Module B5 Item B5d Part 1

Breath of life
Other Items in this book B1g, B3b

In this lesson students should learn: how different animals get oxygen about the structure of the human respiratory system how we breathe in and out

Communication Application of number

Subject-specific vocabulary Interpreting data

Student book pages 26-27 Worksheets B5d 1, B5d 2, B5d 3 Technician's notes B5d 1 Worksheet answers B5d 1

alveoli inspiration spirometer

expiration residual capacity tidal air

gaseous exchange respiration vital capacity

gill filament respiratory system

I can carry out an experiment to show the differing amounts of carbon dioxide in inhaled and exhaled air.

2 points

Activities

Resources

Class demonstration Respiration by peas. Show students a demonstration of living

peas and dead peas in a vacuum flask. Ask student volunteers to read the thermometers. Ask the students which contents are producing heat (living peas) and where the heat has come from (breakdown/oxidation of food releasing energy). 61%, 71%, 91% (21%). Then ask how much carbon dioxide is in the air and ask them to vote on 40%, 4%, 0.4% and 0.04% (0.04%).

Technicians notes B5d 1

Ask the students how much oxygen is in air and ask them to vote on: 11%, 21%, 31%,

Learning outcomes State that all living things respire to get oxygen to release energy from food State that small simple organisms such as Amoeba and earthworms take in oxygen through their skin which must be moist State that larger, more complex animals have special organs such as gills and lungs Identify the main parts of the human respiratory system Understand the terms breathing, respiration, inspiration and expiration Teaching and learning activities Show the students the structure of fish gills and explain that they are thin, delicate structures with plenty of blood. Explain that fish are limited to life in water, as the gills would dry out and gases would not be able to diffuse in or out. Explain the structure of the respiratory system, using charts, models and the Internet. Show the students a model of the lungs. Ask the students to complete Worksheet B5d 1. Resources

Technicians notes B5d 1 Technicians notes B5d 1 Worksheet B5d 1

Learning outcomes Explain how the methods of gaseous exchange of amphibians and fish restrict them to their habitats Understand the terms vital air, vital capacity air and residual air as part of the total lung capacity Describe how efficient intake and output of air uses the intercostal muscles and diaphragm to change volume and pressure inside the chest Teaching and learning activities Class demonstration How we breathe in and out. Demonstrate and explain how contraction and relaxation in the diaphragm alter the volume and pressure in the lungs. Ask the students to complete Worksheet B5d 2. Class experiment Breathing in and out. Ask the students to complete Worksheet B5d 3. Class demonstration Lung capacities. Demonstrate how to find out lung capacities and compare the lung capacities of different students. Class demonstration Exchange of air. Use a spirometer, if available, to show trace recordings of tidal air (air exchanged at rest), residual air (air not exchanged) and vital capacity (maximum amount of air that can be exchanged). Resources

Technician's notes B5d 1

Worksheet B5d 2 Technician's notes B5d 1 Worksheet B5d 3 Technician's notes B5d 1

Technician's notes B5d 1

Learning outcomes Describe how the structure of a fish gill allows efficient gaseous exchange in water Describe how the structure of the respiratory system is linked to efficient diffusion of oxygen and carbon dioxide: large surface area of alveoli, moist surface, thin lining, good blood supply Interpret data on lung capacities (from a spirometer) Teaching and learning activities Explain that the efficiency of the lungs depend on a large surface area, a moist surface, a thin lining and a good blood supply. Show the students how to interpret data. Resources

Ask the students again about the percentage of oxygen and carbon dioxide in the atmosphere and why the levels are what
they are. oxygen)

Ask the students what two substances scientists are looking for when they search for life on other planets. (Water and Ask the students to suggest how the levels of carbon dioxide in the atmosphere have changed over millions of years. Ask the students to suggest in which sports the athletes are likely to have large lung capacities. (Swimming, rowing)

LOW DEMAND
1 Because their skin must be kept moist so they can breathe and the moisture will be lower down in the ground 2 The release of energy from food 3 Trachea 4 Pleural membranes, ribs

STANDARD DEMAND
5 Eight times 6 Intercostal muscles will not work, so person would be unable to breathe 7 The ribs are moved upwards and outwards 8 So it occupies a smaller space

HIGH DEMAND
9 Oxygen: diffuses into the blood because there is a lower concentration of oxygen in the blood than in the lungs Carbon dioxide: diffuses out of the blood because there is a lower concentration of carbon dioxide in the lungs than in the blood 10 Tidal air 0.5 dm3; residual air 1.5 dm3