Science

Year 8

Unit 8B Respiration
About the unit

Expectations

In this unit pupils learn:

how cells are supplied with the materials they need for respiration
how cells in animals and plants release energy
that the process of respiration is similar in all cells
In scientific enquiry pupils:
consider earlier ideas about circulation including how and why these ideas have changed and developed
make observations and present these in a suitable format
consider how to deal with factors that cannot be controlled when working with living materials
This unit is expected to take approximately 9 hours.

At the end of this unit

Where the unit fits in

This unit builds on unit 8A Food and digestion, which needs to have been covered first. It is closely linked to
the section on breathing and smoking in unit 9B Fit and healthy. The unit relates to work on foods and fuels in
unit 7I Energy resources and to work on oxygen and burning in unit 7F Simple chemical reactions.
The unit lays the foundation for work on the composition of the blood, the structure of blood cells and the
circulatory system at key stage 4.
The energy transfer ideas of unit 7I Energy resources are used in the context of respiration. Energy should be
distinguished from stuff (the food as energy resource or fuel).

Key stage 3 schemes of work

in terms of scientific enquiry

most pupils will: describe an earlier model of circulation indicating how

it does not match present-day evidence; explain why control

experiments and sample size are important when investigating living
organisms; make appropriate observations, recording them
accurately and identifying patterns in data obtained
some pupils will not have made so much progress and will: recognise that
ideas about circulation have changed; with help, identify variables
relevant to a question; make observations and recognise patterns in
data
some pupils will have progressed further and will: describe and explain
some of the evidence leading to present-day ideas about how and
why blood circulates
in terms of life processes and living things
most pupils will: describe the role of blood in transporting carbon

dioxide from, and oxygen to, the lungs and explain why tissues need
a good blood supply; describe aerobic respiration as a reaction with
oxygen; describe some effects of an inadequate oxygen supply;
describe and explain differences between inhaled and exhaled air and
identify similarities in aerobic respiration in plants and animals
some pupils will not have made so much progress and will: recognise that
oxygen is required for aerobic respiration and that oxygen and
glucose are transported in the blood; describe differences between
inhaled and exhaled air
some pupils will have progressed further and will: represent the process of
aerobic respiration as a word and/or symbol equation and identify
similarities with the burning of fuels; describe the features of alveoli
and explain how damaged alveoli result in less gas exchange

Prior learning

Resources

It is helpful if pupils know:

that air contains carbon dioxide and oxygen, with other gases
that smaller molecules, including glucose, are produced from larger
ones in digestion
that the heart pumps blood to circulate it through the body
that cells are organised into tissues and tissues can form organs
how breathing varies according to the bodys needs

Resources include:
a selection of living material, eg germinating peas, maggots, woodlice
thermometers, liquid crystal strips
reference sources, including ICT sources, providing information about
how organisms, including aquatic ones, exchange gases with the
environment
information, eg labels, about the content of high energy drinks/food
supplements
secondary sources of information about the heart
software simulations and video clips illustrating the transport of
substances in the blood
video clips illustrating athletics or other sports
information about intravenous feeding
information concerning early ideas about circulation

Health and safety

Risk assessments are required for any hazardous activity. In this unit
pupils:
observe energy released in the combustion of sugar
measure body temperature
use a variety of materials, some of which are hazardous
handle living animal material
Model risk assessments used by most employers for normal science
activities can be found in the publications listed in the Teachers guide.
Teachers need to follow these as indicated in the guidance notes for the
activities, and consider what modifications are needed for individual
classroom situations.

Out-of-school learning
Pupils could:
find out what happens in the airways of asthma sufferers
visit an aquarium and discuss with attendants how animals exchange
gases in water
find out about first-aid courses on artificial ventilation

Language for learning

Through the activities in this unit pupils will be able to understand, use
and spell correctly:
names of organs of the chest linked to breathing, eg lung, trachea,
bronchus, ribcage
names of cells and tissue substances linked to circulation, eg red blood
cell, haemoglobin, artery, vein
more specialised scientific vocabulary, eg carbon dioxide, oxygen,
diffusion
words with similar but distinct meanings, eg breathing, ventilation,
inspire, respire, inhale, exhale
words with different meanings in scientific and everyday contexts,
eg inspiration, aerobic, ventilation
Through the activities pupils could:
discuss and respond to initial ideas and information, carry out the task
and then review and refine ideas
select relevant information and link to other information from a range
of sources

Key stage 3 schemes of work

Science unit 8B

How do cells use the food molecules absorbed after digestion?

that products of digestion are
transported in the blood to
other parts of the body

Ask pupils for their ideas about why the body needs food, reminding them of work identify that the body needs
done in unit 8A Food and digestion. Explain that this unit will concentrate on how
food for growth, synthesis of
cells release energy for growth, synthesis of new materials and body heat.
new materials, production of
body heat

that glucose is an energy

resource for cells

Ask pupils about high energy drinks, who uses them and what they contain, and
provide pupils with secondary sources of information. Establish that glucose is a
major constituent of such drinks/foods and ask pupils to relate this to what they
learnt about digestion of carbohydrates (starches) in unit 8A Food and digestion.
Use secondary sources, eg video clips, software simulations, to show how small
molecules, eg glucose, are transported in the blood to other parts of the body, eg
muscles, brain.

This activity is designed to find out what

pupils know about the products of
digestion and how the body makes use
of these. Teachers will need to bear this
in mind in later work.

explain that glucose is

Extension: pupils could be asked to find
transported in the blood to other
out about the composition of
parts of the body, including
intravenous food used in hospitals and to
specific cells, eg muscle cells,
explain why these components are used.
where glucose can become an
energy resource

that respiration is the sum of the Remind pupils of work they did in earlier units on fuels and, by questioning,
recognise that oxygen is needed Pupils will have explored burning fuels to
chemical reactions which release
establish that when fuels burn they react with oxygen and release energy.
for aerobic respiration
release energy in unit 7I Energy
energy from food molecules
Demonstrate this using 2.5cm of icing sugar in a tin-can bomb, igniting the fi ne
state that glucose is used for
resources. In unit 7F Simple chemical
powder with the flame of a candle and showing that this type of dust explosion
energy release
reactions they will also have explored
can blow off the can lid. Emphasise that the chemical reaction in cells is much more identify differences between
the production of carbon dioxide and
controlled than the dramatic demonstration. Explain that, although bur ning does
reactions in cells and burning, eg
water during the combustion of fuels
not occur, a similar reaction takes place between glucose and oxygen in the cells of
in the cell the release of energy is
containing carbon and hydrogen.
the body and that this is aerobic respiration.
controlled
The analogy with burning fuels is useful.
However, pupils need to be aware that
fuels used by cells do not burn.
Safety screens and eye protection
should be used and pupils should be
seated 23 metres away

Key stage 3 schemes of work

Science unit 8B

2
to use thermometers of different Present pupils with a range of observation activities, eg
record temperatures, reading
kinds
observing a temperature difference between germinating peas and boiled peas
scales accurately
that respiration can be
yeast generating bubbles of carbon dioxide which are passed into lime water
summarise respiration in a word
represented by a word equation:
germinating peas and maggots in separate gauze cages over
equation: glucose + oxygen 
glucose + oxygen  carbon
hydrogencarbonate indicator
carbon dioxide + water
dioxide + water, and this
water weed shielded by black paper in hydrogencarbonate solution producing
explain the increased
reaction releases energy
carbon dioxide
temperature in terms of energy
to explain observations using
measuring their own temperature
release during respiration
scientific knowledge and
Discuss their observations to establish that the hydrogencarbonate indicators show
understanding
that the living material was producing carbon dioxide and the increased
temperature measured by the thermometers shows that the living material was
also releasing energy. Provide pupils with opportunities to discuss, in groups, what
they observe and provide an explanation to the whole class.
Explain that energy is released in cells by respiration, which is a process that uses
nutrients from food and oxygen, and releases carbon dioxide, water and energy.
Summarise the process of aerobic respiration in a word equation.

Teachers will need to explain the use of

the hydrogencarbonate indicator if
pupils have not used it previously.
Pupils attitudes to the appropriate care
of living organisms need to be handled
sensitively.
Sensors and computer software can be
used to monitor temperature and other
changes in germinating peas.
Pupils with visual impairment could use
talking thermometers to record
temperature.
Extension: some pupils understanding of
aerobic respiration could be reinforced
using a snap game with cards labelled
glucose, oxygen, carbon dioxide,
water and a different coloured card for
energy.
Safety the safe approach (including
everyday use) to taking body
temperature is to use liquid-crystal
strips. If clinical thermometers are
used, they need to be disinfected each
time they are used

How does the oxygen needed for respiration reach the tissues of the body?
that the exchanges of
substances between cells and
the blood occur adjacent to the
capillaries
that the blood transports
substances to and from the cells
of body tissues

Key stage 3 schemes of work

Ask pupils what they know about the heart and circulation of blood in humans.
state that oxygen and glucose
Provide pupils with a simple diagram of blood circulation or a card sort/sequence
are carried in the bloodstream
and labels activity. Ask pupils to describe the route glucose takes from the stomach explain that oxygen (and
to reach a leg muscle cell. Establish that oxygen enters the body through the lungs
glucose) pass from the
and ask pupils to describe the route oxygen takes from the lungs to a leg muscle
bloodstream into nearby cells
cell.
explain that carbon dioxide and
water pass from cells into the
bloodstream

Pupils are likely to have learnt about the

heart as a pump and blood circulating
through blood vessels in the body at key
stage 2. At key stage 3, emphasis is on
blood as a transport medium. Details of
the circulatory system are not required at
this stage.
It is not necessary for pupils to go into
detail of how a red blood cell is adapted
for carrying oxygen.

Science unit 8B

3
why the heart needs to work
Remind pupils of the hearts structure and function using, eg illustrations, video
explain why the tissues,
There is an opportunity to use IT
efficiently
clips, models, mammalian hearts, CD-ROMs. Discuss the hearts pumping action as
including the lungs, need a good
simulations of heart action.
to select relevant information
a double pump, one side supplying the lungs, the other side supplying the other
blood supply
Some teachers may wish to discuss holes
and link to other information
body organs. Provide opportunities for pupils to discuss in groups and then
synthesise information from a
in the heart leading to depleted oxygen
from a range of sources
annotate diagrams of the heart using arrows to show the direction of blood flow.
variety of sources
supply to the tissues.
how a theory has been modified
Ask pupils to think about and predict the consequences of the heart not working
recognise that theories change
Extension: pupils could be asked to find
when predictions made from it
efficiently in terms of blood supply to the tissues and lungs.
when they are not supported by
out about, eg
are not supported by evidence
Provide pupils with secondary sources so that they can find out about the
evidence
Galen: content of arteries and
development of ideas about the heart and circulation and scientific methods using,
movement of blood
eg Galen, Vesalius, Harvey, Withering, Ibn-al-Nafis. Help them to draw out the
Vesalius: detailed anatomical
ideas about experimenting and making inferences. Emphasise that scientific
observation and investigation
theories were based on persuasive argument and that there were long periods of
contradicted earlier ideas
time before ideas, even though not supported by evidence, changed.
Harvey: argued only from evidence
supported by experiment and
observation that blood circulates
constantly and the heart pumps blood
Withering: large number of
observations before drawing
conclusions, recognition that the
popular idea of effect was wrong, first
scientific investigation of a drug, eg
digitalis
Ibn-al-Nafis: discovered pulmonary
circulation
Servetus, Columella, Da Vinci: could be
added for studies of heart function.
Circulation of the blood was known to
the Chinese by the second century BC
What happens to the oxygen when it reaches the cells?
that cells need a good supply of
oxygen in order to release
energy
that carbon dioxide is produced
during aerobic respiration

Key stage 3 schemes of work

Remind pupils of earlier work and review their understanding of the reaction in the state that oxygen is needed for
Oxygen debt and the production of
cells between oxygen and glucose. Ask them to think about what happens if the
cellular aerobic respiration
lactic acid in anaerobic respiration are
blood cannot supply enough oxygen for the cells needs, eg during intense physical describe some effects on the
dealt with in key stage 4. Some teachers
activity.
body of an inadequate oxygen
may wish to introduce some pupils here
Ask them about their own experiences and illustrate, eg with video clips of
supply
to the idea of lactic acid formation.
athletics. Ask pupils about the meaning of the word aerobic and why aerobics in state that carbon dioxide and
relation to exercise is so called.
water are products of respiration
Extend to other situations where there may be a reduced oxygen supply, eg
through illness, mountaineering. Reinforce the idea that carbon dioxide and water,
as well as energy, are released from aerobic respiration and that carbon dioxide is
removed from the cells in the bloodstream.

Science unit 8B

4
Checking progress
about the reaction in cells
between glucose and oxygen
how the blood transports
glucose and oxygen around the
body

Provide pupils with a series of true/false statements or flashcards about respiration identify the reactants and the
and the transport role of blood. Ask them to work in groups to classify the
products of respiration
statements and to provide reasons for their choices. They should be shown how to explain the role of the blood in
discuss and respond to initial ideas and information, carry out the task, and then
supplying and removing
review and refine ideas. Use the work to form the basis of a summary of key points.
substances to cells
identify some effects of a
reduced oxygen supply to
respiring cells
contribute to sustained group
work to carry out and report on
a task

At this point teachers may wish to

reinforce the idea that respiration and
breathing have different scientific
meanings.

What is the role of the lungs?

that lungs are specialised organs Review, using quick questions, pupils understanding of the composition of air
where oxygen from the air
breathed into the lungs and the importance of oxygen for aerobic respiration. Ask
enters the blood and carbon
pupils to suggest what happens to air when it enters the lungs. Establish, eg using
dioxide in the blood passes into
simulation software, that oxygen enters the blood and is transported elsewhere,
the alveoli
and that carbon dioxide produced in the cells passes out of the blood.
how the alveoli provide a large
Show illustrations, models or animated pictures of the fine structure of the lungs
surface area for gas exchange
and ask pupils to suggest why the alveoli have so many blood vessels ar ound them.
Provide information about carbon dioxide and oxygen concentrations in the blood.
Ask pupils to predict what happens in the alveolus. Help pupils to annotate
diagrams with arrows to show the direction of movement of oxygen and carbon
dioxide and describe gas exchange in terms of a supply of oxygen to the blood and
removal of carbon dioxide from the blood.
Show illustrations of damaged lungs from, eg emphysema, dust damage. Ask the
pupils to describe the differences and predict what effects this damage may have
on gas exchange.

Key stage 3 schemes of work

describe features of the alveoli,

eg very thin walls, large surface
area, the network of blood
capillaries around the alveoli
describe the movement of gases
from air to blood and blood to
air
describe how carbon dioxide
and oxygen are exchanged at
the surface of an alveolus
describe how damaged lungs
will result in less gas exchange

Pupils often focus on the bodys need for

oxygen and should be reminded about
the importance of the removal of carbon
dioxide as a waste product. Air as a
mixture with varying composition is
covered in unit 8F Compounds and
mixtures.

Science unit 8B

5
How are inhaled and exhaled air different?
to make comparisons between
the composition of inhaled and
exhaled air
to present findings in a suitable
format
to discuss and respond to initial
ideas and information, carry out
the task and then review and
refine ideas

Ask pupils to use what they know about respiration to predict the differences
describe the differences in the
Pupils will have used the lime water test
between inhaled and exhaled air.
concentrations of oxygen, water
for carbon dioxide in unit 7E Acids and
Show pupils how to demonstrate changes in oxygen concentration, eg length of
vapour and carbon dioxide in
alkalis and unit 7F Simple chemical
time a candle burns in exhaled air compared to normal air, volume changes when
inhaled and exhaled air
reactions, and hydrogencarbonate
oxygen is absorbed by alkaline pyrogallate. Ask pupils to investigate other changes present their results in a table
indicator earlier in this unit.
in the air as they breathe in and out, eg presence of more carbon dioxide in expired
which relates their findings to
Safety pyrogallic acid (benzene
air, pupils breathe onto cold mirrors or glass and test the moisture with cobalt
other data about the
1,2,3 triol) can be dissolved in
chloride paper. Discuss the results with the pupils. Ask pupils to use reference
composition of the air and their
saturated sodium hydrogencarbonate
sources to present their findings, including a table of changes in composition of air
knowledge of respiration
to produce a less hazardous solution,
when it is breathed. Relate this to knowledge of respiration, deciding whether their
with a lower pH than that commonly
predictions were correct.
used. Pupils require eye protection
While the pupils are waiting for results, ask them to use reference sources to find
during use. If pupils breathe into lime
out how aquatic animals and plants obtain oxygen from water.
water, eye protection and sterilised
mouthpieces are required

Do other organisms respire in a similar manner?

to turn ideas into a form that
can be investigated
to make decisions about how to
deal with factors which cannot
be controlled
to use controls for comparisons
how to work with living
materials

Key stage 3 schemes of work

Ask pupils about the organisms they used earlier in the unit and ask them how
they could find out if other living things also produce carbon dioxide during
respiration. Provide suitable apparatus for holding living material, eg gauze
platform in a boiling tube above a hydrogencarbonate indicator solution.
Discuss the selection of living organisms, eg yeast, germinating lentils, small fruit
woodlice, maggots, the use of a control apparatus without living material and
relevant factors, eg mass of living material, temperature, activity, sensitivity of the
indicator, length of time to leave it. Ask the pupils to write a plan for their
investigation.

identify factors that could affect

the quantity of carbon dioxide
produced
recognise the need for a control

Pupils should be encouraged to think of

the welfare of small animals. It is more
convenient to use invertebrates.
Germinating lentils are convenient plants
and work well.
Safety wash hands and wipe the
bench with disinfectant after handling
live material

Science unit 8B

6
that plants and other animals
Help pupils to carry out the investigation they planned. Compare results from
produce carbon dioxide during
different investigations and ask the pupils to identify any trends, eg plant material
respiration
produced less carbon dioxide than animal material, the more active animals
to make careful observations
produced more carbon dioxide.
and draw conclusions explaining Draw together the results of the investigations and establish respiration as a
these in terms of scientific
process that takes place in the cells of plants and animals.
knowledge and understanding
to use scientific terminology
effectively and accurately in
writing

recognise that other living

things, including plant material,
produce carbon dioxide during
respiration
integrate the results of others
with their own to draw
conclusions
identify and describe patterns in
the data

Pupils should consider the welfare of

small invertebrates.
It may be necessary to leave the plant
investigations set up for a longer period
of time. Pupils will need to take this into
consideration in any comparison of
results.
Photosynthesis is covered in unit 9C
Plants and photosynthesis. Pupils often
think that plants photosynthesise but do
not respire. It is helpful to emphasise that
plants do respire before photosynthesis is
studied.
Safety wash hands and wipe the
bench with disinfectant after handling
live material

Reviewing work
to summarise and make
connections between key ideas
in the unit

Provide pupils with a diagram showing the gut, lungs, blood supply, heart and
cells, and help them to produce a flow chart showing how expired carbon dioxide
is derived from glucose, made available by digestion, and its reaction with inhaled
oxygen.
As appropriate, supply pupils with prepared phrases with which to label the flow
chart and/or structured questions.

connect ideas appropriately, eg

in a flow chart, responses to
questions

Science unit 8B