Check sheets contain instructions and cards for a

game.

• Must: pupils play a game of snap that can be used to reinforce what they have learned during this topic.

• Should: the cards are used for a memory game. All the cards are turned face down and the pupils take it in turns to turn up two cards. If the two cards ‘match’ they are removed but if they don’t match they are turned back over. To make a ‘match’ one card must show a substance and the other must describe that substance as ‘reactant’, ‘product’ or ‘released’ (for energy). Pupils need to check with members of their group whether they all agree that a match has been made and how they learned that this is a match (to get them to think about how they learned the topic material).

3: I can… cloze exercise AB/ATAfl The AB document link on page 23 opens a cloze exercise

covering the material on pages 22–23. There is also an AT presentation version with answers.

4: Thinking about words AB/ATAfl Give pupils copies of the Word Sheet for this topic but with

the defi nitions missing (either edit them out from the CD version of the sheet or photocopy with a piece of paper over the defi nitions). Ask pupils to put a number from 1–5 against each word to show how confi dent they are that they know the meaning (5 meaning ‘absolutely certain’, 1 meaning ‘no idea’). Then read out the words one by one and ask for a show up hands for CRI scores of 4 and 5 (see Introduction, page 17). Identify the two or three words that pupils are least sure about and revise their meanings, before quickly running through the meanings of the other words.

5: Why you need food and oxygen – revisitedAfl Revisit Starter 4 and ask pupils to make corrections and/or

additions to their lists of ideas. Ask pupils to comment on how they have learnt about the things they are now adding to their lists.

Homework tasks

1: Worksheet 8Ba(6) provides simple questions on respiration and old theories about it.

2: Worksheet 8Ba(7) invites pupils to draw conclusions from experiments about respiration.

3: Worksheet 78Ba(8) asks pupils to draw a graph of results and comment on the reliability and accuracy of the method used.

8Ba

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Pupil’s materials


Round and round Must/Should PB pp24–25 Classwork Explaining 1

Focus on: Ideas about circulation Could PB p26 Classwork Explaining 3

8Bb Quick Check Must/Should ASP Classwork Starter 1, Plenary 2

8Bb Word Sheet Must/Should ASP Classwork

8Bb(1) Round and round Must CHAP Access Explaining 1

8Bb(2) Focus on: Ideas about circulation Should CHAP Access Explaining 3

8Bb(3) Back to resting Must CHAP Practical Exploring 2

8Bb(4) Cardiac output Could CHAP Practical Exploring 3

8Bb(5) The circulatory system Should CHAP Classwork Exploring 5

8Bb(6) Understanding human circulation Should/Could CHAP Classwork Exploring 6

8Bb(7) William Harvey Must CHAP Homework Homework 1

8Bb(8) Blood and circulation Should CHAP Homework Homework 2

8Bb(9) Working out Should CHAP Homework Homework 3

8Bb(10) Blood Could CHAP Homework Homework 4

8Bb(11) William Withering Could CHAP Homework Homework 5


(1) describe what the circulatory system is and what it does(2) recall that the heart is a pump(3) explain that the pulse is a measure of how many times the

heart beats in a minute(4) plan a simple investigation, controlling at least one variable(5) recall that theories make predictions. Correctly use the words blood vessels, circulatory system,

heartbeat, pulse rate, pulse. Most pupils should:

(6) recall the functions of arteries, veins and capillaries(7) describe how glucose and oxygen are absorbed and carried

to cells(8) describe how the heart pumps blood and why the left side of

the heart is bigger than the right. Correctly use the words absorb, artery, capillary, chamber,

plasma, red blood cell, tissue fl uid, valve, vein. Some pupils could:

(9) describe how red blood cells are adapted to their function (10) recall some developments in the history of our understanding

of circulation (11) calculate their cardiac outputs and stroke volumes. Correctly use the words cardiac output, deoxygenated,

haemoglobin, oxygenated, septum, stroke volume.


ActiveTeach from the link next to the initiator question.• Note that when looking at drawings of the heart, it is as though

you are looking towards someone facing you and so the left side of the heart appears on the right-hand side of the drawing and vice versa.

• Misconception: The pulse is not a direct ‘feeling of blood fl owing through blood vessels’. It is actually a shockwave in the walls of the arteries caused by the contraction of heart muscle as it pumps.

• Misconception: Neither blood nor veins are ever blue. They are only ever variations of red/brown. See Background Information.


MUST

PB pages 24–25

Starter 2Exploring 1Explaining 1Exploring 4Exploring 5Plenary 3Homework 1

SHOULD

PB pages 24–25

Starter 3Explaining 1Exploring 2Explaining 2Plenary 4Homework 2

COULD

PB pages 24–26

Starter 1Explaining 1Exploring 3Explaining 2Exploring 4Explaining 3Plenary 2Homework 4

SHOULD 2 Yr KS3*

PB pages 21–25

8Ba Starter 18Ba Explaining 18Ba Explaining 28Ba Exploring 48Bb Explaining 18Bb Exploring 28Bb Exploring 4 (demo only)8Bb Plenary 28Bb Homework 3

*This table is repeated in 8Ba.

Be prepared: 8BbExplaining 2: pig or sheep hearts or plucks.Exploring 1 & 2: may need to book the school hall.

8Bb Round and round

8Bb

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Round and round 8Bb

Topic task plannerUse these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’ rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach; where these symbols appear in brackets it indicates that the task can be carried out with or without their use.Also consider using one of the plenaries from the previous topic as a starter task in this topic.


Starter 1 M/S 4–6 Classwork 1 , 2, 3, 6, 7, 8 PLTS (Rl) 3a

Starter 2 M 4 Classwork 2, 3 3a

Starter 3 M/S 4–6 Classwork 1 , 2, 3, 6, 7, 8 PLTS (Rl) 3a

Exploring 1 M 5 Practical 2, 3, 4, Num (M, C) 1a 1a, 1c, 2a, 2b, 3a 3a a

Exploring 2 M/S 5–6 Practical 2, 3, 4, 7 Num (M, C, L) 1a 1a, 1c, 2a, 2b, 3a 3a a

Exploring 3 S/C 7–8 Practical 11 Num (M, C), ICT (SS) 1b 1a, 1c, 2a, 2b, 3a 3a a

Exploring 4 M/S/C 4–8 Classwork 2, 8 PLTS (Ie) 2a 1a 3a a, h

Exploring 5 M 5 Classwork 1, 2 Lit (WF) 3a

Exploring 6 S/C 6–8 Classwork 10 Lit (EW, RR), ICT (IR), PLTS (Sm)

3a, 4a 3a 3a a, b, h

Explaining 1 M/S 4–6 Classwork 1, 2, 3, 4, 5, 6, 7, 8, 10 1a 2a 3a e, h

Explaining 2 S 6 Practical 2, 8 1a 3a c

Explaining 3 C 7 Classwork 1, 2, 6, 8, 10 Num (C) 1a, 1b, 3a 3a h, k

Explaining 4 C 7 Classwork 6, 10 1a 3a a

Plenary 1 M/S 4–6 Classwork 1, 2, 3, 6, 7, 8 PLTS (Ct) 1a 3a

Plenary 2 M/S 4–6 Classwork 1, 2, 3, 6, 7, 8 PLTS (Rl) 3a

Plenary 3 M/S 4–6 Classwork 1, 2, 3, 4, 5, 6, 7, 8 Lit (WF) 1a 1a 3a

Plenary 4 M/S 4–6 Classwork 1, 2, 3, 6, 7, 8 PLTS (Rl) 3a

Homework 1 M 5 Homework 1, 2, 5 Lit (EC) 1a 3a h

Homework 2 S 6 Homework 6, 7, 8 3a

Homework 3 S 6 Homework 3, 7 Num (C, B) 2a, 3a 3a

Homework 4 C 8 Homework 9 Num (C) 3a

Homework 5 C 7 Homework 10 Lit (EC) 2a 3a h

Starters

1: Introducing the circulatory systemAfl The Quick Check sheet provides a drawing showing part of the

circulatory system. Ask pupils to annotate the drawing with notes, to show what they already know about the circulatory system. Pupils should save their work for Plenary 2.

Alternatively, copy the sheet onto an OHP slide or project it using an interactive whiteboard and use it as the basis for a class discussion, posing questions such as ‘What is the organ shown?’, ‘How many different types of blood vessel are there?’, ‘Why are there lots of small blood vessels in the lungs/brain?’ etc.

2: Increasing heartbeatsAfl Ask pupils if they know what their heart does. Most should

know. Then ask whether it beats at the same rate all the time. When would it get faster? What evidence do you have for this? How would you check that this is true for everyone? You can come back to these questions as part of Exploring 1.

3: What’s in the circulatory system?Ask pupils to work in groups to produce a table of the things that are found in the circulatory system and what they do. Instruct them to use a table with three columns, leaving the third column blank. It will speed things up if you prepare a grid for each group. Ask pupils to contribute some of the things that they have written on their sheets. Pupils should keep their sheets for Plenary 4 (when they will use the third column).

Exploring tasks

1: Practical: Measuring pulses Ask pupils to fi nd and measure their pulses. Many pupils will have done this at KS2. The easiest places to measure it are in the wrist, at the elbow and in the neck – placing two fi ngers in the places shown. The fi ngers should be pressed gently on an artery where it runs next to either a bone or fi rm tissue. The thumb should not be used to feel a pulse as it has its own pulse.

See if pupils can fi nd their pulses in each position. The wrist is usually easy and a pulse is quite easy to fi nd just under the ear. The elbow can be a bit more tricky. Another place is just to the right of the trachea, right under the chin.

Once pupils have found their pulses get them to measure them. This can either be done by counting the number of beats in 1 minute or by counting the number in 15 seconds and multiplying by 4. Ask pupils to comment on these two different ways and see if they can spot the possible errors that may occur in each.

8Bb

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8Bb Round and round

Then ask pupils to predict what would happen to their pulse rates if they did some exercise. If time/space permits, they can try this out doing star jumps or similar and see if their predictions are correct. Where space is limited, pupils can vertically raise a fi xed mass, e.g. 1 kg, held in the hand, through a specifi ed distance, e.g. I metre, and repeat a specifi ed number of times. In this way, the amount of exercise is similar for all pupils.

Ensure exercise is in a safe area and is safe for pupils, e.g. asthmatics, who should be encouraged to use their inhalers before exercise. Any equipment used must be robust and securely anchored. Any pupils excused from PE on medical grounds should be excluded (sensitively) from taking exercise. This can be done by pairing pupils up so that one exercises and the other takes readings. Ensure, with careful supervision, that exercise does not become competitive.

Resources (per group/pupil) Stopclock or stopwatch. Optional: book the school hall.

2: Practical: Back to resting (AT)Point out that fi tter people generally have pulse rates that are faster at returning to resting level. You can support this by using the AT video link on page 25 which opens Pulse rates – in which Anne Wafula-Strike explains why measuring pulse rates is important for athletes.

Ask pupils to fi nd their pulses and measure their pulse rates. This can either be done by counting the number of beats in 1 minute or by counting the number in 15 seconds and multiplying by 4.

Pupils measure their pulse rates at rest and after 2 minutes of exercise. They then measure them every 2 minutes until it is back to resting. Line graphs should then be drawn of the data.

• Must: pupils use Worksheet 8Bb(3).• Should: pupils plan and carry out this practical without help.

Encourage pupils to think about how the practical can be done safely. Encourage them to think about what sort of graph or chart is best to display the data. A spreadsheet could be used to help with data plotting.

Ensure exercise is in a safe area and is safe for pupils, e.g. asthmatics, who should be encouraged to use their inhalers before exercise. Any pupils excused from PE on medical grounds should be excluded (sensitively) from taking exercise. This can be done by pairing pupils up so that one exercises and the other takes readings. Ensure, with careful supervision, that exercise does not become competitive.

Resources (per group/pupil) Stopclock or stopwatch. Optional: book the school hall.

3: Practical: Cardiac output (AB)Pupils measure their pulse rates at rest, their heights and masses and use this information to calculate their cardiac outputs and stroke volumes. Full instructions are given on Worksheet 8Bb(4).

• Should: the AB spreadsheet link on page 25 opens Calculating cardiac output – a spreadsheet that can be used by pupils to do the various calculations automatically.

Resources (per group/pupil) Stopclock or stopwatch; bathroom scales; ruler; tape measure; Worksheet 8Bb(4).

4: Practical: StethoscopesHeartbeats can be heard easily using a stethoscope. Point out to pupils that the ‘lub-dub’ sounds that they can hear are actually caused by the closing of the heart valves.

• Must: ask pupils to listen to each other’s hearts with stethoscopes. They could measure one another’s heartbeat rates.

• Should: extend this practical by asking pupils to compare a rolled up newspaper with a real stethoscope. Explain that the original stethoscope was in fact rolled up paper – invented by René-Thóphile-Hyacinthe Laennec (1781–1826) in France in 1816. See also Worksheet 8Ld(5).

• Could: ask pupils to look at a picture of the heart (e.g. the one on page 24 of the Pupil’s Book) and to predict which valves are shutting to cause the ‘lub’ and which ones shut to cause the ‘dub’. Once they’ve made their predictions (with explanations) they should use the internet or other secondary sources to check their answers.

Resources (per group) Optional: stethoscope; rolled up newspaper; library/internet access; Worksheet 8Ld(5).

5: The circulatory systemWorksheet 8Bb(5) contains a simple cloze-type exercise on the circulatory system. This includes colour-coding veins and arteries. You can make the task slightly more diffi cult by asking pupils to colour the blood vessels that are carrying oxygenated blood bright red, and the blood vessels that are carrying deoxygenated blood dark red/brown.

6: Research workWorksheet 8Bb(6) contains a research project on some of the scientists involved in discovering how the circulatory system works.

• Should: some of this information can be gleaned from page 26 of the Pupil’s Book. Let pupils read this page fi rst and go off to fi nd more complete information. Pupils need not do the ‘optional extra’ question at the end.

• Could: ask pupils to do their research based on Worksheet 8Bb(6), including the ‘optional extra question’. Then challenge pupils to write a Pupil’s Book page showing how ideas have developed. Give them a limit of 400 words. They can then compare their pages with the one that’s in the Pupil’s Book.

ResourcesLibrary/internet access.

Explaining tasks

1: Pupil’s Book pages 24–25 (AT/AB)These pages introduce the circulatory system. A heart model is a useful additional prop when going through these pages with pupils. Point out that veins and arteries can be seen in the wrist – veins look blue and arteries look purple. It should be emphasised that the blood inside is never blue (bright red when oxygenated and dark red when deoxygenated). To remember which way round the arteries and veins go – arteries carry blood away from the heart. Worksheet 8Bb(1) is the Access Sheet.

• The AT animation link on page 24 opens Capillaries, arteries and veins – a simple presentation showing the differences between the three blood vessels.

• The AB spreadsheet link on page 25 opens Calculating cardiac output (see Exploring 3).

• The AT video link on page 25 opens Pulse rates (see Exploring 2).

Resources (for demonstration) Heart model.

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Round and round 8Bb

2: Practical: Heart dissection (demonstration)Show pupils how to dissect a heart. Identify the external blood vessels before cutting the heart. Point out that the atria are very small and that the left ventricle is much bigger than the right ventricle because it has to pump blood around the body. Inside, the valves and tendons can easily be seen.

Hearts can be obtained from a butcher or an abattoir. If ‘plucks’ (heart, liver and lungs together) are obtained, the hearts complete with long lengths of blood vessel can be cut out. Otherwise hearts may have had their vessels removed by the abattoir/butcher. The lungs from the pluck can be used in Topic 8Bd if kept in suitable conditions (e.g. frozen or refrigerated for a short period of time).

At the end, ask pupils to compare the heart they have seen dissected with a model human heart and identify similarities and differences.

Care must be taken with sharp scalpels and scissors. All tissue must be bagged and disposed of by the technician. All dissecting boards, benches and sinks, etc. should be disinfected after the practical, preferably using 1% Virkon. Dissection instruments are best autoclaved after use, as disinfectants may attack metal instruments. Wash hands thoroughly afterwards. If pig/cow hearts are used, be aware of pupils with cultural/religious objections to handling such material. Pupils who do not want to watch should be treated sensitively.

Resources (for demonstration) Animal heart or pluck; dissecting board; scalpel; forceps; disinfectant (e.g. Virkon); human heart model.

3: Pupil’s Book page 26 (AB)This page introduces various ideas that people have had on how the circulatory system works. It is interesting to note that we now have documentary evidence showing that the Chinese knew how the system worked 2200 years ago and that Arabic scientist Ibn al-Nafi s (1213–1288) had access to translations of Galen’s work. He criticised Galen as being wrong and it appears that Ibn al-Nafi s understood the basis of circulation. Worksheet 8Bb(2) is the Access Sheet.

• The AB document link opens Blood circulation – in which pupils read about some of Harvey’s investigations and then add captions to a series of cartoons.

4: Valves in veins (demonstration)This demonstration shows that blood in veins can only fl ow one way, and is the way in which William Harvey demonstrated the role of valves in veins. You will need to remind pupils that the heart contains valves to stop blood fl owing the wrong way and to tell them that veins also contain valves (so that blood in veins going back to the heart is not pulled back to the feet by gravity). Tie a ligature just above the elbow and grip something with the hand of that arm. One vein should appear to stick out from the skin and have small swellings on it (the positions of the valves). If blood is pushed along the vein, towards the elbow, past one of these swelling it will be seen that the blood will not fl ow back.

Resources (for demonstration) Ligature.

Plenaries

1: Thinking about circulation (AT)Afl Use the following thinking skills questions as a plenary.

• PMI: the heart should always pump at the same speed. (Possible answers: P – we wouldn’t feel our hearts pounding when we’re nervous; M – it would make exercise diffi cult; I – fi tter people generally have lower resting heartbeat rates than less fi t people of the same age.)

• OOO: capillary, lung, vein, artery, heart. (Possible answers: lung is not full of blood, it contains air; heart is the only one that generates its own movement/the only one that pumps blood.)

• VAKi: design (and maybe make) a model of the heart–lung circulation.

The second AT presentation link on page 25 opens Thinking about circulation – a PowerPoint presentation version of this task.

2: Quick CheckAfl Use or revisit Starter 1, asking pupils to correct their original

notes.

• Should: ask pupils to colour oxygenated blood in bright red, and blood without oxygen in dark red.



4: More on the circulatory systemAfl Ask pupils to fi ll in the third column on their sheets from

Starter 3 by saying if their ideas about each thing have changed and, if so, how they have changed. Ask pupils to contribute ideas to the class and ask them how they have learnt these things.

Homework tasks

1: Worksheet 8Bb(7) is a simple comprehension on William Harvey.

2: Worksheet 8Bb(8) contains questions on the circulatory system. 3: Worksheet 8Bb(9) contains questions on pulse rates, involving

calculations. 4: Worksheet 8Bb(10) is a comprehension on blood and how it

carries oxygen. 5: Worksheet 8Bb(11) is a comprehension on William Withering

and dropsy.

8Bb

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Pupil’s materials


Into thin air Must/Should PB p27 Classwork Explaining 1

What’s your poison? Should PB p28 Classwork Explaining 2, Exploring 5

Focus on: Anaerobic respiration Could PB p29 Classwork Explaining 3

8Bc Quick Check Must/Should ASP Classwork Plenary 2

8Bc Word Sheet Must/Should ASP Homework Homework 4

8Bc(1) Into thin air Must CHAP Access Explaining 1

8Bc(2) What’s your poison? Must CHAP Access Explaining 2

8Bc(3) Focus on: Anaerobic respiration Should CHAP Accces Explaining 3

8Bc(4) Exercise and breathing rate Must CHAP Practical Exploring 1

8Bc(5) Diagnosis attempted murder? Should/Could CHAP Classwork Exploring 2

8Bc(6) Breathing and exercise Must CHAP Homework Homework 1

8Bc(7) Exercise and the body Should CHAP Homework Homework 2

8Bc(8) Tetralogy of Fallot Could CHAP Homework Homework 3

SS40 Group research Must Year 7 CHAP Skills Sheet Exploring 3

SS41 Debates and speaking Must Year 7 CHAP Skills Sheet Exploring 5

8Bc Into thin air

ObjectivesAll pupils must:(1) recognise that exercise increases your breathing rate(2) recognise that a reduced oxygen supply to cells can cause

harmful effects. Correctly use the words aerobic, breathing rate.

Most pupils should:(3) recognise that some poisons interfere with aerobic

respiration(4) describe how the reactants and products of aerobic

respiration are carried to and from the cells(5) describe some consequences for the body of a reduced

oxygen supply to cells(6) explain why heart rate and breathing rate increase during

exercise. Correctly use the words concentrated, emphysema,

excreted, heart attack, heart disease.Some pupils could:

(7) explain some of the effects of reduced oxygen supply to cells(8) recall the word equation for anaerobic respiration. Correctly use the words anaerobic respiration, cramp,

lactic acid, oxygen debt.


ActiveTeach from the link next to the initiator question. • Misconception: some pupils think that a breath is either a

breath in or a breath out. This can mean that the breathing rates that they measure are twice what they should be. Make sure that pupils understand that one breath is breathing in and then breathing out again.

Be prepared: 8BcExploring 1: may need to book the school hall.


MUST

PB page 27

Starter 1Explaining 1Exploring 1Exploring 3Plenary 2Homework 1

SHOULD

PB pages 27–28

Starter 1Explaining 1Exploring 1Plenary 3Starter 3Explaining 2Exploring 5Plenary 4Homework 2

COULD

PB pages 27–29

Starter 2Exploring 1Explaining 1Starter 3Explaining 2Exploring 5Exploring 4Explaining 3Plenary 1Homework 3

SHOULD 2 Yr KS3*

PB pages 28–31

8Bc Starter 18Bc Explaining 18Bc Exploring 18Bc Explaining 28Bd Explaining 18Bd Exploring 18Bd Explaining 38Bd Plenary 28Bd Homework 2

*This table is repeated in 8Bd.

8Bc

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Into thin air 8Bc



Starter 1 4 M/S Classwork 1 Lit (EW) 3a c

Starter 2 6 S Classwork 1, 2 Lit (DS) 3a a

Starter 3 4 M Classwork 1, 3, 5 2a, 2b 3a k

Exploring 1 5 M/S/C Practical 1, 6 Num (M, C, T, L) 1a, 1c, 2a, 3a 3a a, k

Exploring 2 7 S/C Classwork 2, 3, 5, 7 3a i

Exploring 3 6–7 M/S/C Classwork 2, 3, 5, 7 Lit (RR), ICT (IR), PLTS (Tw, Ie, Ep) 3a a, b

Exploring 4 7–8 C Classwork 7, 8 1a 3a

Exploring 5 5 S Classwork 2, 3 Lit (DS) 2a, 2b 3a 3a a, f

Explaining 1 6 M/S Classwork 1, 2, 5, 6 3a c, e, f

Explaining 2 7 S Classwork 3, 4, 5 2a, 2b 3a 3a c

Explaining 3 8 C Classwork 7, 8 3a c

Plenary 1 5–6 M/S Classwork 1, 2, 3, 4, 5, 6 PLTS (Ct) 3a

Plenary 2 4–8 M/S/C Classwork 1, 2, 4, 5, 6, 7, 8 Lit (EW) 3a

Plenary 3 6 M/S Classwork 1, 2, 5, 6 Lit (WF) 3a

Plenary 4 7 S Classwork 2, 3, 4, 5 Lit (WF) 3a

Homework 1 5–6 M Homework 1, 6 Num (C, L) 2a, 3a 3a

Homework 2 6–7 S Homework 1, 6 Num (C) 2a 3a

Homework 3 7–8 C Homework 4, 7, 8 3a i

Homework 4 4–8 M/S/C Homework previous topics Lit (WF) 3a

Starters

1: Changes when exercisingStart by asking pupils what exercise they take on a regular basis. Next ask them to carry out a free writing exercise to describe the changes they notice in their body when exercising. If pupils do not exercise, ask them to suggest what changes they might notice based on TV images or photos of athletes or footballers in action. Pupils then share ideas in small groups or as a whole class discussion. Follow this up by asking pupils why they think these changes occur.

• Must: ask pupils to write a list of key words to describe the changes they notice when exercising.

• Should: ask pupils to write for 1 minute on the subject.

2: AerobicsAsk pupils to brainstorm in groups the meaning of the word ‘aerobic’ and then to decide what these terms mean: aerobic exercise, aerobic respiration, aerobic organism. After feedback to the class make sure pupils understand that ‘aerobic’ means ‘requiring air (or oxygen)’.

3: War poetryRead out the following; an extract from Dulce et decorum est by Wilfred Owen, written in 1917 in the trenches of World War 1.

Gas! Gas! Quick, boys! – An ecstasy of fumbling,Fitting the clumsy helmets just in time;But someone still was yelling out and stumbling,And fl ound’ring like a man in fi re or lime …Dim, through the misty panes and thick green light,As under a green sea, I saw him drowning.In all my dreams, before my helpless sight,He plunges at me, guttering, choking, drowning.

Tell pupils where the poem is set and ask them what it is describing. After discussion tell pupils that the gas concerned is chlorine. It forms hydrochloric acid in the lungs, which ‘eats away’ at them, making breathing diffi cult and often resulting in death. Chlorine was discovered by Carl Wilhelm Scheele (1742–1786) in 1774. It was originally used as a bleaching agent (mainly for textiles) and as a disinfectant. Its use as a weapon was developed by a German scientist called Fritz Haber (1868–1934). His wife is thought to have bitterly opposed his research into chemical weapons and committed suicide because of his work. Today, chlorine is an important industrial chemical used to make plastics, bleaches, fertilisers and insecticides, amongst other things.

Ask pupils what they think about these ethical statements:

• It would be better if chlorine had never been discovered.• Fritz Haber was right to develop chemical weapons since he

wanted his side to win.• Scientists should think more about how chemicals that they

invent might be used for purposes other than their intended use.

Exploring tasks

1: Practical: Exercise and breathing rate (AB/AT)You could consider doing this practical jointly with the PE department. Pupils measure their breathing rate at rest and after light and hard exercise. Pupils should be encouraged to think about errors in the experiment, e.g. breathing rate may change when focusing mentally on it. They may suggest repeating the experiment several times and calculating means. More reliable conclusions can be drawn by combining the results from the whole class. Ask pupils what factors need to be taken into account when combining class results and how the results could be manipulated. If collating the class results in a spreadsheet, you could demonstrate what

8Bc

M02_TTPG_5453_U01_5p.indd 69 12/9/08 12:34:40


8Bc Into thin air

happens if some data is taken out and what impact this has on the conclusion drawn.

As an alternative, the AB spreadsheet link on page 27 opens Breathing rate data – in which pupils need to construct a line graph and label it to show how breathing rate changes with different types of activity.

• Must: Worksheet 8Bc(4) will help weaker pupils. • Should: pupils plan this practical from the Practical box on

page 27 of the Pupil’s Book. Remind pupils to include safety advice in their plans. They should also comment on the observation and recording methods used and if these are appropriate to the task. In addition, pupils should comment on how charts and graphs will make any trends easier to see.

• Could: pupils plan this practical without having seen Pupil’s Book page 27.

Ensure exercise is in a safe area and is safe for pupils, e.g. asthmatics, who should be encouraged to use their inhalers before exercise. Any pupils excused from PE on medical grounds should be excluded (sensitively) from taking exercise. This can be done by pairing pupils up so that one exercises and the other takes readings. Ensure, with careful supervision, that exercise does not become competitive.

Resources (per pair)Stopwatch or stopclock. Optional: book the school hall.

2: Diagnosis attempted murder?This card sort activity invites pupils to sort information about various poisons into a table. It will take a fair bit of time for them to work it out and this is better suited to small group work. The cards are on Worksheet 8Bc(5).

• Should: do not photocopy the bottom row of cards for the sheets that pupils use. Further help can be given by telling pupils what headings they might use: Condition/Cause/Symptoms/Treatment

• Could: photocopy the whole sheet for pupils to use.

3: Research workAsk pupils to use books and/or the internet to fi nd out about problems caused by reduced oxygen supply to cells (e.g. post-operative bed sores, athletes training at high latitudes, problems during childbirth, strokes). Ask pupils to do their research as part of a team. Skills Sheet 40 from Year 7 CHAP will help pupils with group research.

• Must: ask pupils to fi nd out the names of some problems caused by lack of oxygen and to present this information as a table. Ask them to make careful records of where they get their information from.

• Should: ask pupils to carry out detailed research into a specifi c problem and to present the information as a poster designed to be seen by people at risk from that problem.

• Could: ask pupils to fi nd their own oxygen-supply problems and causes to research, and to present their research as a second page to page 27 to make this into a double-page spread.

ResourcesLibrary/internet access, Year 7 CHAP Skills Sheet 40.

4: Clenched fi stsAsk pupils to hold their hands by their sides and clench and unclench their fi sts as fast as they can for 30 seconds. Then allow them to rest before asking them to do the same thing with their hands held in the air. They won’t be able to do nearly as many clenches. Ask pupils if they have any theories as to why this happens. How would they make predictions from the theories? How could they test those predictions?

Holding the arm up reduces blood supply to the hand and so the muscle cells use more anaerobic respiration, resulting in a build-up of lactic acid that causes the muscles to ache badly/cramp up.

5: Debating ethicsSome ethical questions include developing respiratory poisons to be used as weapons or for executing people (which is also considered in Starter 3). Do scientists now take account of other purposes that their chemical inventions can be used for? Generally yes. Should they develop these chemicals specifi cally as weapons? No – because it’s a terrible way to die and inhumane; war is always wrong. Yes – because the good guys need to win wars; if the good guys develop poisons they are more likely also to be able to develop antidotes to those poisons if the bad guys use them.

If you want to discuss the death penalty, it is best to do this in a very controlled manner, and maybe just give pupils some viewpoints to think about rather than have a discussion. Whether or not pupils think the death penalty is a good idea, the key question to consider here is: should chemicals that stop respiration and/or breathing be used to carry it out? No – because it’s a painful and distressing death. Yes – because you don’t want convicted criminals to have a painless death. (You could execute people using pure nitrogen, which stops respiration due to a lack of oxygen but at the same time introduces a euphoric high before death.)

Point out to pupils that ethical questions cannot be answered by the scientifi c process (there is no theory that can be put forward that allows predictions to be made and evidence collected to determine whether something is objectively right or wrong).

You could organise a class debate on one of these ethical questions. Guidance for organising such a debate is given on Skills Sheet 41 from Year 7 CHAP.

ResourcesYear 7 Skills Sheet 41.

Explaining tasks

1: Pupil’s Book page 27 (AT/AB)Worksheet 8Bc(1) is the Access Sheet.

• The fi rst AT video link opens Aerobic exercise – in which Anne Wafula-Strike explains what aerobic exercise is and the importance of exercise.

• The AB spreadsheet link opens Breathing rate data (seeExploring 1).

• The AT animation link opens Frostbite – an animation showing how frostbite is caused.

• The second AT video link opens Training at high altitudes – in which Anne Wafula-Strike explains another effect of lack of oxygen; the body makes extra red blood cells.

2: Pupil’s Book page 28 (AT/AB)Worksheet 8Bc(2) is the Access Sheet.

• The AT animation link opens Tissue fl uid and respiration 2 –which is a more broken down and animated version of diagram A.

• The fi rst AB document link opens Carbon monoxide poisoning –a word processing document in which pupils need to use given data to create a leafl et warning of the dangers of carbon monoxide poisoning.

8Bc

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Into thin air 8Bc

3: Pupil’s Book page 29 (AT)Worksheet 8Bc(3) is the Access Sheet.

• The fi rst AT video link opens Anaerobic respiration – in which Anne Wafula-Strike explains what anaerobic respiration is.

• The AT video link opens Blood doping – in which Anne Wafula-Strike’s coach explains how and why some athletes use erythropoietin to boost their performance.

• The AT animation link opens Anaerobic respiration – a simple animation showing the effects of different kinds of exercise on the amount of anaerobic respiration that happens in a muscle cell.

Plenaries

1: Thinking about respiration and breathing (AT)Afl Use the following thinking skills questions as a plenary.

• PMI: capillary walls should not be leaky. (Possible answers: P – poisonous chemicals/viruses in the blood could not get to cells; M – no oxygen or food could get to the cells and you would die; I – extra-leaky capillaries are present in people with Clarkson syndrome.)

• CAP: an old man was gasping for breath. What could the reasons be? (Possible answers: he has been exercising; his lungs are not working properly; he has emphysema; there is not much oxygen in the air for him to breathe.)

• CAP: a little girl felt very hot. What could the reasons be? (Possible answers: she has just been exercising; she has a fever; she has eaten a hot curry; it is a very hot day.)

• CAP: a boy’s heart was beating very fast. What could have caused this? (Possible answers: he has been exercising; he is nervous/anxious/worried; his body is starved of oxygen; he is using a medication such as a salbutamol inhaler; he has been taking some illegal drugs or drunk very strong coffee.)

The third AT presentation link box on page 27 opens Thinking about respiration and breathing – a PowerPoint presentation version of this task.

2: Quick CheckAfl The Quick Check sheet provides a set of cards containing

various statements about circulation and respiration. Pupils need to:

1 Cut out the statements and sort them into true and false sets2 Arrange the true statements into a sensible order to make

two lists of summary statements. One list should be about respiration and the other about circulation.

3 Stick their summaries in their books or write them out.

• Must: pupils use only the top ‘table’ of cards and sort them. • Should: pupils use the fi rst two ‘tables’ of cards, sort them and

use the sorted cards to write summaries. • Could: pupils use all the cards, sort them and use the sorted

cards to write summaries.

Alternative ways of using this sheet include as a whole class revision exercise by enlarging them for use as fl ash cards.


covering the material on page 27. There is also an AT presentation version with answers.

4: I can… cloze exercise AB/ATAfl The second AB document link on page 28 opens a cloze

exercise covering the material on page 28. There is also an AT presentation version with answers.

Homework tasks

1: Worksheet 8Bc(6) asks pupils to draw a simple line graph showing breathing rates and answer questions.

2: Worksheet 8Bc(7) asks pupils to answer questions and do calculations on the effects of exercise on breathing/heart rates.

3: Worksheet 8Bc(8) asks pupils to use their knowledge to explain the observations that doctors might make when examining a baby born with a heart condition.

4: Ask pupils to use the words on the Word Sheets for Topics 7Aa–7Ac to help them to produce 10 questions for a verbal test. These questions can be used in Starter 1 of the next topic.

• Must/Should: do not include the words from the Focus on: pages.

• Could: include the words from the Focus on: pages. 8Bc

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Pupil’s materials


Exchange rates Must/Should PB pp30–31 Classwork Explaining 1

8Bd Quick Check Must/Should ASP Classwork Plenary 1

8Bd Word Sheet Must/Should ASP Classwork

8Bd(1) Exchange rates Must CHAP Access Explaining 1

8Bd(2) Lung volumes Must CHAP Practical Exploring 1

8Bd(3) High and low Must/Should CHAP Classwork Exploring 3

8Bd(4) Air sacs Should CHAP Classwork Exploring 4

8Bd(5) The kiss of life Could CHAP Classwork Exploring 5

8Bd(6) Breathing and respiration 1 Must CHAP Homework Homework 1

8Bd(7) Breathing and respiration 2 Should CHAP Homework Homework 2

8Bd(8) Lung diseases Could CHAP Homework Homework 3

8Bd Exchange rates


(1) recall the positions and functions of the diaphragm, heart, lungs and windpipe

(2) describe how carbon dioxide is transported by blood to be breathed out by the lungs

(3) explain that the lungs have a large surface area to quickly take oxygen out of the air and put carbon dioxide into it

(4) recognise that lung damage can reduce the amount of oxygen entering the blood.

Correctly use the words air sacs, breathing system, breathing, diaphragm, exhalation, inhalation, lungs, ribs, windpipe.

Most pupils should:(5) describe what happens during gas exchange (6) explain how the lungs are adapted for effi cient gas exchange(7) explain the problems caused by some types of lung damage (8) recall the differences between breathing, ventilation and

respiration (9) explain how the lungs are kept clean by the action of mucus

and cilia. Correctly use the words alveoli, bronchus, cilia, ciliated

epithelial cell, diffusion, gas exchange, mucus, respiratory system, trachea, ventilation.

Some pupils could: (10) explain how mouth-to-mouth resuscitation works (11) recall how some lung problems are caused. Correctly use the words asthma, bronchitis, goblet cell,

heart massage, laryngitis, lung cancer, mouth-to-mouth resuscitation, pleurisy, tracheitis, tuberculosis.


ActiveTeach from the link next to the initiator question. • Misconception: Water from respiration is not excreted by the

lungs. The reason that we breathe out air containing moisture is because gas exchange in the lungs occurs better if the surfaces are damp.

• Exploring 1 and Exploring 2 are both practicals that can also be used in Unit 9B.

• Smoking is covered again and in more detail in Unit 9B.


MUST

PB pages 30–31

Starter 3Explaining 1Exploring 1Explaining 2Exploring 3Plenary 3Homework 1

SHOULD

PB pages 30–31

Starter 2Exploring 1Explaining 1Exploring 4Explaining 2Explaining 3Plenary 3Homework 2

COULD

PB pages 30–31

Starter 2Exploring 1Explaining 1Exploring 5Explaining 2Explaining 3Plenary 3Homework 4

SHOULD 2 Yr KS3*

PB pages 27, 30–31

8Bc Starter 18Bc Explaining 18Bc Exploring 18Bc Explaining 28Bd Explaining 18Bd Exploring 18Bd Explaining 38Bd Plenary 2Homework 2

*This table is repeated in 8Bc.

Be prepared: 8BdExplaining 2: sheep’s lungs, lung model, bicycle or foot pump and clean tubing.Explaining 4: invite a health professional to talk about resuscitation.

8Bd

M02_TTPG_5453_U01_5p.indd 72 12/9/08 12:34:41




Starter 1 M/S 4–7 Classwork previous topics PLTS (Rl) 3a

Starter 2 M/S 5–7 Classwork previous topics, 1 PLTS (Ct) 3a

Starter 3 M 4 Classwork 1 3a

Exploring 1 M/S/C 4–7 Practical 1, 8 Num (M, B), PLTS (Tw) 1b 1a, 1b, 1c, 2a, 2b, 3a 3a a, c

Exploring 2 M/S/C 4–7 Practical 1 Num (M) 1b 1a, 1b, 1c, 2a, 2b, 3a 3a a, c

Exploring 3 M/S 5–6 Classwork 3, 5 1a 3a

Exploring 4 S 6 Classwork 3, 5, 6, 3a

Exploring 5 C 6 Classwork 10 Lit (RR), ICT (RR), PLTS (Ie) 3a, 3c a, i, j, k

Exploring 6 M/S/C 6–EP Classwork 4, 9, 10 Lit (RR), ICT (RR), PLTS (Ie), Lit (EC)

3a, 3c a, b, j

Explaining 1 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1a 3a, 3c c, i, j

Explaining 2 M 5 Practical 1, 3, 6 3a c

Explaining 3 S 6 Practical 1, 8 1a 3a

Explaining 4 M 5 Classwork 1, 8 Lit (DS), PLTS (Ep) 3a, 3c e, i

Plenary 1 S 6–7 Classwork 5, 8, 9 Lit (WF) 3a

Plenary 2 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 7, 8, 9

Lit (WF) 3a


Lit (DS) 3a

Homework 1 M 5 Homework 1, 2, 3 Lit (WF) 3a

Homework 2 S 6 Homework 1, 3, 5, 6, 8, 9 3a

Homework 3 C 8 Homework 7, 9, 10, 11 Lit (EC) 3a, 3c

Homework 4 S/C 6–8 Homework next topic Lit (EW) 1a, 1b, 1c, 2a, 2b, 3a 3a a

Exchange rates 8Bd

Starters

1: Quiz timeAfl Carry out a verbal quiz to revise the work of earlier topics using

your own questions and/or those suggested below (and, if pupils have done Homework 4 from the last topic, their questions).

Ask all the pupils to stand up, and ask each one in turn a question – they can sit down when they have answered a question correctly. This activity can be differentiated by giving more able pupils harder questions. A list of suitable questions and their answers is given below. The questions are arranged in approximate order of diffi culty.

What is the pulse rate a measure of? – heart beats per minute

What organ gets oxygen into your blood? – lung

What is meant by your ‘breathing rate’? – no. breaths per minute

What does respiration release from glucose? – energy

Why does a mouse under a jar die? – it runs out of oxygen

Name one variable that will speed up your pulse rate – exercise, stress/nervousness, certain chemicals, certain diseases

Why do cells need energy? – to stay alive, to make new substances, to help us to move

What cells make blood red? – red blood cells

What is the word equation for aerobic respiration? – glucose + oxygen carbon dioxide + water

Why does your breathing rate go up when you exercise? – your body is working harder and needs more energy which comes from respiration, which needs more oxygen

Name the smallest blood vessels – capillaries

Which blood vessels take blood away from the heart? – arteries

What do red blood cells do? – carry oxygen

What is a model? – a way of describing or imagining how something works so that we can better understand how it works

How many chambers does the heart have? – four

What is the liquid part of the blood called? – plasma

What would you fi nd dissolved in the blood plasma? – glucose, carbon dioxide, drugs and chemicals (and various other things like amino acids)

What does aerobic mean? – requiring air or oxygen

What happens in heart disease? – arteries carrying blood to the heart muscle become blocked

Name two foods that contain a lot of protein – any two from meat, fi sh, nuts, dairy produce

What organ gets glucose into your blood? – small intestine

What does ‘excrete’ mean? – to get rid of

2: Thinking about breathing and respiration (AT)Give pupils the CAP Thinking Skills exercises from Plenary 1 of the last topic (8Bc). Add them to the Odd One Out exercises below and give them to groups of pupils. Ask each group to work on them for 5 minutes and then get the groups to report back to the class.

• OOO: alveolus, air sac, trachea, breathing, bronchus. (Possible answers: trachea is the only thing we have one of; breathing is not a part of the body/it is the only process.)

• OOO: stomach, lung, windpipe/trachea. (Possible answers: the stomach is not part of the breathing system; the windpipe/trachea is the only one that is shaped like a tube; the windpipe/trachea is the only one that does not get bigger and smaller.)

8Bd

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8Bd Exchange rates

The fourth AT presentation link on page 30 opens Thinking about breathing and respiration – a PowerPoint presentation version of this task.

3: BreathingAsk pupils to place both hands on their chests and say what they feel happening. Ask them why this needs to happen and how they think this happens. You may need to prompt pupils by reminding them about what muscles do.

Exploring tasks

1: Practical: Lung volumes (AB)Pupils take a normal breath and breathe out normally into the disinfected end of a length of tubing. The air enters a water-fi lled bottle and pupils can read off the volume of air in one normal breath – the so called ‘tidal volume’. This is normally about 200–300 cm3. Note that exhaling through narrow tubing requires some effort to force air into the bottle and it is diffi cult to breathe ‘normally’ in these circumstances. Wider-bore tubing is helpful.This practical can be used as an opportunity to revise measuring volumes and asks the pupils to calibrate their own plastic drinks bottle. Bar charts of the class results could be constructed.

If you have a spirometer, get pupils to check their results using the spirometer and to state which method they think provides the more reliable data, and why they think this. Also ask them to comment on the possible sources of error in both methods (mainly due to having to think about breathing which alters the volume of a breath, rather than just breathing normally). A spirometer has wider tubing and is less likely to interfere with normal breathing.

A third way of measuring tidal volume is outlined in Exploring 2. Lung volume bags are also available from suppliers and provide a fourth way of measuring tidal volume.

Ask pupils to explain why the tubing is soaked in Milton®.

Extend the practical by asking pupils to predict what would happen to the tidal volume when exercising. If there is time pupils could try this out or the AB spreadsheet link on page 30 opens Breath volumes – a spreadsheet in which pupils create a graph of changes in breath volumes with exercise and label it to explain the changes.

• Must: Worksheet 8Bd(2) provides instructions for calibrating an empty plastic container for measuring the volume of air in a normal breath.

• Should: challenge pupils to design their own methods of measuring the volume of air in one breath, showing them some of the apparatus that they might consider using.

• Could: challenge pupils to design their own methods.

Make sure the rubber tubing that pupils need to blow into is disinfected. Soaking the ends of clean lengths of tubing in Milton® solution for 30 minutes followed by rinsing is advised. See CLEAPSS Handbook, Section 14, for advice on using a spirometer safely.

Resources (per group)Large bowl, bucket or sink of water; empty 1 litre plastic drink bottle; marker pen; 250 cm3 measuring cylinder; length of clean rubber tubing; Milton® solution; stopwatch or stopclock; Worksheet 8Bd(2). Optional: spirometer; lung volume bags.

2: Practical: Lung capacityExplain to pupils that the capacity of the lungs is often measured in people who have problems with their lungs (especially to monitor how well a treatment is working). Lung capacities of athletes are also checked because training should increase them.

Lung capacity can be determined using either a bell jar or an empty 5 litre plastic container (e.g. the type used in catering to store orange squash). The latter approach is easiest, although the container will need to be marked out using a permanent marker, fi lling it in 250 cm3 amounts with water to create a scale going up in 0.25 l amounts. The container is submerged in a large bowl or sink of water and inverted, keeping the open end under the water. A length of disinfected plastic tubing is inserted into the open end and pupils take as deep a breath as they can before blowing out all the air in their lungs into the tube. Again, use as wide a bore of tubing as possible. Some pupils will need to hold their noses. The amount of air breathed out is the ‘lung capacity’ or, more technically, the ‘vital capacity’ and can be read off the scale. Bar charts of the class results could be constructed. A spirometer could be used to check/compare results if one is available. See CLEAPPS Handbook, Section 14, for advice on using a spirometer safely.

The tidal volume can also be measured with this apparatus. Half the container should be fi lled with air and the end of the tubing should be well into the part of the container with air in it. Ask pupils to breathe normally in and out of the tube. The water level will rise and fall inside the container giving an estimation of tidal volume.

• Must/Should: show pupils the apparatus and ask them how they would use it. Ask them to write a list of all the variables in this practical and identify what they are keeping the same. Also ask them why Milton® solution is part of the apparatus.

• Could: challenge pupils to design their own methods.

Make sure the rubber tubing that pupils need to blow into is disinfected. Soaking the ends of clean lengths of tubing in Milton® solution for 30 minutes followed by rinsing is advised.

Resources (per class)Large bowl, bucket or sink of water; empty 5 litre plastic container or bell jar; marker pen; 250 cm3 measuring cylinder; length of clean rubber tubing; Milton® solution.Optional: spirometer.

3: High and low Pupils fi ll in Worksheet 8Bd(3) to explain how and why blood oxygen levels vary in different places around the body.

ResourcesWorksheet 8Bd(3); coloured pencils.

4: Air sacs (AT)Worksheet 8Bd(4) provides pupils will the opportunity to describe and explain how alveoli work.

Follow this by using the third AT video link on page 30 which opens Alveolus – an animation showing how gas exchange occurs in an alveolus.

ResourcesWorksheet 8Bd(4); coloured pencils.

5: Kiss of lifeWorksheet 8Bd(5) contains information on mouth-to-mouth resuscitation. It is part comprehension and part research.


6: Research workAsk pupils to use books and/or the internet to fi nd out about lung diseases and their effects. Examples could include asthma, bronchitis, emphysema, laryngitis, lung cancer, pleurisy, pneumoconiosis, pneumonia, pulmonary tuberculosis, tracheitis. Note that some of these are covered on Worksheet 8Bd(8).

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Exchange rates 8Bd

• Must: ask pupils to fi nd out the names of three lung diseases. • Should: give pupils the names of diseases to research further

– symptoms, causes and effects.• Could: ask pupils to research lung diseases (symptoms,

causes and effects) without help.


Explaining tasks

1: Pupil’s Book pages 30–31 (AT/AB)These pages consider how gases are exchanged effi ciently in the lungs and how certain lung diseases can reduce this effi ciency. Note: the breathing system is also called the respiratory system but this terminology may cause confusion with the process of ‘respiration’.

You might like to share with pupils the reasons for runny noses – also to do with cilia. There are cilia in the nose that sweep mucus down to the throat to be swallowed. However, the cilia die off when you have a cold/fl u and so the mucus is not swept away and runs out of your nose. A similar thing happens on a cold day – the cilia stop working because of the temperature.

• The AT animation link on page 30 opens The breathing system – a drag and drop exercise on labelling the breathing system.

• The fi rst AT video link on page 30 opens Monitoring breathing – in which Anne Wafula-Strike’s coach explains how and why athletes have their breathing monitored.

• The second AT video link on page 30 opens Lungs and breathing – an animation showing how breathing occurs. Ask pupils if they can spot any shortcomings of the animation in terms of how it models breathing and ventilation. (e.g. It implies that all the air in your lungs is breathed out, which is not the case.)

• The AB spreadsheet link on page 30 opens Breath volumes (see Exploring 1).

• The third AT video link on page 30 opens Alveolus (see Exploring 4).

• The AT video link on page 31 opens Keeping healthy – in which Anne Wafula-Strike explains how she tries to keep her breathing system healthy.

2: Practical: Sheep lungs (demonstration)This is best done as a demonstration. Show the trachea with rings of cartilage to hold it open and the spongy texture of the lungs due to the air inside the air pockets. If a tube is inserted down one of the bronchi the lung can be infl ated using a bicycle or foot pump. Unfortunately one or both of the lungs are often cut at the abattoir to check for parasites. If several lungs are ordered, the least damaged can be used for the demonstration. Pupils can feel the trachea and lung texture.

Do not infl ate the lungs using your mouth; have disposable gloves available; disinfect the area after the demonstration. Wash hands properly after touching the lungs. All benches, dissection boards, etc. should be disinfected after the practical, preferably using 1% Virkon. Dissecting instruments are best autoclaved after use, as disinfectants may attack metal instruments. Since lungs are likely to have been cut, as they are infl ated, air will escape. Any microbes on the moist surface of the lungs may therefore also escape into the air. It is best if lungs are enclosed in a large plastic bag when infl ated.

Resources (for demonstration)Sheep’s lungs; bicycle or foot pump and tube; dissection board; large knife; disinfectant; large plastic bag.

3: Practical: Model lungs (demonstration)Set up the apparatus as shown. Pinching the stretched balloon or rubber sheet and pulling it down will result in the balloon inside infl ating slightly. Explain to pupils what each part represents and ask them to explain how the model helps us to understand breathing. This relates back to work on pressure in Unit 7G.

Ask pupils to look at the three models of breathing presented in this topic – the two drawings shown on Pupil’s Book page 30, the animation (Lungs and breathing; the second AT video link on page 30) and the bell jar model. Ask them to evaluate each model, pointing out its strengths and weaknesses, and to state which they think is the best and why.

Resources (for demonstration)Bell jar; bottom covered in rubber sheet or cut and stretched balloon; bung fi tted with tubing.

4: CPRInvite someone from St John’s Ambulance or similar to demonstrate how to do cardiopulmonary resuscitation. It is useful if the person involved can explain why a knowledge of science is helpful (although not essential) for carrying out CPR. Ask pupils to write a list of questions that they would like to ask before the talk.

Plenaries

1: Quick CheckAfl The puzzle on the Quick Check sheet will remind pupils of

new words met in this topic.



3: In the hot seatAfl Ask each pupil to think up a question, using material from this

topic. Pull a name ‘out of a hat’ to select a pupil to put in the hot seat (or use yourself). Ask this pupil to sit at the front, dim the lights and illuminate the hot seat with a lamp or torch. Start a stopwatch tocount down 1 minute. Then draw further names ‘out of the hat’ and ask pupils to ask their question and to say at the end whether the answer is ‘correct’ or ‘incorrect’. After a minute, count up the score. Ask pupils to give the correct answers for any that were deemed incorrect and to discuss the wording of any questions that were ambiguous. Then put another pupil in the hot seat if there is time.

Do not shine the lamp or torch directly into pupils’ eyes.

ResourcesLamp or torch; stopwatch or stopclock.

Homework tasks

1: Worksheet 8Bd(6) has simple questions on the breathing system, including labelling and a crossword.

2: Worksheet 8Bd(7) has questions on the breathing system. 3: Worksheet 8Bd(8) is a comprehension exercise on different lung

diseases. 4: Worksheet 8Be(5) is an investigation planning sheet for

Exploring 2 in Topic 8Be.

glass tube

rubber stopper

balloon

bell jar

stretched balloon

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Pupil’s materials


Respiration detection Must/Should PB pp32–33 Classwork Explaining 1

Cheat! Must/Should PB p34 Classwork Explaining 2

8B Quick Quiz Must/Should ASP Classwork Plenary 7

8B Quick Quiz Answer Sheet Must/Should ASP Classwork Plenary 7

8B End of Unit Test Must/Should ASP Classwork Plenary 4

8B Summary Sheets Must/Should ASP Homework

8B Level Ladder Must/Should ASP Homework Plenary 6

8Be Quick Check Must/Should ASP Classwork Plenary 2

8Be Word Sheet Must/Should ASP Homework

8Be(1) Respiration detection Must CHAP Access Explaining 1

8Be(2) Investigating inhaled and exhaled air Must CHAP Practical Starter 3

8Be(3) Burning candles Must CHAP Practical Exploring 1

8Be(4) Exercise and exhaled air Should CHAP Practical Exploring 1

8Be(5) Respiring organisms Should/Could CHAP Practical Exploring 2

8Be(6) Respiration in plants and animals Should/Could CHAP Classwork Exploring 4

8Be(7) Breathing and respiration Must CHAP Homework Homework 1

8Be(8) Fish and respiration Should CHAP Homework Homework 2

8Be(9) Air and breathing Could CHAP Homework Homework 3

SS41 Debates and speaking Must Year 7 CHAP Skills Sheet Exploring 5

8Be Respiration detection


(1) explain why inhaled air contains more oxygen and less carbon dioxide than exhaled air

(2) carry out the limewater test for carbon dioxide (3) explain why a candle burns longer in inhaled air than in

exhaled air. Correctly use the word limewater.

Most pupils should:(4) recall that exhaled air contains the same amount of nitrogen

gas as inhaled air, more water vapour and it is warmer and cleaner

(5) carry out the cobalt chloride test for water (6) carry out the hydrogencarbonate test for carbon dioxide (7) recall that fi sh take in oxygen through their gills. Correctly use the words cobalt chloride, gills,

hydrogencarbonate indicator.Some pupils could:

(8) explain how aquatic organisms are adapted to obtain oxygen dissolved in water

(9) recall that warm water contains less dissolved oxygen (10) recall that there are chemicals that absorb oxygen (11) describe the similarities between respiration in animals and

plants.


ActiveTeach from the link next to the initiator question.


MUST

PB pages 32–34

Starter 1Starter 3Exploring 1Explaining 1Explaining 2Plenary 7Homework 1

SHOULD

PB pages 32–34

Starter 2Exploring 1Explaining 1Explaining 2Plenary 4Homework 2

COULD

PB pages 32–34

Starter 1Exploring 2Explaining 1Explaining 2Plenary 7Homework (investigation report)

SHOULD 2 Yr KS3

PB pages 30–34

Starter 2Exploring 1Explaining 1Explaining 2Plenary 4Homework 2

Be prepared: 8BeStarter 2 & Exploring 1: tea lights.Exploring 2: read through the pupils’ plans in order to have the correct apparatus available. Some of the living specimens may need to be prepared beforehand.

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Respiration detection 8Be



Starter 1 M 5 Classwork 1 3a

Starter 2 M 5 Practical 1 2a 2b, 3a

Starter 3 M/S 5–7 Practical 1, 2, 5, 6 Num (M) 2a 3a a

Exploring 1 M/S 5–7 Practical 1, 3, 5 Num (T, L), PLTS (Tw, Ep) 1a, 1b, 1c, 2a, 2b, 3a

2b, 3a a

Exploring 2 S/C 6–8 Practical 2, 7, 9, 10 Num (T, B, L), PLTS (Tw, EP) 1b 1a, 1b, 1c, 2a, 2b, 3a

3a a

Exploring 3 M/S/C 6–8 Classwork 1, 4 Lit (RR), ICT (IR), PLTS (Ie, Sm) 2a, 2b, 4a 3a, 3e a, b, c, d, j, k

Exploring 4 S 6 Classwork 9 3a

Exploring 5 M 5 Classwork 1, 4 Lit (DS) 2a, 2b 3a 3a a, d, j

Exploring 6 C 7–8 Classwork 8, 9 1a 3a f, g

Explaining 1 M/S 6 Classwork 1, 3, 5, 7, 8, 9, 11 2a 3a g

Explaining 2 M/S 6–8 Classwork 4 Num (B) 2a, 2b, 2b, 4a

3a, 3e a, d, j

Plenary 1 M/S 6–7 Classwork 1, 2, 3, 5, 6, 7, 8 PLTS (Ct) 3a

Plenary 2 M/S 5–7 Classwork 1, 5 PLTS (Rl) 3a


Lit (WF) 3a

Plenary 4 M/S 4–7 Classwork whole unit PLTS (Rl) 3a

Plenary 5 M/S 4–7 Classwork whole unit Lit (EW), PLTS (Sm, EP) 3a i, j

Plenary 6 M/S 4–7 Classwork whole unit PLTS (Rl, Sm) 3a

Plenary 7 M 5 Classwork 1 PLTS (Rl) 3a

Homework 1 M 5–6 Homework 1, 2, 3 3a

Homework 2 S 6–7 Homework 8, 10, 11 Num (L) 1b 2a, 2b, 3a 3a

Homework 3 C 7–8 Homework 1, 5 Num (C) 2a, 2b, 3a 3a

Starters

1: Differences in airAsk pupils to list the ways they think that inhaled air is different to exhaled air. Pupils should justify their answers. Create a chart on the board that contains a list of differences and a list of explanations for those differences. Come back to the chart at the end of the topic (Plenary 7).

2: Practical: Burning 1 (demonstration)Place an inverted jar or bell jar over a burning tea light. Ask pupils why the tea light eventually goes out, and how they think the air in the jar at the end of the demonstration is different to the air at the beginning. Then ask pupils how this demonstration is similar to respiration. Exploring 1 extends this idea.

Resources (for demonstration)Heatproof mat; tea light candle; bell jar or large jar.

3: Practical: Inhaled and exhaled airFull instructions for this practical are given on Worksheet 8Be(2).

Test 1: Pupils will probably encounter problems in assembling the apparatus and it is wise to pre-prepare this apparatus for pupils (see diagram on Worksheet 8Be(2)). The experiment gives a quick and reliable comparison of the carbon dioxide content of inhaled and exhaled air (inhaled air bubbles through the limewater in tube A in the diagram and exhaled air bubbles through the limewater in tube B).

boiling tube A

mouthpiece

boiling tube B

limewater

Eye protection should be worn. Breathe gently to avoid getting limewater in the mouth. If this happens spit it out and rinse the mouth with water. Mouthpieces must be disinfected between uses by putting them in Milton® solution for 30 minutes. It is better to use lengths of pre-disinfected tubing that can be attached to the apparatus.

Test 2: Condensation is seen on the mirror, but this could be any colourless liquid. The use of cobalt chloride paper shows it to be water. Commercially prepared cobalt chloride paper is often very pale in colour and paper prepared in school is often better as it can be stained darker. The paper should be kept in a desiccator, since it quickly turns pink with moisture from the air. If this happens it can be dried in an incubator.

Cobalt chloride paper should not be handled with fi ngers. If it is, hands should be washed immediately.

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8Be Respiration detection

Test 3: The bulb of a thermometer is cupped in the hand and exhaled onto several times. The bulb itself should not be touched; the hand just serves to catch the breath. How long this is done for obviously affects the fi nal temperature. A more sophisticated apparatus can be made using a boiling tube and bung with a thermometer and breathing tube going through the bung as shown in the diagram.

The tube must be disinfected for 30 minutes in Milton® before and after each use. Alternatively use lengths of pre-sterilised tubing as in Test 1.

Resources (per group)Test 1: 2 boiling tubes; 2 bungs with a short and long piece of glass tube through; mouthpiece; limewater, eye protection, Worksheet 8Be(2). Test 2: mirror; 2 pieces of blue cobalt chloride paper; forceps; pipette; access to water. Test 3: thermometer. Optional: boiling tube, short length of glass tubing, elbow of glass tubing.

Exploring tasks

1: Practical: Burning 2Instructions for the practical are given on Worksheets 8Be(3) and 8Be(4). Pupils may need guidance on the collection of exhaled air by the displacement of water method. Similar sized gas jars with well-fi tting defl agrating spoons need to be provided. Make sure that the gas jars are large. Smaller ones will mean that the candle goes out too quickly with exhaled air.

• Must: pupils use Workheet 8Be(3) to do a simple investigation into the differences between inhaled and exhaled air. A good evaluation point is that upon opening the jars to put in the candles, some of the air inside escapes meaning that the test is not very fair.

• Should: pupils use Worksheet 8Be(4) to plan and carry out an investigation to fi nd out if there is a difference between exhaled air at resting and exhaled air during exercise. The exercise variable could be the strenuousness of the exercise or how long the exercise continues for. In the latter case it may be found that the oxygen levels in exhaled air decrease to start with but then start increasing again as the breathing rate increases and the lungs are absorbing as much oxygen from the air as they can. A good evaluation point is that exercise is diffi cult to quantify. In sports centres, they put people on treadmills or exercise bikes with speedometers on them to get a constant level of ‘measurable’ exercise. Where space is limited, pupils can vertically raise a fi xed mass, e.g. I kg, held in the hand, through a specifi ed distance, e.g. I metre, and repeat a specifi ed number of times. In this way, the amount of exercise is similar for all pupils.

It is suggested that teachers/assistants light the tea lights.

Resources (per group)Two similar sized, large gas jars with greased lids; a defl agrating spoon and tea light; trough of water; clean tubing; stopclock or stopwatch; Worksheet 8Be(3) or 8Be(4).

2: Practical: Respiring organismsThis practical can be used to carry out an AT1 investigation. A set of level descriptions is provided on pages 63–65 of the ASP. Pupils should be guided in their choice of living material, e.g. yeast, germinating lentils, woodlice, maggots, pondweed. Yeast will produce reliable results fairly quickly, and is easy to handle. Lentils and pondweed will take longer to produce results.

Variables that could be investigated: mass of the living material used, temperature, activity. Whichever variable is to be investigated, a control should be set up. If pupils choose to do different investigations there will be the opportunity to draw out many important points about the rate of respiration from the class results.

Pupils may need reminding to avoid breathing out over open tubes of hydrogencarbonate indicator as exhaled carbon dioxide will affect the indicator.

• Should: pupils use Worksheet 8Be(5). • Could: pupils plan their investigations without help.

Pupils should be encouraged to consider the welfare of any small animals used. Wash hands and wipe benches with disinfectant after handling living material.

Resources (depending on pupils’ plans) Hydrogencarbonate indicator; boiling tubes and bungs; gauze; access to balance; selection of living materials; stopclocks or stopwatches; Worksheet 8Be(5). In addition, for yeast experiments: delivery tubes; sugar; thermometer.

3: Research workAsk pupils to use books and/or the internet to fi nd out about ways in which athletes have been found to cheat.

• Must: ask pupils to fi nd simple examples. • Should: ask pupils to fi nd specifi c examples and then to put

those examples into groups. • Could: ask pupils to fi nd specifi c examples and to explain

how those methods of cheating worked.


4: Card sort Worksheet 8Be(6) provides a card sort exercise to help pupils to think about the similarities between respiration in animals and plants. Before using the worksheet, you may wish to remind pupils that plants make food by photosynthesis, but that the cells in plants still need to convert the food to energy. Pupils can then be asked to work in groups to sort the cards into piles for things that only apply to plants, things that only apply to animals, and things that apply to both. Once each group has sorted their cards, encourage pupils to share their results and explain their reasoning.

5: Debate There is an opportunity for a debate on page 34 of the Pupil’s Book. Refer to Skills Sheet 41 from Year 7 CHAP for ideas on how to run a debate.

6: Feedback ABThere are two AB assets in this unit that introduce pupils to the idea of feedback loops. The fi rst (the fi rst AB document link on page 33) is Feedback system – in which pupils arrange text boxes to show how the feedback system at Barking Power Station works (providing an example of sustainable development).

8Be

thermometer

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Respiration detection 8Be

Explaining tasks

1: Pupil’s Book pages 32–33 (AT/AB)Worksheet 8Be(1) is the Access Sheet.

• The fi rst AB document link on page 33 opens Feedback system (see Exploring 6).

2: Pupil’s Book page 34 (AT)This fi nal page covers a few of the ways in which athletes have been known to cheat, and explains that the idea of cheating is not always ‘cut and dried’.

• The AT video link opens Cheating – in which Anne Wafula-Strike talks about how and why athletes cheat, and the consequences of those actions.

Plenaries

1: Thinking about digested food (AT)Afl Use the following thinking skills questions as a plenary.

• PMI: fi sh should have lungs to breathe. (Possible answers: P – fi sh would be able to breathe in air; M – fi sh would not be able to breathe underwater; I – do some fi sh have lungs or both lungs and gills? Are there any organisms that have both lungs and gills at the same time or in different parts of their life cycle? The African lung fi sh has both lungs and gills.)

• OOO: nitrogen, hydrogen, oxygen, carbon dioxide, water vapour. (Possible answers: hydrogen is the only one that does not form a signifi cant part of the atmosphere/is fl ammable; oxygen is the only one our bodies extract from air; carbon dioxide is the only one used to make fi zzy drinks; carbon dioxide is the only one that makes limewater go cloudy or changes the colour of hydrogencarbonate indicator; water is the only one that changes the colour of cobalt chloride.)

• CAP: a candle goes out. (Possible answers: it runs out of oxygen; water is poured on it; it is blown out; the wax is all used up.)

• CAP: many fi sh use a fl ap (the operculum) over their gills to push water through their gills. Two fi sh in two different bowls are opening and closing their opercula at different rates. (Possible answers: they are different species and one species always fl aps at a different rate; one bowl of water is hotter than the other; one bowl of water contains more oxygen than the other; one of the fi sh is sick.)

The fi rst AT presentation link box on page 33 opens Thinking about digested food – a PowerPoint presentation version of this task.

2: Quick CheckAfl The Quick Check sheet can be used to review the whole unit.

• Must: pupils place the cards onto the outline of the human body and link the parts played by the digestive, circulatory and breathing systems in respiration.

• Should: pupils also rearrange the information cards to produce a fl owchart that shows how carbon dioxide in exhaled air is derived from glucose.

3: I can… cloze exercise AB/ATAfl The fi rst AB document link on page 33 opens a cloze

exercise covering the material on pages 32–33. There is also an AT presentation version with answers.

4: End of Unit TestAfl Use the End of Unit Test. A mark scheme is given in the

ASP. Encourage pupils to identify areas that are still weak and to formulate plans to strengthen those areas.

5: Athletics training campAfl A young athlete is training for the Olympics and is nervous

about going away to train in a big training camp. Tell the pupils to imagine that they are a sports scientist who has come to see the young athlete to explain to him or her exactly what is going to happen at the training camp. Pupils will need to write down what they would tell the young athlete to explain:

• how respiration occurs• how the body gets the materials it needs for respiration• how cells get the materials they need for respiration• how breathing occurs • how to stay healthy and why this is important• how and why these things are monitored in athletes.

Pupils will need to show the young athlete at least one diagram as part of their talk. This activity can be done as an assessed task. A set of level descriptions is provided on pages 59–60 of the ASP.

6: Level LadderAfl Pupils should tick the boxes on the Level Ladder to record

those statements that they feel they know. Alternatively they can use a traffi c light system or the CRI index (see Introduction, page 17) to record degrees of certainty. Ideally pupils should be certain of all statements at a level to be sure they are working at that level. Encourage pupils to plan how to do further work on the things about which they remain unsure.

7: Quick Quiz revisitedAfl Revisit the 8B Quick Quiz to test pupils’ knowledge of the

content of this unit. If you have the ASP on CD-ROM, use Quick Quiz 2 which provides the same activity but with the answers arranged in a different order. Pupils could fi ll in their answers on the 8B Quick Quiz Answer Sheet. Encourage pupils to identify for themselves areas where their understanding is still weak and decide how they are going to remedy this.

8: Initial thoughts revisitedAfl Revisit the table from Starter 1 and ask pupils to point out

differences between what they thought then and what they think now. Ask them how they have learnt these things.

Homework tasks

1: Worksheet 8Be(7) is a crossword on breathing and respiration. 2: Worksheet 8Be(8) has questions on an investigation into

the speed of the opening and closing of fi sh gill fl aps with temperature.

3: Worksheet 8Be(9) has questions on an investigation to measure the percentages of different gases in inhaled and exhaled air.

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Documents

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