Alternative Concepts

8/8/2019 Alternative Concepts

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Misconception onrespiration and breathing


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In everyday language,

breathing and respiration can be synonymous. When we enter

the academic area of science, however, terms become moredistinctive.

To review our definition of breathing:

Breathing is the active, mechanical process some animals use to

draw in oxygen rich-air and to

push out carbon dioxide-rich air. This is accomplished through therespiratory system, which

consists of such structures as the lungs, the trachea, and the

diaphragm.

What is respiration? In science, respiration refers to the process

where chemical energy is

converted to other forms of energy (e.g., heat and motion energy in

humans). This occurs in

cells of organisms (living things).

Clear so far? Ok, now it becomes

complicated


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Respiration is the same for most

organisms: it's a slow form of burning.

Think about what happens when carbon

contained in substances such as wood, candle

wax, or paper burnsIt combines with oxygen, releasing energy

(light, sound, heat, motion).

Respiration is the same

process: oxygen and high energy compounds containing

carbon combine, releasing heat and

motion energy (needed to carry on life functions).


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Most organisms require oxygen for

respiration,but oxygen is not

obtained through respiration.

Only some animals have respiratory

systems and, therefore, breathe, but

all organisms respire.


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In the early grades, the focus should be on energy. Questions

can include:

What are activities that living things do

that need energy How do living things get the energy they

need for these activities

In later grades, respiration can become the specific focus.

What is the process of respiration

How can we distinguish between the respiratory

system and respiration

Copyright 2002 by the Capital Region Science Education Partnership

This material is based upon work supported by the National Science Foundation under Grant No. 991186.

Any opinions,

findings, and conclusions or recommendation expressed this material are those of the author(s) and do not

necessarily

reflect the view of the National Science Foundation.

www.crsep.org


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However, many question setters

(teachers) set questions which show

confusion between these two

processes.


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In the syllabus, differentiation is made between

respiration and breathing, that is,Breathing refers to the process that brings about an

exchange of gases between the organism and its

environment; and

Respiration refers to the process that releases energy

from food substances in living cells

At the primary level the distinction between

breathing as a physical process and respiration as achemical process is not made.


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Example Question 1 illustrates the confusion

in the question setter's mind. The intended

answer is Option 1- lungs. The question stem

refers to respiration whereas the options

provided and the intended answer are

specifically parts concerned with breathing or

the process of that brings about gaseousexchange between organisms and their

environment.


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One possible cause of this particularmisconception could be the universal use ofthe term "respiration" to refer to aspectsconcerning the breathing system - particularly

in human biology and medicine where thenostrils, windpipe, lungs together with themechanical actions of the diaphragm and ribcage are referred to as the respiratory systemand lung diseases such as bronchitis andpneumonia are termed respiratory ailments.


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An incomplete understanding of breathing isshown in Example Question 2 which is also takenfrom the P4 level. In this example the intended

answer is option 4. However, what is breathedout is not just carbon dioxide. The correctconcept is that the air that is breathed in isrelatively rich in oxygen (about 21%) and poor in

carbon dioxide (about 0.03) whilst the air that isbreathed out is poorer in oxygen (about 16%) butricher in carbon dioxide (about 4%).


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REFERENCES

1) Bar, V., & Travis, A. (1991). Children's views concerning phase

changes. Journal of Research in Science Teaching, 28(4), 363-382.

2) Boo, H. K. (1995). A burning issue for Chemistry Teachers. Teaching and

Learning, 13(2), 52-60. Singapore : National Institute ofEducation.

3) Boo, H.K. (2003). Primary science assessment in the context of ThinkingSchools Learning Nation vision. Teaching and Learning, 24(2), 131-140.

4) Boo, H.K. (2006). Primary science assessment item setters' misconceptions

concerning the state changes of water.Asia-Pacific Forum on Science

Learning and Teaching , 7 (1), Article 6 (June 2006). Available

at http://www.ied.edu.hk/apfslt/v7_issue1/boohk/

5) http://www.ied.edu.hk/apfslt/v8_issue1/boohk/boohk5.htm#ref

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