B Fit and healthy Unit guide - Physicslocker · 2013-09-16 · B Fit and healthy Unit guide Where this unit fits in Prior learning This unit builds on: unit 7A Cells, unit 7B Reproduction,

Sheet 1 of 1© Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.

B Unit guideFit and healthy

Where this unit fits in Prior learningThis unit builds on:unit 7A Cells, unit 7B Reproduction, unit 8A Food and digestion, unit 8B Respiration, unit 8C Microbesand disease and unit 9A Inheritance and selection.This unit provides opportunities to revisit and revise work on nutrition and human respiration and thefunction of the circulatory system. With some pupils, teachers may wish to concentrate on some of thenew topics, extending activities, and with others to spend more time on revision of previous work.Careful planning of the work in this unit alongside the school’s drugs policy and the PSHE programme willbe required, particularly when pupils are introduced to the effects of smoking, alcohol and drugs, etc.

The concepts in this unit are: interaction of the respiratory, digestive and circulatory systems. Functions of the skeleton. How diet,exercise, smoking and drugs affect health.

This unit relates to:unit 20 Twentieth-century medicine in the history scheme of work and to unit 9A(i) Selecting materials(food) on special diets in the design and technology scheme of work.

To make good progress, pupils startingthis unit need to:• be able to describe a balanced diet and

know this is required for healthygrowth

• be able to name the gases exchangedin the alveoli of the lungs

• know that the developing foetusobtains materials from the mother’sblood supply through the placenta

• be able to name some inheritedcharacteristics.

Framework yearly teaching objectives – Cells• Use a word and/or symbol equation to describe respiration and explain similarities with burning of fuels.• Explain that multi-celled organisms survive well only if all their parts work well together; use this to explain how smoking, alcohol, some drugs

and exercise affect parts of the human body.

Expectations from the QCA Scheme of Work At the end of this unit …

… most pupils will … … some pupils will not have madeso much progress and will …

… some pupils will have progressedfurther and will …

in terms of scientific enquiry NC Programme of Study Sc1 2b, d, e, f, k, m

• select and make effective use of secondary sources ofinformation about health, indicating how strongly evidencesupports or does not support a conclusion

• plan how to carry out appropriately an investigation usinghuman subjects.

• select information from secondarysources about health

• use data obtained to draw aconclusion

• investigate a question usinghuman subjects safely andappropriately.

• synthesise information about healthand identify limitations in the dataassembled

• explain some methods adopted to carryout an investigation on human subjectssafely and appropriately.

in terms of life processes and living things NC Programme of Study Sc2 1c, 2a, d, e, i, m; Sc3 2h

• describe how the body uses the energy in food, representingrespiration by a word equation

• describe some effects of diet, smoking, alcohol and other drugsand of exercise on some organ systems

• explain how different body systems work together in a healthyindividual.

• describe some effects of diet,smoking, alcohol and other drugsand of exercise on the body and ona developing foetus.

• describe how cells in the respiratorysystem are adapted for their purposeand how they may be damaged bysmoking and other forms of airpollution

• represent respiration by a symbolequation.

Suggested lesson allocation (see individual lesson planning guides)Direct route

B1Are you fit?

B2Breathing andsmoking

B3Drugs and alcohol

B4Injury time

B5Extra injury time

B6Working together– Think abouthow scientistswork together

Booster 1Focus on cells –From cells toorgans

Extra lessons (not in Pupil book)

B3 Drugs andalcoholExtra lesson forActivity B3a.

Review and assessprogress(distributedappropriately)

Additional informationThe issue of weight and fitness of pupils and family members will need to be handled sensitively.

Health and safety (see activity notes to inform risk assessment)Risk assessments are required for fitness-related activities and investigations into the effect of caffeine on reaction time.

A-C-Unit Guides.qxd 22-Jun-04 4:20 PM Page 6


B1Lesson planning

guideAre you fit?

Learning objectivesi There are different kinds of fitness for different individuals.ii Fitness affects different organ systems of the human body in different ways.

Scientific enquiryiii Consider key factors to be taken into account when collecting evidence.iv Use a range of equipment and materials appropriately and take action to control risk to themselves and others.

Suggested alternative starter activities (5–10 minutes)

Introduce the unit

Unit map for Fit andhealthy.

Share learning objectives

• Describe different kinds offitness.

• Explain how fitness affectsdifferent organs.

• Consider key factors to betaken into account whencollecting evidence. (Sc1)

Problem solving

Pupils do a true/false quiz.

Capture interest (1)

Pupils look at the trainingrequirements of variousathletes and identify thepurpose of each activity intraining.


Pupils recap diet, nutrientsand deficiencies from Year 8.

Suggested alternative main activitiesActivity

Textbook B1

Activity B1a Practical

Activity B1b Practical

Learningobjectivessee above

i and ii

i, iii and iv

iii and iv

Description

Teacher-led explanation and questioning OR Pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.

How fit? Pupils carry out the Harvard Fitness Test.

Lung capacity Pupils determine the vital capacity of their lungs.

Approx.timing

20 min

30 min

20 min

Target group

C H E S

R/G G R S

✔

✔

Suggested alternative plenary activities (5–10 minutes)

Review learning

Pupils do a fitness quiz.

Sharing responses

Pupils share ideas fromActivities B1a and B1b anddebate which of theactivities best measurefitness.

Group feedback

Pupils work in groups tolook at advertising forleisure centres to see whatthey offer.

Word game

Pupils do a wordsearch forwords relating to fitness.

Looking ahead

Pupils brainstorm thedifferent things that canaffect fitness.

Learning outcomes

Most pupils will ...

• know how to measure fitness.

Some pupils, making less progresswill ...

• know that fitness can be measured.

Some pupils, making more progress will ...

• be able to compare different ways ofmeasuring fitness.

Key wordsfitness, respiratory system, circulatory system, red blood cells

Out-of-lesson learningHomework B1Textbook B1 end-of-spread questions



B2Lesson planning

guideBreathing and smoking

Learning objectivesi The lungs, ribs and diaphragm are essential for breathing.ii Reducing the chest volume expels air from the lungs.iii Smoking is implicated in a range of illnesses.iv Collect evidence about the effect of smoking and how it causes disease.

Scientific enquiryv Use and evaluate data from secondary sources. (Framework YTO Sc1 8d)


Recap last lesson

Pupils list all theactivities that they havedone since the last lessonthat could have improvedtheir fitness.


• Describe how different partsof the body are used forbreathing.

• Recognise how smokingaffects the body.

• Use secondary sources.(Sc1)

Brainstorming

Pupils look at video clips ofTV adverts on stoppingsmoking and discuss whichare the best and why.Catalyst InteractivePresentations 3


Demo of smoking machineexperiment.


Pupils work in groups tocollect data on which familymembers smoke, how manyeach day, and their age andsex. Pupils may need to beinformed of this activityduring the previous lesson.


Textbook B2


Activity B2b Paper

Activity B2c Discussion

Activity B2dCatalyst InteractivePresentations 3


i, ii and iii

i and ii

iii, iv and v

iv and v

i and ii

Description


Lungs Demonstration lung dissection and then pupils make a modellung.

Why smoke? Pupils produce a leaflet or presentation, to persuadeteenagers not to start smoking.

For and against smoking Pupils compare data sources for subjectbias and objectivity and determine how reliable the data source is.

Support ICT simulation to see the movements in the chest cavityassociated with breathing.

Approx.timing

20 min

30 min

20 min

20 min

10 min

Target group

C H E S

R/G G R S

✔

✔

✔

✔


Review learning

Review the problems causedby smoking and giving up.

Sharing responses

Collate results andconclusions from the StarterCapture interest (2).

Group feedback

In groups, pupils sharewhat they have found outfrom Activity B2a.

Word game

Pupils do atrue/false quiz.

Looking ahead

Pupils write a definition of whatthey think a drug is and then feedback ideas to the whole class.

Learning outcomes


• be able to use secondary sources ofinformation.

• be able to describe some effects of smokingon the body’s organ systems.

Some pupils, making less progress will ...

• know about secondary sources of information.• be able to describe some of the effects of

smoking on the body.


• compare secondary sources of information.• be able to describe the damage caused by

smoking on the body’s organ systems.

Key wordsred only: haemoglobin, ciliated epithelial cell

Out-of-lesson learningHomework B2Textbook B2 end-of-spread questionsActivity B2bActivity B2c



B3Lesson planning

guideDrugs and alcohol

Learning objectivesi Drugs and alcohol can affect behaviour.ii Excessive use of alcohol can cause liver damage and affect health.

Scientific enquiryiii Make sufficient observations to reduce error and obtain reliable evidence. (Framework YTO Sc1 9d)iv Use observations and measurements to draw conclusions.


Recap last lesson

Pupils discuss whether the lastlesson changed their opinion onsmoking and are reminded thatother drugs are also sociallyacceptable.


• Describe how drugs affect thebody.

• Analyse data and drawconclusions. (Sc1)

Brainstorming

Pupils brainstormdifferent kinds of drugsthey know of.


Show pupils video clipsof adverts for alcohol.Catalyst InteractivePresentations 3


Show video clips ofadverts against drink-driving and the use ofillegal drugs.Catalyst InteractivePresentations 3


Textbook B3

Activity B3aPractical

Activity B3bPaper

Activity B3c Paper

Activity B3dCatalyst InteractivePresentations 3


i and ii

i, iii and iv

i and ii

i and ii

Description

Teacher-led explanation and questioning OR Pupils work individually, inpairs or in small groups through the in-text questions and then onto theend-of-spread questions if time allows.

Investigating reaction time Pupils investigate how reaction time isaffected by drinking coffee or coke.

Becoming a statistic Pupils carry out data analysis on real smoking anddrink-driving data.

Why drink? Pupils read and discuss information to make them aware ofthe effects of alcohol on the body.

Support ICT simulation to explore the effect of alcohol on reaction time.

Approx.timing

20 min

50 min

20 min

20 min

10 min

Target group

C H E S

R/G G R S

✔ ✔

✔

✔

✔


Review learning

Pupils share their views ondrinking laws andreclassification of cannabis.

Sharing responses

Pupils share theirconclusions fromActivity B3a.

Group feedback

Pupils discuss their opinionsand answers from ActivitiesB3b and B3c.

Word game

Pupils match the drug tothe symptom.

Looking ahead

Pupils brainstorm risks ofinjury in sport and how toavoid them.

Learning outcomes


• be able to describe some effects of drugs on thebody’s organ systems.


• be able to describe some of the effects of drugson the body.

Some pupils, making more progresswill ...

• be able to describe the damage causedby drugs on the body’s organ systems.

Key wordsdrugs, side effect, addictive, units of alcohol,red only: withdrawal symptoms, depressants, stimulants, hallucinogens

Out-of-lesson learningHomework B3Textbook B3 end-of-spread questionsActivity B3bActivity B3c



B4Lesson planning

guideInjury time

Learning objectivesi How simple joints function.ii How cartilage or ligaments can be damaged.

Scientific enquiryiii Use a range of equipment and materials appropriately to make a model elbow.


Recap last lesson

Pupils discuss whether thelast lesson changed theiropinion on drugs andalcohol.

Share learningobjectives

• Describe how joints workand how to make aworking model.

• Be able to use a range ofequipment and materialsappropriately. (Sc1)

Problem solving

Pupils use a sheet of paperto make the strongestpossible structure.

Brainstorming

Pupils brainstorm why wehave a skeleton andexperience what it would belike without finger joints.

Capture interest

Show X-rays of brokenbones.Catalyst InteractivePresentations 3


Textbook B4


Activity B4b Practical


i and ii

i and iii

i

Description


Model elbow joint Pupils make a model elbow hinge joint.

Disappearing bone Pupils set up an experiment to decalcify achicken bone.

Approx.timing

20 min

40 min

10 min

Target group

C H E S

R/G G R S

✔

✔


Review learning

Pupils label parts of a joint.

Sharing responses

Pupils share theirpredictions from Activity B4b.

Group feedback

Pupils demonstrate themodel joints fromActivity B4a.

Word game

Pupils play ‘Tip of mytongue’.

Looking ahead

Pupils brainstorm simpleways of helping people inthe home who havearthritis.

Learning outcomes


• understand how joints work.


• know how joints work.


• be able to explain how joints work.

Key wordsskeleton, joint, tendon, cartilage, fluid, ligament, sprain,red only: synovial fluid, synovial membrane




B5Lesson planning

guideExtra injury time

Learning objectivesi How muscles and tendons make joints work.ii Why fitness is important.


Textbook B5

Activity B5a Paper

Activity B5b Paper


i and ii

i

i and ii

Description


Evaluating a model elbow Pupils use the model elbow joint from thelast lesson to produce a diagram of a fully working joint withtendons and ligaments.

A fitness programme Pupils design two fitness programmes – onefor themselves and one for their parents.

Approx.timing

20 min

30 min

20 min

Target group

C H E S

R/G G R S

✔

✔

Learning outcomes


• understand how joints work.


• know how joints work.


• be able to explain how joints work.

Key wordscontract, relax, strain, stamina, suppleness, cardiovascular, respiratory



Recap last lesson

Pupils look at the result ofdecalcification in Activity B4b.

Share learningactivities

• Describe how musclesmake joints move.

• Evaluate a working modelof a joint.

Brainstorming (1)

Pupils brainstorm theproperties required bymuscles.

Brainstorming (2)

Pupils brainstorm what theythink muscle is.

Capture interest

Pupils guess the number ofbones in the human body.


Review learning

Pupils do a crosswordabout how joints work.

Sharing responses

Pupils share responses on the two fitnessprogrammes from Activity B5b.

Group feedback

Groups share their ideas on thefunctions of tendons andligaments from Activity B5a.

Word game

Pupils play ‘Name thattissue’.

Looking back

Pupils revise and consolidateknowledge from the unit.


B6Lesson planning

guideWorking together – Think abouthow scientists work together


Learning objectivesi Know and describe how different scientists work together to develop new ideas.The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from theconcrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, tonegotiate a method to commit to paper and express their ideas verbally to the rest of the class.

Scientific enquiryii Use data to draw conclusions.

Suggested main activityActivity

Textbook B6


i and ii

Description


Approx.timing

30 min

Target group

C H E S

R/G G R S

Learning outcomes


• understand how different joints work.


• know how different joints work.


• be able to explain how different joints workand how wear and tear affects them.

Key wordsNone

Out-of-lesson learningTextbook B6 end-of-spread questions


Bridging to the unit

Pupils look at a door hinge andcompare it to the joint they madein Activity B4a.

Setting the context

Pupils brainstorm different parts ofthe body that have joints.

Concrete preparation (1)

Pupils examine their shoulder jointand determine if the joint made inActivity B4a is adequate.


Pupils design and build a new balland socket joint.


Group feedback

Pupils share their ideas about the best ways of making a ball and socketjoint.

Bridging to other topics

Pupils brainstorm ideas about the ethics of using human subjects inexperiments.


B Unit mapFit and healthy


Copy the unit map and use these words to help you complete it.You may add words of your own too.

Fitness

What is fitness? Bones and joints

Drugs and alcoholBreathing and smoking

addictivealveolibloodbonescartilagecellscigarettesciliated epithelial

cell Rcirculatory systemcocainedigestive systemecstasy

energyexercisehaemoglobin Rheartheroinillegalinjuryjointsligamentslungsmusclesnicotinenutrients

oxygenpollutionpulsered blood cellsrespirationrespiratory systemside effectssprainstraintendonswithdrawal

symptoms R

Unitmaps.qxd 18-Jun-04 11:36 AM Page 2


B1 StartersAre you fit?

Introduce the unit� Either draw the outline of the unit map on the board

then ask pupils to give you words to add, saying where toadd them. Suggest some words yourself when necessaryto keep pupils on the right track.

� Or give out the unit map and ask pupils to work ingroups deciding how to add the listed words to thediagram. Then go through it on the board as each groupgives suggestions.

Share learning objectives� Ask pupils to write a list of FAQs they would put on a

website telling people about fitness and health. Collectsuggestions as a whole-class activity, steering pupilstowards those related to the objectives. Conclude byhighlighting the questions you want them to be able toanswer at the end of the lesson.

Word game� Pupils do true/false quiz.

Capture interest (1)� Pupils look at the following training routines. Some of

them are more suitable for different athletes. For eachactivity, decide whether it would be most useful for aweightlifter, a footballer, a high jumper, or whether itwould be useful for all or none of them.

Capture interest (2)� Pupils complete a pie chart to show the relative amounts

of different components in a healthy diet and answerquestions about vitamin and mineral deficiencies.

� Pupils may feedback their responses to the rest of theclass.

➔ Unit map

➔ Pupil sheet

Answers1 false; 2 true; 3 false; 4 false; 5 false; 6 true; 7 true; 8 false; 9 true; 10 false

➔ Pupil sheet

Answers1 all; 2 weightlifter; 3 none; 4 footballer; 5 all; 6 footballer/high jumper; 7 all; 8 footballer; 9 none; 10 high jumper

➔ Pupil sheet

Answers1 water largest slice; vitamins andminerals smallest slice; rest may vary;2a scurvy, b soft bones and teeth,c ricketts, d anaemia


Introduce the unit

Unit map for Fit andhealthy.

Share learningobjectives

• Describe different kinds offitness.

• Explain how fitnessaffects different organs.

• Consider key factors to betaken into account whencollecting evidence. (Sc1)

Word game



Pupils look at the trainingrequirements of variousathletes and identify thepurpose of each activity intraining.


Pupils recap diet, nutrientsand deficiencies fromYear 8.

B-Starters.qxd 22-Jul-04 2:30 PM Page 1

StartersAre you fit?

Word game

Decide if the following statements are true or false. Cross out the wrong word.

1 Fitness only means making your muscles stronger. [True/False]

2 Athletes have a larger lung capacity than non-athletes. [True/False]

3 Exercise makes lung capacity smaller. [True/False]

4 Athletes breathe faster than non-athletes. [True/False]

5 Athletes’ hearts beat faster than non-athletes. [True/False]

6 Athletes’ hearts are more powerful than non-athletes. [True/False]

7 Training improves fitness. [True/False]

8 There is only one kind of fitness. [True/False]

9 Almost everyone can improve their fitness a little bit. [True/False]

10 Once you are fit, you stay fit. [True/False]

Sheet 1 of 1

Sheet 1 of 1

© Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.

StartersB1 Are you fit?

Word game

Decide if the following statements are true or false. Cross out the wrong word.

1 Fitness only means making your muscles stronger. [True/False]

2 Athletes have a larger lung capacity than non-athletes. [True/False]

3 Exercise makes lung capacity smaller. [True/False]

4 Athletes breathe faster than non-athletes. [True/False]

5 Athletes’ hearts beat faster than non-athletes. [True/False]

6 Athletes’ hearts are more powerful than non-athletes. [True/False]

7 Training improves fitness. [True/False]

8 There is only one kind of fitness. [True/False]

9 Almost everyone can improve their fitness a little bit. [True/False]

10 Once you are fit, you stay fit. [True/False]


B1

Sheet 1 of 1

B-Starters.qxd 09-Jun-04 5:42 PM Page 2



Look at the following training routines. Some of them are more suitable for differentathletes. For each activity, decide whether it would be most useful for a weightlifter, a footballer, a high jumper, or whether it would be useful for all or none of them.

1 Running 10 miles each day.

2 Weight lifting.

3 Smoking 20 cigarettes a day.

4 Swimming 50 lengths.

5 Stretching exercises.

6 Sprinting 100 metres.

7 Meditation.

8 Cycling 50 miles each day.

9 Reading books on getting fit.

10 Running up and down a mountain every day.

Sheet 1 of 1

Sheet 1 of 1




Look at the following training routines. Some of them are more suitable for differentathletes. For each activity, decide whether it would be most useful for a weightlifter, a footballer, a high jumper, or whether it would be useful for all or none of them.

1 Running 10 miles each day.

2 Weight lifting.

3 Smoking 20 cigarettes a day.

4 Swimming 50 lengths.

5 Stretching exercises.

6 Sprinting 100 metres.

7 Meditation.

8 Cycling 50 miles each day.

9 Reading books on getting fit.

10 Running up and down a mountain every day.





1 Complete the pie chart by adding the following labels to the segments to make a balanced diet.

2 Vitamins and minerals make up a small but important part of a balanced diet. What would happen if you were deficient in:

a vitamin Cb calciumc vitamin Dd iron?

Sheet 1 of 1

Sheet 1 of 1




protein

fibre

fatvitamins and minerals

water


1 Complete the pie chart by adding the following labels to the segments to make a balanced diet.

2 Vitamins and minerals make up a small but important part of a balanced diet. What would happen if you were deficient in:

a vitamin Cb calciumc vitamin Dd iron?

protein

fibre

fatvitamins and minerals

water

carbohydrate

carbohydrate



B2 StartersBreathing and smoking

Recap last lesson� Pupils make a list of all the activities that they have done

since the last lesson that could have improved theirfitness. Ideas could include walking or cycling to school,playing football, helping to do some gardening, etc.

� The ideas can then be fed back to the rest of the class.They could vote on the ones they think might be themost helpful.

Share learning objectives� Write learning objectives on the board and illustrate why

it is important that we know about these ideas.

� Tell pupils that our lungs provide us with oxygen for life.

� Tell pupils that our lungs can be damaged by smokingand that this prevents us from getting the oxygen thatwe need.

� Tell pupils that they need to be able to interpret otherpeople’s arguments, so that they can decide forthemselves just how safe or dangerous smoking really is.

Brainstorming� Pupils look at video pictures of TV adverts on stopping

smoking and discuss which are the best and why.

Capture interest (1)� Demonstrate a smoking machine to pupils.

� The purpose of the activity is to show pupils the tar thatcollects inside their lungs if they smoke.

Capture interest (2)� Pupils need to be informed of this activity during the

previous lesson in order to collect the necessary data.

� Pupils work in groups to collate data on which familymembers (or friends) smoke, how many each day andtheir age and sex, into a table.

� Full class analysis of the data is suggested in Plenary B2Share responses.

➔ Catalyst Interactive Presentations 3

➔ Teacher sheet


Recap last lesson

Pupils list all the activitiesthat they have done sincethe last lesson that couldhave improved their fitness.


• Describe how different partsof the body are used forbreathing.

• Recognise how smokingaffects the body.

• Use secondary sources.(Sc1)

Brainstorming

Pupils look at video clipsof TV adverts on stoppingsmoking and discusswhich are the best andwhy. Catalyst InteractivePresentations 3


Demo of smoking machineexperiment.


Pupils work in groups tocollect data on whichfamily members smoke, howmany each day and theirage and sex. Pupils need tobe informed of this activityduring the previous lesson.


B2 StartersBreathing and smoking

Capture interest (1)Teacher sheet

Equipment� cigarette� cotton wool� glassware, bungs and rubber tubing as shown in the diagram� 250 cm3 limewater solution� 250 cm3 universal indicator solution (optional)� beaker� tongs� pump

Running the activityThis is a teacher demonstration using a smoking machine, as set up in thediagram. The cigarette is connected to the smoking machine and then lit.

Let the cigarette burn completely and ask the pupils to note down theirobservations as it burns. They should note what happens to the indicator andcotton wool.

The cotton wool should turn a yellow colour from the tar. Take this out with apair of tongs and pass it around the class for the pupils to smell. Smokers andnon-smokers alike are usually disgusted by the smell!

A few open windows will help to get rid of the smell.

Expected outcomesPupils should observe that an acidic gas and tar are given off by the burningcigarette. The gas should turn limewater milky.

PitfallsPlace a beaker underneath the cigarette to catch the ash.

Safety notesDo not allow the tarry residues to be handled. They stain skin and are harmful.


air drawn through system

to pump

universal indicatorsolution (optional)

cotton wool

lime water



B3 StartersDrugs and alcohol

Recap last lesson� Pupils discuss whether the last lesson changed their opinion on

smoking. As a lead in to this lesson, remind pupils that otherdrugs are also socially acceptable, e.g. alcohol.

� Pupils can spend 5 minutes working in pairs with each pairproducing one reason why they should change their mind andone reason why they should not. This can then be fed back tothe whole class.

Share learning objectives� Write learning objectives on the board and illustrate why it is

important that we know about these ideas.

� Tell pupils that drugs are chemicals that change how the bodyworks.

� Tell pupils that there is a lot of conflicting information aboutall kinds of drugs and that it is important that they are able toanalyse the evidence and draw correct conclusions about theireffects on the body.

Brainstorm� Pupils brainstorm the different kinds of drugs they know of

and make a list.

� To extend the activity, pupils could include the reasons whypeople use them or what their effects are.

Capture interest (1)� Ask pupils what they think about adverts for alcohol aimed at

young people.

Capture interest (2)� After showing the video clips, ask pupils to work in groups to

list reasons why people do and don’t use drugs and alcohol.

� Collect one different point from each group to write on theboard.




Recap last lesson

Pupils discuss whether thelast lesson changed theiropinion on smoking and arereminded that other drugsare also socially acceptable.


• Describe how drugs affect thebody.

• Analyse data and drawconclusions. (Sc1)

Brainstorm

Pupils brainstormdifferent kinds of drugsthey know of.


Show pupils video clips ofadverts for alcohol.Catalyst InteractivePresentations 3


Show video clips of advertsagainst drink-driving andthe use of illegal drugs.Catalyst InteractivePresentations 3



B4 StartersInjury time

Recap last lesson� Pupils discuss whether the last lesson changed their

opinion on drugs and alcohol.

� Pupils can spend 5 minutes working in pairs with eachpair producing one reason why they should changetheir mind and one reason why they should not. Thiscan then be fed back to the whole class.


website telling people about bones, joints andmovement. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives.Conclude by highlighting the questions you want themto be able to answer at the end of the lesson.

Problem solving� Pupils work in pairs and use a sheet of paper to make

the strongest possible structure.

� The ends of the ‘bones’ should be rested on supports 18 cm apart for testing with weights.

� Groups feed back data to see which ‘bone’ held themost weight. Results will vary but the shape will mostlikely be a cylinder.

Brainstorm� Pupils brainstorm reasons why we have a skeleton. Ideas

could include: to protect our organs, to give us support,to allow our muscles to move joints.

� Pupils sellotape lollypop sticks to their fingers toexperience what it would be like without finger joints.

Capture interest� Show X-rays of broken bones.

� Ask for a show of hands of how many pupils havebroken a bone.

� Discuss the cure for a broken bone.

➔ Pupil sheet

Equipmentone sheet of A4 paper, scissors, five paperclips, a range of weights (10 g to 1 kg) fortesting models

SafetyBe careful when loading the ‘bones’ withweights. Have a clear area for testing andbeware of falling weights.

Equipmentsellotape, lollypop sticks



Recap last lesson

Pupils discuss whether thelast lesson changed theiropinion on drugs andalcohol.


• Describe how joints workand how to make a workingmodel.

• Be able to use a range ofequipment and materialsappropriately. (Sc1)

Problem solving

Pupils use a sheet ofpaper to make thestrongest possiblestructure.

Brainstorming

Pupils brainstorm why wehave a skeleton andexperience what it wouldbe like without fingerjoints.

Capture interest

Show X-rays of brokenbones. Catalyst InteractivePresentations 3


B4 StartersInjury time

Problem solving

Bones need to be strong and light to give our bodies strength, but not make us too heavy to move. You are going to investigate the strongest shape you can make from a single sheet of paper and five paper clips.

1 Discuss with your partner how you could use your paper to make a shape strong enough to support a tower of weights.

� You may cut, roll or fold the paper.� You have only one sheet of paper so don’t waste it!� You cannot use more than five paper clips.� You cannot use any other materials.

2 Build your model bone. It will then be tested with the models made by the rest of the class by supporting the bone at both ends (18 cm apart) and adding weights until the bone gives way.

3 Record how much weight your bone could support.

Sheet 1 of 1

Sheet 1 of 1


StartersB4 Injury time

Problem solving

Bones need to be strong and light to give our bodies strength, but not make us too heavy to move. You are going to investigate the strongest shape you can make from a single sheet of paper and five paper clips.

1 Discuss with your partner how you could use your paper to make a shape strong enough to support a tower of weights.

� You may cut, roll or fold the paper.� You have only one sheet of paper so don’t waste it!� You cannot use more than five paper clips.� You cannot use any other materials.

2 Build your model bone. It will then be tested with the models made by the rest of the class by supporting the bone at both ends (18 cm apart) and adding weights until the bone gives way.

3 Record how much weight your bone could support.




B5 StartersExtra injury time

Recap last lesson� Pupils look at the result of the decalcification experiment.

� Refer to the Teacher activity notes for Activity B4b.


website telling people about how to avoid injury whenexercising. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives.Conclude by highlighting the questions you want them tobe able to answer at the end of the lesson.

Brainstorming (1)� Pupils brainstorm the properties required by muscles. Ideas

could include: need to contract, need to work in pairs,need to be strong. Accept suggestions such as they need topush. They will discover that this idea is wrong during theactivities.

Brainstorming (2)� In groups, pupils brainstorm what they think muscle is.

Ideas might include: meat that we eat from animals, fat,gristle, tendons, etc.

� Show pupils a cooked chicken leg with the foot stillattached. It is possible to pull the tendons and make thefoot curl up and straighten. Identify the other main parts,such as muscle, joints, etc.

Capture interest� Pupils guess the number of bones in the human body.

� Each pupil writes down the number that they think iscorrect. The nearest guess wins.

Equipmentcooked chicken leg with foot attached

Answer 206


Recap last lesson

Pupils look at the resultof decalcificationActivity B4b.


• Describe how muscles make jointsmove.

• Evaluate a working model of a joint.

Brainstorm (1)

Pupils brainstorm theproperties required by muscles.

Brainstorm (2)

Pupils brainstorm whatthey think a muscle is.

Capture interest

Pupils guess the number ofbones in the human body.



B6 StartersWorking together – Think about

Bridging to the unit� Pupils are given a simple door hinge and asked to make

a list of similarities between the door hinge and themodel elbow joint made in Activity B4a.

Setting the context� Pupils brainstorm different parts of the body that have

joints.

� Ask them to consider which ones they use most andwhich ones might get the most wear and tear, resultingin damage.

Concrete preparation (1)� Pupils examine the range of movement in their

shoulder joint and determine if the joint made inActivity B4a is a suitable model.

� They should find that their shoulder joint can move inmany different directions and is also able to twist andturn. The model elbow joint cannot do this.

� They should conclude that the model elbow joint isinsufficient as a model for the shoulder joint.

Concrete preparation (2)� Pupils design and build a new ball and socket joint.

Equipmentdoor hinges

AnswersCould include: two moveable bits; partsneed to be stiff and not flexible; moves inone direction only, i.e. forwards andbackwards; needs to be attached tosomething; something needed to make itmove

➔ Pupil sheet

➔ Teacher sheet


Bridging to the unit

Pupils look at a door hinge andcompare it to the joint they madein Activity B4a.

Setting the context

Pupils brainstorm different parts ofthe body that have joints.


Pupils examine their shoulder jointand determine if the joint made inActivity B4a is a suitable model.


Pupils design and build a new balland socket joint.


B6 StartersWorking together


You are going to make a model ball and socket joint. Look at thediagram of a ball and socket joint. Your hip and shoulder jointsare ball and socket joints.

Equipment

� stiff plastic straw� solid polystyrene ball� plasticine

1 Carefully push the straw into the polystyrene ball.2 Mould the plasticine around the polystyrene ball so that the

straw and ball can move freely but not fall out from the plasticine.3 Decide where you would attach muscles to make the model

move just like your own shoulder joint. Mark the points ofmuscle attachment with a felt tip pen.

1 Which part of the model represents the upper arm?2 Which part of the model represents the shoulder blade?3 What is different about the movement of this model when

compared to your model elbow joint?4 What is different about the muscle attachment points of this

model when compared to your model elbow joint?


shoulderblade

humerus(upper arm bone)


B6 StartersWorking together

Concrete preparation (2)Teacher sheet

EquipmentFor each group:

� stiff plastic straw� solid polystyrene ball about 3 cm in diameter� plasticine

Running the activityPupils examine the range of movement in their own shoulder joint and make amodel ball and socket joint.

Expected outcomesPupils should realise that this joint gives an increase in all round movementbut needs a more complicated muscle attachment structure.

Answers1 Straw and ball.

2 plasticine

3 Elbow moves in one direction only. Shoulder has all round movement.

4 More muscles/attachment points required.



B1aTeacher

activity notesHow fit?

Running the activityAlthough this is a simple method for determining the fitness of pupils, it isimportant that they understand the procedure clearly. Pupils should work inpairs and preferably use a PE bench as these are unlikely to tip up when beingused. One pupil exercises and another pupil takes the pulse, counts and recordsit. Pupils should be told to stop doing the exercise if they get too tired andsimply record the time spent doing the exercise.

Other relevant materialSkill sheet 4: Web searches

Skill sheet 26: Designing a spreadsheet

Skill sheet 27: Graphs with a spreadsheet

Expected outcomesPupils calculate their own fitness index.

PitfallsMake sure that all pupils know how to find and take a wrist pulse before theystart the exercise. Pupils need to clearly understand that after resting for 1minute, they take the pulse and rest for 30-second intervals, not minuteintervals.

Safety notesThe bench must be secure and pupils should work in pairs with one pupilensuring the bench or box remains secure.

Do not allow pupils to participate if they are wearing unsuitable footwear. Donot allow pupils to become over-competitive: it can lead to accidents.

ICT opportunitiesIt would be possible to set up a spreadsheet for the results and produce a graphto show levels of fitness within the class.

Pupils could search the Internet for other methods of determining levels offitness.

Answers1 Answers will vary.

2 Answers will vary.


Type Purpose DifferentiationPractical Pupils use the Harvard Fitness Test to determine their own level of fitness. Core

B-Teachers.qxd 08-Jun-04 1:36 PM Page 1

B1aTechnician

activity notesHow fit?


� PE bench or secure box� stopwatch




For your informationRunning the activityAlthough this is a simple method for determining the fitness of pupils, it is important thatthey understand the procedure clearly. Pupils should work in pairs and preferably use a PEbench as these are unlikely to tip up when being used. One pupil exercises and another pupiltakes the pulse, counts and records it. Pupils should be told to stop doing the exercise if theyget too tired and simply record the time spent doing the exercise.

Expected outcomesPupils calculate their own fitness index.

PitfallsMake sure that all pupils know how to find and take a wrist pulse before they start theexercise. Pupils need to clearly understand that after resting for 1 minute, they take the pulseand rest for 30-second intervals, not minute intervals.

Safety notesThe bench must be secure and pupils should work in pairs with one pupil ensuring thebench or box remains secure.

Do not allow pupils to participate if they are wearing unsuitable footwear. Do not allowpupils to become over-competitive: it can lead to accidents.

ICT OpportunitiesIt would be possible to set up a spreadsheet for the results and produce a graph to showlevels of fitness within the class.

Pupils could search the Internet for other methods of determining levels of fitness.


Type Purpose DifferentiationPractical Pupils use the Harvard Fitness Test to determine their own level of fitness. Core

B-Technician.qxd 26-May-04 8:50 AM Page 1

B1aActivity

CoreHow fit?

You are going to carry out the Harvard Fitness Test. The results will tell you how fit you are.

Equipment

� PE bench or secure box� stopwatch

1 Step up and down onto a low bench every 2 seconds for 300 seconds, i.e. repeat the steps 150 times. (If you feel tired and cannot continue,stop and record how long you spent doing the exercise.)

2 Rest for 1 minute, then count your pulse for 30 seconds.3 Wait for 30 seconds, then count your pulse for a further

30 seconds.4 Wait another 30 seconds, then count your pulse for another

30 seconds.5 Calculate your fitness by using the following formula.

time spent on exercise × 1002 ×

1st + 2nd + 3rd pulse counts

1 What was your fitness rating?2 How does your rating compare with other pupils in the class?


Fitness scale

90+ super fit

80+ very fit

70+ fit

60+ fair

<60 unfit

Do notundertake this activity

if there is any reasonwhy you should notexercise vigorously.Make sure the bench is secure and you arewearing suitable shoes.

900

10

20

30

4050

60

70

80

B-Activities.qxd 08-Jun-04 11:21 AM Page 1

B1bTeacher

activity notesLung capacity

Running the activityExplain to pupils that this is not a measure of total lung capacity and that someair will still remain in their lungs. Demonstrate the technique to pupils first.They should be encouraged to breathe out slowly through the tube and watchtheir breath displace the water in the reservoir. They can then read off the scale,the volume of breath that they breathed out.

Other relevant materialSkill sheet 26: Designing a spreadsheet


Expected outcomesPupils produce data to show the vital capacity of individuals within the class.

PitfallsPupils should be instructed to breathe out slowly and the water reservoirshould be supported in order to avoid tipping.

Safety notesThe plastic tube must be sterilised with TCP or other suitable antisepticbetween users. It is better to use disposable straws that fit, without leaking, intothe end of the ‘breathing tube’. Competition between pupils can easily developand should be avoided if possible.

ICT opportunitiesIt would be possible to set up a spreadsheet for the results and produce a graphof the results for the whole class.

Schools may also have access to a spirometer which in turn can be connectedto a computer via a datalogger.




4 Age and exercise.


Type Purpose DifferentiationPractical Pupils measure the vital capacity of their lungs and see that this capacity varies

between individuals.Core


B1bTechnician

activity notesLung capacity

Equipment

Other relevant materialSkill sheet 26: Designing a spreadsheet


For your informationRunning the activityExplain to pupils that this is not a measure of total lung capacity and that someair will still remain in their lungs. Demonstrate the technique to pupils first.They should be encouraged to breathe out slowly through the tube and watchtheir breath displace the water in the reservoir. They can then read off the scale,the volume of breath that they breathed out.

Expected outcomesPupils produce data to show the vital capacity of individuals within the class.

PitfallsPupils should be instructed to breathe out slowly and the water reservoirshould be supported in order to avoid tipping.

Safety notesThe plastic tube must be sterilised with TCP or other suitable antisepticbetween users. It is better to use disposable drinking straws that fit, withoutleaking, into the end of the ‘breathing tube’. Competition between pupils caneasily develop and should be avoided if possible.

ICT OpportunitiesIt would be possible to set up a spreadsheet for the results and produce a graphof the results for the whole class.

Schools may also have access to a spirometer which in turn can be connectedto a computer via a datalogger.


Type Purpose DifferentiationPractical Pupils measure the vital capacity of their lungs and see that this capacity varies

between individuals.Core


B1bActivity

CoreLung capacity

Your teacher will help you measure your vital capacity. This is how much air you can breathe in and out of your lungs.

Equipment

1 Draw up a table to record the results for the whole class. Makeseparate columns for male and female in your results table.

2 Take a couple of deep breaths and then breathe in as deeply asyou can. Loosen the clamp.

3 Blow steadily out through the plastic tube until you haveexpelled as much air from your lungs as you can.

4 Tighten the clamp. The container should now be partially filledwith air from your lungs.

5 Read off the volume of air that you managed to breathe outfrom your lungs. Record the result.

6 Refill the container and repeat the procedure with othermembers of the class. Record the results.

7 Calculate the average vital capacity for male and femalemembers of your class.

1 What was your vital capacity?2 What was the average vital capacity for boys in your class?3 What was the average vital capacity for girls in your class?4 Apart from gender, suggest two other things that could

change your vital capacity.


Do not takepart in thisactivity if it

is dangerous for you to exercise. Ensure that the rubber tube is sterilised withantiseptic solutionbefore use.


B2aTeacher

activity notesLungs

Running the activityThe lungs should be readily obtainable from your local butcher. Point out how the cartilage rings keep the trachea open and stop it collapsing whenbreathing in.

Pupils then make a working model of the lungs from material provided.

Expected outcomesPupils produce a working model of the lungs and answer questions about it,showing their understanding of how the lungs work.

PitfallsLungs will have been slashed to check internal tissue at the abbatoir. This canmake inflation difficult.

Use of animal parts during science lessons can be an emotive issue and needs tobe handled sensitively. Refer to the article by Roger Lock ‘Use of LivingOrganisms’ in the 1993 edition of Secondary Science Teachers’ Handbook,published by the ASE. Some pupils may be unwilling to view the organs or anydissection.

When pupils make the model of the lungs, it is most important that an airtightseal is obtained, both around the neck of the balloon, and the plastic sheetattached to the bottom of the bottle. If the rubber band is not tight enough,sellotape may be used in addition.

Safety notesGloves should be worn at all times when handling animal organs. Additionally,eye protection should be worn if dissection is carried out. Good hygiene isessential. Working on disposable plastic sheet or thick paper reduces the needfor much washing of bench surfaces.

Answers1 The balloon.

2 The plastic bottle.

3 When the sheet moves down, the balloon inflates. When the sheet movesup, the balloon collapses.

4 Pull the handle down.

5 Push the handle up.

6 The plastic sheet.

7 In real life the chest gets bigger and smaller (the ribs are moved by muscles).In the model, the chest stays the same size. There is no air space betweenthe lungs and the chest wall.


Type Purpose DifferentiationPractical Demonstration dissection to show pupils the structure and working of a pair of lungs.

Pupils then construct a working model of a lung.Core


B2aTechnician

activity notesLungs


� balloon� 2-litre plastic bottle� sticky tape� bin liner� rubber band

For your informationRunning the activityThe lungs should be readily obtainable from your local butcher. Point out how the cartilage rings keep the trachea open and stop it collapsing whenbreathing in.

Pupils then make a working model of the lungs from material provided.

Expected outcomesPupils produce a working model of the lungs and answer questions about it,showing their understanding of how the lungs work.

PitfallsLungs will have been slashed to check internal tissue at the abbatoir. This canmake inflation difficult.

Use of animal parts during science lessons can be an emotive issue and needs to be handled sensitively. Refer to the article by Roger Lock ‘Use of LivingOrganisms’ in the 1993 edition of Secondary Science Teachers’ Handbook,published by the ASE. Some pupils may be unwilling to view the organs or anydissection.

When pupils make the model of the lungs, it is most important that an airtightseal is obtained, both around the neck of the balloon, and the plastic sheetattached to the bottom of the bottle. If the rubber band is not tight enough,sellotape may be used in addition.

Safety notesGloves should be worn at all times when handling animal organs. Additionally,eye protection should be worn if dissection is carried out. Good hygiene isessential. Working on disposable plastic sheet or thick paper reduces the needfor much washing of bench surfaces.


Type Purpose DifferentiationPractical Demonstration dissection to show pupils the structure and working of a pair of lungs.

Pupils then construct a working model of a lung.Core


B2aActivity

CoreLungs

You are going to watch your teacher do a lung dissection. Then you will make a working model of a lung.

Equipment

� balloon � bin liner� 2-litre plastic bottle � rubber band� sticky tape

1 Cut the bottom from the plastic drinks bottle.2 Pass the balloon up through the bottom

of the bottle to the neck of the bottle.Pull the end of the balloon tightly aroundthe neck of the bottle. The rest of theballoon hangs down inside the bottle.

3 Cut a square 30 cm by 30 cm out of thebin liner.

4 Fold the square of plastic into half andthen into quarters.

5 Twist the folded corner to make a 2–3 cmlong section and secure it with stickytape. This bit will be called the handle.

6 Lay the plastic sheet on the table andunfold it with the handle underneath.

7 Put the bottle upright onto the plastic sheet.8 Pull the edges of the plastic sheet up

around the bottle and secure them witha rubber band. This should be airtight.

9 Hold the bottle with one hand and withyour other hand move the surface of theplastic sheet out and in by pulling andpushing on the handle. Watch what happensto the balloon.

1 Which part of the model represents the lungs?2 Which part of the model represents the chest?3 Describe what happens to the balloon as the plastic sheet is

moved up and down.4 How do you make the balloon fill with air?5 How do you make the balloon release air?6 Which part of the model represents the diaphragm?7 Suggest two ways in which this model fails to show how the

lungs work.


hold plasticsecurely withrubber band

secure balloon overneck of bottle

twist andsecure endwith tape

cuthere


B2bTeacher

activity notesWhy smoke?

Running the activityPupils make an information leaflet to persuade 13-year olds not to startsmoking.


PitfallsPupils should be encouraged to think of additional arguments and not just usethe ones on the sheet.

ICT opportunitiesPupils could search the Internet for additional information about smoking.


Type Purpose DifferentiationPaper Pupils look at arguments for and against smoking and produce an information leaflet to

persuade 13-year olds not to start smoking.Core


B2bActivity

CoreWhy smoke?

There are many reasons why people smoke and plenty ofreasons why it is not a good idea to smoke. People who smoke know that it damages their health but they still find it hard to stop. Many wish they had never started.

You are going to gather information and produce a leaflet topersuade teenagers not to start smoking.

1 Read what people say about why they smoke or why theywant to give up.

2 Add any other reasons that you can think of to the list.

3 Produce an information leaflet to give to 13-year olds topersuade them not to start smoking.


� It makes me feel grown-up.

� It makes me feel good.

� All my friends smoke so I have to.

� It helps me feel a bit calmer when I'm stressed out.

� It's exciting to do something I know I shouldn't.

� I can't smell or taste food anymore.

� My teeth are yellow and stained.� Smelly breath, smelly hair and

smelly clothes.� Smoking damages the health of

other non-smokers through passive smoking.

� It's costing me a fortune! I never have money to buy clothes.

� The tips of my fingers are all yellow.

� I could get lung cancer and die.� People around me find

smoking annoying.� I get out of breath when I'm

dancing or doing sport.� Smoking is addictive and

I don't want to be controlled by something.

I want togive up smoking

because...

I smokebecause...


B2cTeacher

activity notesFor and against smoking

Running the activityPupils compare two different sources, a NHS booklet on giving up smoking, andan organisation called FOREST, who are in favour of freedom to smoke. Theythen compare the two sources and look for disparities between them. This canthen lead on to a discussion about the scientific method of experimentation,data collection and analysis.

Other relevant materialNHS booklet ‘Giving up for life’ obtainable from NHS smoking helpline. Tel. 0800 169 0 169 or go to the Giving up Smoking website.

Expected outcomesPupils realise that not all information is reliable and scientific method shouldbe used to validate data.

The aim of the lesson is not primarily about learning new information, butcomparing two different sources of information and understanding that not all sources always agree and are not always completely reliable.

Safety notesNormal school protocols should be used when allowing pupils access to theInternet.

ICT opportunitiesPupils may search the Internet for information from these websites:FORESTNHS – Giving up Smoking


2 Sources of information are not always reliable and should be treatedcritically as they often portray a particular opinion.

3 Ask whether the information or data has been obtained by scientificexperiment or is just what some people think. Ask whether several people collecting the data would get the same results.



Type Purpose DifferentiationDiscussion Pupils discover that all sources of information should be regarded critically and are not

always completely reliable.Core


http://www.heinemann.co.uk/hotlinks/url.asp?urlid=9429



B2cActivity

CoreFor and against smoking

We should always be careful about believing what we hear,read or see. You are going to examine two different sources of data and compare their arguments.

The NHS booklet is about giving up smoking. The FOREST websitecontains arguments for the freedom to smoke.

1 Look at the NHS booklet called ‘Giving up for life.’ Read the booklet carefully and make a note of the major points.

2 Now go to a computer and log onto the FOREST website.3 Surf the website carefully, looking for any points where the

website and the NHS booklet disagree with each other.4 Make a note of these points.5 Draw and complete a table like the one below.


6 Compare your table with those produced by other pupils.

1 How many points of disagreement did you find between thebooklet and the website?

2 What does this tell you about information that we hear, readand see all around us?

3 How can you decide which information is more reliable?4 Which information do you think is more reliable, the NHS

booklet, or the FOREST website?

Arguments for smoking Arguments against smoking FOREST website NHS booklet



B3aTeacher

activity notesInvestigating reaction time

Running the activityCore: Pupils are given an equipment list and may well produce a variety of different plans for this activity,but should all be encouraged to use the same procedure for ‘obtaining the evidence’. They should be madeaware that the student whose reaction time is being tested should not know whether the coffee/cola iscaffeinated or decaffeinated. All identification should be removed and the drinks should simply be labelledA or B, so that the pupils are performing a ‘blind’ investigation. The pupil being tested can be informedwhich they drank after the results have been collected.

If necessary, demonstrate how the metre rule can be used to measure reaction time.

At the end of the investigation, pupils should produce a written account of their investigation.

Help: Pupils practice the described reaction time method. Then they plan and carry out the investigationafter drinking cola.


Expected outcomesPupils discover that caffeine slightly speeds up reaction time. However, the fact that pupils have had morepractice by the time they have drunk the caffeine, may also affect the outcome of the investigation. Thiswould be a good point for pupils to mention in their evaluation.

PitfallsPupils often forget to start each measurement by holding their hand at the bottom of the ruler and notpart way up. The ruler should be held so that the units of measurement start at the bottom of the rulerand not at the top.

Large quantities of cola/coffee are required for this investigation.

Pupils should allow sufficient time after drinking the cola/coffee to allow any caffeine to enter thebloodstream. This may well take up to 15 minutes, during which they may work on how they willpresent their results and possible ways of evaluating their investigation.

Safety notesThe experiment requires drinking in a lab which is normally forbidden. This should be pointed out topupils. It may be possible to move to a normal teaching room for this investigation. Cups should bedisposable and each pupil allocated their own.

Some pupils may be sensitive to caffeine and the drinks should be carefully allocated to prevent a singlepupil from consuming too much caffeine in the interests of science.

ICT opportunitiesReaction timers with suitable software may be used as an alternative way of measuring reaction times forthis activity. It would be possible to set up a spreadsheet for the results and subsequent calculations. Pupilscould search the Internet for other drugs that affect reaction times.

AnswersHelp:

1 caffeine 2 Answers will vary. 3 Repeat the experiment several times and take an average. 4 Answerswill vary but could include drinking from clean cups. 5 Answers will vary. 6 Answers will vary.7 Answers will vary but should refer to the caffeine in the drink. 8 Answers will vary. 9 Answers willvary. 10 Answers will vary. 11 Answers will vary but could include reference to the ‘practice’ effect.


Type Purpose DifferentiationPractical Pupils investigate how the drug caffeine can affect reaction times. Core, Help


B3aTechnician

activity notesInvestigating reaction time



For your informationRunning the activityCore: Pupils are given an equipment list and may well produce a variety of different plans for this activity,but should all be encouraged to use the same procedure for ‘obtaining the evidence’. They should be madeaware that the student whose reaction time is being tested should not know whether the coffee/cola iscaffeinated or decaffeinated. All identification should be removed and the drinks should simply be labelledA or B, so that the pupils are performing a ‘blind’ investigation. The pupil being tested can be informedwhich they drank after the results have been collected.

If necessary, demonstrate how the metre rule can be used to measure reaction time.

At the end of the investigation, pupils should produce a written account of their investigation.

Help: Pupils practice the described reaction time method. Then they plan and carry out the investigationafter drinking cola.

Expected outcomesPupils discover that caffeine slightly speeds up reaction time. However, the fact that pupils have had morepractice by the time they have drunk the caffeine, may also affect the outcome of the investigation. Thiswould be a good point for pupils to mention in their evaluation.

PitfallsPupils often forget to start each measurement by holding their hand at the bottom of the ruler and notpart way up. The ruler should be held so that the units of measurement start at the bottom of the ruler andnot at the top.

Large quantities of cola/coffee are required for this investigation.

Pupils should allow sufficient time after drinking the cola/coffee to allow any caffeine to enter thebloodstream. This may well take up to 15 minutes, during which they may work on how they will presenttheir results and possible ways of evaluating their investigation.

Safety notesThe experiment requires drinking in a lab which is normally forbidden. This should be pointed out topupils. It may be possible to move to a normal teaching room for this investigation. Cups should bedisposable and each pupil allocated their own.

Some pupils may be sensitive to caffeine and the drinks should be carefully allocated to prevent a singlepupil from consuming too much caffeine in the interests of science.

ICT OpportunitiesReaction times with suitable software may be used as an alternative way of measuring reaction times forthis activity. It would be possible to set up a spreadsheet for the results and subsequent calculations.

Pupils could search the Internet for other drugs that affect reaction times.


Type Purpose DifferentiationPractical Pupils investigate how the drug caffeine can affect reaction times. Core, Help

� disposable cups� decaffeinated coffee� regular coffee� kettle� decaffeinated cola� regular cola

� meter rules� reaction timing software (if available)� sticky labels� marker pens� stopclocks


B3aActivity

CoreInvestigating reaction time

A stimulant is a drug that speeds up the body’s reaction timesand makes you feel alert and full of energy. A very commonstimulant is caffeine, found in drinks such as coffee and cola.

You are going to carry out an investigation to test whethercaffeine speeds up a person’s reaction time.

Equipment


Planning and predicting1 Write a plan. Remember to include:

� the variables that can affect reaction time� the variables that you are going to keep the same� how you are going to measure reaction time� whether you need to repeat your measurements to make them more reliable� what equipment you are going to use� any safety precautions that you need to take.

2 Make a prediction. Think about these questions:

� What do you think will happen? � Why will this happen?

3 Get your plan approved.4 Prepare a table for your results.

Obtaining evidence5 Carry out your investigation and record your results.

Presenting the results6 Decide how to present your results.

Considering the evidence7 Write a conclusion. Remember to answer these questions:

� What happened to the reaction time? � Why do you think this happened?� Did your results match your prediction?

Evaluating8 Write an evaluation. Remember to answer these questions:

� Are your results sufficient to support your conclusion?� Are there any anomalies in your results? Try to explain them.� How could you improve your experiment?

Drink out ofclean cupsonly – do not

use lab equipment such as beakers.

� disposable cups � kettle � metre rule � sticky labels� decaffeinated coffee � decaffeinated cola � reaction timing � marker pen� regular coffee � regular cola software (if available) � stopclock


B3aActivity

HelpInvestigating reaction time

A stimulant is a drug that speeds up how quickly the bodyreacts. A common stimulant is caffeine. It is found in cola.

You are going to carry out an investigation to test whethercaffeine speeds up your reaction time.

Equipment

� disposable cups� regular cola� metre ruler

Method

1 Work in pairs.2 One pupil holds the top of the ruler and

lets it hang vertically.3 The second pupil holds their thumb and

fingers either side of the bottom of theruler.

4 When the first pupil lets go of the ruler, the second pupilcloses their thumb and finger and catches the falling ruler.

5 Use the measurements on the ruler to see how far the ruler hasfallen.

6 Make a note of this distance. The distance the ruler falls, is ameasure of your reaction time. The less it falls, the faster yourreaction time.

7 You may need to practice the above procedure a few timesuntil you can do it properly.

8 Copy the table to record your results.


start pointdistance measured

position of metre rulerwhen caught

position ofmetre rulerat the start

Drink out ofclean cupsonly – do not

use lab equipment such as beakers.

distance ruler falls before distance ruler falls after drinking cola (mm) drinking cola (mm)


B3aActivity

HelpInvestigating reaction time (continued)

9 Repeat the experiment 10 times and calculate your averagereaction time (add all the times together and divide by 10).

10 You are now going to investigate the effect of caffeine on yourreaction time, but first, answer the following questions.

Planning and predicting

1 What is the variable that may affect your reaction time?2 What things must you keep the same when you do this part

of the investigation?3 How can you make your results more reliable?4 What safety precautions do you need to take?5 Predict what will happen after you have drunk a large glass of

cola?

11 Now carry out the second part of your investigation andrecord your results in the second column of the table.

Considering the evidence

6 What happened to the reaction time?7 Why do you think this happened?8 Did your results match your prediction?

Evaluating

9 Are your results reliable? If not, why not?10 Are there any anomalies in your results? Try to explain them.11 How could you improve your investigation?



B3bTeacher

activity notesBecoming a statistic

Running the activityPupils work individually or in pairs to complete the questions, using the dataprovided on the Resource sheet.

Other relevant materialB3b Resource

Skill sheet 4: Web searches

Skill sheet 25: What is a spreadsheet?


Skill sheet 28: Calculations with a spreadsheet

Expected outcomesPupils should be able to analyse data from different sources.

ICT opportunitiesIt would be possible to set up a spreadsheet for the results and subsequentcalculations.

Pupils could search the Internet for further data.

Answers1 The more cigarettes smoked per day, the greater the chance of dying of lung

cancer.

2 People who smoke more are more likely to die of a heart attack.

3 Younger people are less likely to die of heart disease than older people.

4 The accident line is generally going down. The breath test line is generallygoing up.

5 In general, the number of people dying in drink-related accidents is goingdown each year. The number of breath tests is going up each year.

6 As breath tests increase, fewer people are dying of drink–driving accidents.This could be because people are more aware that they might get caughtdrink–driving so they don’t do it. Or the police are catching more drunkdrivers before they can cause an accident (or any other valid answer).


Type Purpose DifferentiationPaper Pupils carry out data analysis on real smoking and drink–driving data. Core

Resource


B3bActivity

CoreBecoming a statistic

There are plenty of statistics about the problems caused bysmoking and drinking. You are going to look at some of themand see what conclusions you can draw from the information.

Smoking

Many smokers die of illnesses that are caused or made worse bysmoking. These illnesses include lung cancer and heart disease.

Lung cancer can be caused by chemicals found in the tar insmoke. Cancer cells grow and spread throughout the lungs.

Smoking causes the walls of the blood vessels to thicken and theinsides of the tubes to narrow. The heart becomes stressed tryingto pump enough blood through these vessels to supply oxygen tothe body.

1 Look at the two charts on the Resource sheet, about thechances of getting heart disease and dying of lung cancer.

1 What is the relationship between the number of cigarettessmoked and lung cancer?

2 What is the relationship between the number of cigarettessmoked and heart attacks?

3 What effect does age have on the number of people dying ofheart disease?

Drinking

Alcohol affects our co-ordination and makes it dangerous for us todrive.

2 Look at the Resource sheet. The two tables show:

� the number of people who were killed in drink–drivingaccidents.

� the number of breath tests that the police carried out.

3 Plot both sets of results onto the same graph (you may use aspreadsheet to do this, if one is available).

4 What is the general trend of both lines on your graph?5 What does each line tell you?6 What is the relationship (pattern) between the two sets of

results?



B3bActivityResourceBecoming a statistic

How smoking affects the chances of getting heart disease

How smoking affects the number of people dying of lung cancer

Deaths caused in drink–drive accidents

This table shows the fatal casualties (England and Wales) in accidents where one or moredriver or rider was over the legal limit of alcohol.


Num

ber

of m

en (

per

100

0)w

ho d

ie e

ach

year

from

hea

rt d

isea

se

Number of cigarettes smoked daily

0

10

9

8

7

6

5

4

3

2

1

01–

1415

–24

25+ 0

1–14

15–2

4

25+ 0

1–14

15–2

4

25+

age under 35 age 35–54 age 55+

Peop

le d

ying

of l

ung

canc

er

each

yea

r (p

er 1

0000

0)

Number of cigarettes smoked daily

0

250

200

150

100

50

0

1–14

15–2

4

25+

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998

790 810 760 660 660 540 540 540 580 550 460

Breath testing of drivers

This table shows the number of breath tests administered in England and Wales each year.

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998

541000 597000 562000 531000 600000 679500 703000 781000 800000 815000


B3cTeacher

activity notesWhy drink?

Running the activityPupils read some information about the effects of the excessive drinking ofalcohol. They then read a short story about Richard going for a drink withsome friends and how the evening progresses. In groups, the pupils discusswhat arguments they would use to dissuade Richard from continuing to drinkand at what stage in the evening they would take him home.


Expected outcomesPupils should become more aware of the way that alcohol affects the humanbody.

ICT opportunitiesPupils could search the Internet for more information using websites such as:NHS – Health Development Agency


2 Answers will vary but could include becoming ill/sick/unconscious/dying.


Type Purpose DifferentiationPaper Pupils read and discuss information to make them aware of the effects of alcohol

on the body.Core



B3cActivity

CoreWhy drink?

There is no harm in a drink once in a while, but too much alcohol over a long timecan affect your health. You are going to put together some persuasive arguments tostop your friend drinking too much.

1 Read the information below to help you gather some arguments against drinking.

2 Now read the story about Richard going for a drink and how the evening progresses.

3 For each paragraph, come up with some arguments you would put to Richard to nothave another drink at that stage in the evening.

4 Write the arguments down and indicate which paragraphs they refer to.

1 At which stage would you take Richard home so that he could not have another drink?2 Suggest what would have happened to Richard if he had carried on drinking.


Regularly drinking more than the daily recommended

units will increase your risk of liver damage and cancers

of the mouth and throat. People who drink very heavily

may also develop psychological and emotional problems

including depression. Drinking alcohol raises your blood

pressure. This can increase the risk of coronary heart

disease and strokes.

from “Think About a Drink”, Health Education Authority, 1996

Alchohol is loaded with calories that gostraight to your bloodstream. A pintof ordinary beer contains 180 calories.Add this onto your food intake and youcan see how easy it is to becomeoverweight.

from “That’s the Limit”, Health Education Authority, 1992

Excessive drinking can cause stomachdisorders (gastritis, bleeding and ulcers),high blood pressure, muscle disease, braindamage, liver damage and problems withthe nervous system.

Out for a drink with Richard

Richard is enjoying a drink with his friends.As he drinks, the alcohol is quicklyabsorbed into the bloodstream andmakes its way around his body. It beginsto work on the brain and nervous system.

One or two beers contain enoughalcohol to make him feel more relaxed.His reactions are slightly slower so it isnot totally safe for him to drivehome now.

After another drink he has more than fourunits of alcohol in his blood. His reactionsare much slower and his co-ordination hasbeen affected. He is now over the legallimit for driving.

Richard continues drinking with his friendsand gradually they all start to be rather tooloud, they slur their speech and they feelemotional that it is so long since they lasthad a good night out. A group in the othercorner of the pub is starting to argue andget a bit violent. When Richard gets up togo to the men’s room he has to be carefulto keep his balance.

The next day Richard can’t remember muchabout the things he did later the eveningbefore. He is sure that some of them wereembarrassing and that he would never havedone them when he was sober. But this timehe is thankful he hadn’t drunk too muchalcohol and so hasn’t ended up feeling sick.


B4aTeacher

activity notesModel elbow joint

Running the activityPupils make a model elbow joint using cardboard, scissors, paper fasteners andrubber bands. There is a chance to evaluate the model in Activity B5a afterpupils have learnt about some of the structures.

Expected outcomesPupils should understand how a joint is worked by antagonistic muscle pairs.

PitfallsStiff card is needed or the model will flex too much.

Safety notesRubber bands and flying paper clips are potential hazards.

Answers1 a biceps

b Contracts and pulls arm up.

2 a tricepsb Contacts and pulls arm down.

3 One muscle pulls a bone one way, the other muscle pulls it back again.


Type Purpose DifferentiationPractical Pupils design and build a model elbow joint and gain an understanding of antagonistic

muscles. Core


B4aTechnician

activity notesModel elbow joint


� cardboard� scissors� paper fasteners� rubber bands

For your informationRunning the activityPupils make a model elbow joint using cardboard, scissors, paper fasteners andrubber bands. There is a chance to evaluate the model in Activity B5a afterpupils have learnt about some of the structures.

Expected outcomesPupils should understand how a joint is worked by antagonistic muscle pairs.

PitfallsStiff card is needed or the model will flex too much.

Safety notesRubber bands and flying paper clips are potential hazards.


Type Purpose DifferentiationPractical Pupils design and build a model elbow joint and gain an understanding of antagonistic

muscles.Core


B4aActivity

CoreModel elbow joint

Your forearm moves up and down because it has muscles anda joint at the elbow. You are going to make a model arm toshow how this joint works.

Equipment

� cardboard� scissors� paper fasteners� rubber bands

1 Look at the diagram of an arm.

2 Design and build a model arm to show how the biceps andtriceps pull the forearm up and down.

1 a Which muscle raises the arm?b How does it do this?

2 a Which muscle lowers the arm?b How does it do this?

3 The biceps and triceps are called antagonistic. Suggest whatyou think this means.


forearm

bicep muscle

humerus

tricep muscle

shoulder blade

Wear eyeprotection.

Make sure therubber bandsand paper

fasteners cannot fly off your model andcause injury.


B4bTeacher

activity notesDisappearing bone

Running the activityPupils place chicken leg bones into 0.4 M hydrochloric acid and leave until thenext lesson. The beaker should not be more than one third full of hydrochloricacid and should be prepared before being given to the pupils. The pupils shouldplace their bone into the acid so that is half in and half out of the liquid. Theinvestigation is left until the next lesson when it can be reviewed in Starter A5Recap last lesson. When the bone is removed from the acid, forceps should beused and the bone washed under slowly running tap water.

The acid will have reacted with the calcium in the bones and the section of thebone that has been in the acid will be soft and pliable.


Expected outcomesPupils understand that the mineral calcium is required to make bones hard andstrong.

PitfallsThe bones should be left in the acid for at least 24 hours to decalcify.

Safety notesEye protection is required throughout the activity and even though the acid isdilute, pupils should be warned not to get it in their eyes, or on their skin orclothing.

ICT opportunitiesPupils could search the Internet for the importance of calcium in our diet.


2 It becomes soft and flexible.



5 To make bones (and teeth) strong and hard.


Type Purpose DifferentiationPractical Pupils investigate what happens when calcium is removed from bones. Core


B4bTechnician

activity notesDisappearing bone


� chicken leg bones� 0.4 M hydrochloric acid� beaker� forceps� access to running water


For your informationRunning the activityPupils place chicken leg bones into 0.4 M hydrochloric acid and leave until thenext lesson. The beaker should not be more than one third full of hydrochloricacid and should be prepared before being given to the pupils. The pupils shouldplace their bone into the acid so that is half in and half out of the liquid. Theinvestigation is left until the next lesson when it can be reviewed in Starter A5Recap last lesson. When the bone is removed form the acid, forceps should beused and the bone washed under slowly running tap water.

The acid will have reacted with the calcium in the bones and the section of thebone that has been in the acid will be soft and pliable.

Expected outcomesPupils understand that the mineral calcium is required to make bones hard andstrong.

PitfallsThe bones should be left in the acid for at least 24 hours to decalcify.

Safety notesEye protection is required throughout the activity and even though the acid isdilute, pupils should be warned not to get it in their eyes, or on their skin orclothing.

ICT OpportunitiesPupils could search the Internet for the importance of calcium in our diet.


Type Purpose DifferentiationPractical Pupils investigate what happens when calcium is removed from bones. Core


B4bActivity

CoreDisappearing bone

Bones are hard and strong because they contain calcium. You are going to find out what happens to a bone when the calcium is removed.

Equipment

� chicken leg bones� 0.4 M hydrochloric acid� beaker� forceps� access to running water

1 Put a chicken leg bone into a beaker containing hydrochloricacid. Do not spill or splash the acid when you do this.

1 Make a prediction about what you think will happen.

2 Leave the bones until your next lesson.3 Next lesson, remove the bone with a pair of forceps and

carefully rinse the bone under running water.4 Compare the part of the bone that has been in the acid with

the rest of the bone.

2 What do you notice about the part of the bone that has beenleft in the acid?

3 Why do you think this has happened?4 Did the results match your prediction?5 Why do you think it is important to include calcium in a

balanced diet?


chicken leg bone

acidbeaker

Wear eyeprotection.

Theexperimentuses

hydrochloric acid. Take care not to get the acid on your skin or splash it into youreyes. If you want to try this at home,replace the hydrochloric acid withvinegar.


B5aTeacher

activity notesEvaluating a model elbow

Running the activityPupils draw their model joint and label it using the diagram of an elbow joint.Some of the tissues, such as tendons and ligaments, cannot be labelled on themodel.

Expected outcomesPupils produce diagrams that look something likethis:

Pupils recognise the limitations of their models.

Safety notesRubber bands and flying paper clips are potentialhazards.


2 tendons


4 If tendons stretched, the joint would not move when the muscle contracted.


6 ligaments


8 To allow the joint to move.


10 Cartilage and fluid in the joint between the two bones.




Type Purpose DifferentiationPaper Pupils make a labelled diagram of their working model of the elbow joint. Core

elastic band(triceps)

elastic band(biceps)

paperfastener

card (bone)

card (bone)


B5aActivity

CoreEvaluating a model elbow

You are going to use the model that you made in the lastlesson to produce a drawing of the elbow joint. This will helpyou evaluate your model.

1 Look at the diagram of a joint. It is the same joint that youmade a model of last lesson.

2 Use the diagram to help you draw your model elbow joint.Use as many of the above labels on your own drawing as you can.

1 Compare your diagram of the model with that of the elbowabove. Were there any parts of the elbow not represented inyour model?

2 How are muscles attached to the bones?3 How did you represent this in your model?4 Why is it important that this tissue cannot stretch?5 Was this property represented in your model?6 How is the joint held together?7 How did you represent this in your model?8 Why is it important that this tissue can stretch?9 How did you represent this in your model?10 In what two ways is friction within the joint reduced?11 How did you represent this in your model?12 What other materials could you have used to represent any

other parts of the elbow in your model?


ligament

cartilage

lubricatingfluid

bonetendon

muscle


B5b Teacher

activity notesA fitness programme

Running the activityPupils design two different fitness programmes; one for themselves and one fora parent or other adult. They should examine the fitness needs of everyonebefore designing the programme. They need to specify both the length andtype of each activity and the frequency with which the activities should becarried out. This is probably best done by producing a diary or chart of theactivities.


Expected outcomesPupils understand the differing requirements of producing a fitness programmefor different people.

PitfallsPupils need to be aware that older people have different needs and requiredifferent kinds of fitness programmes, e.g. suppleness rather than strength.

Safety notesThe fitness programmes are theoretical ones and should not be used in practicewithout expert advice on their suitability.

ICT opportunitiesPupils could search the Internet for different fitness programmes.

Answers1 Parents are older and require different kinds of fitness programmes.

2 To ensure that they are healthy enough to take part/should not stress heartor joints too much.


Type Purpose DifferentiationPaper Pupils produce a fitness programme for themselves and their parents. Core


B5bActivity

CoreA fitness programme

Being fit involves more than just exercise. There are manykinds of fitness. You are going to devise suitable fitnessprogrammes for yourself and a parent or other adult.

The main kinds of fitness are:

� stamina – being able to continue the activity for a long time� suppleness – being able to keep the joints mobile and loose� cardiovascular – having a strong heart� respiratory – having strong lungs� strength – having strong muscles.

Remember, you and an adult may well be starting the programmewith different levels of fitness. They may have better musclestrength than you, but you may have better stamina.

The programme should last for about 30 minutes and take placethree times a week. Remember, start off gently and graduallyincrease the level of exercise.

1 Draw two diaries of events similar to the one below, one foryou and one for your parent or other adult.

2 Complete the two tables with activities and times.

1 Explain why you have used different activities and times ineach of the two tables.

2 Suggest why it is a good idea for your parents to check withtheir doctor before starting the exercise programme.


week 1 week 2

date date date date date

activities and activities and activities and activities and activities andtime time time time time



B1 PlenariesAre you fit?

Review learning� Pupils do a fitness quiz and share their results with the

rest of the class.

Sharing responses� Pupils share their ideas from the Harvard Fitness Test and

activity to measure the vital capacity of the lungs, anddebate which of the two are best at measuring fitness.They should begin to understand that they both measurea different kind of fitness and that there is no one correctmethod for measuring fitness.

Group feedback� Working in groups, pupils look at advertising for leisure

centres to see what they offer. They could draw up a tableof comparisons.

Word game� Ask pupils to complete the wordsearch on the pupil

sheet.

� Show the answers as an OHT for them to check.

Looking ahead� Pupils brainstorm the different things that can affect

fitness. Ideas might include diet, exercise, disease,environment, genetics, age, smoking, drinking and drugs.

➔ Pupil sheet

EquipmentBrochures and advertising from leisurecentres. You will need to collect brochuresin advance of the lesson. A list of localcentres can be obtained from Yellow Pages.

➔ Pupil sheet

AnswersScore 35 to 50 = superhumanScore 25 to 34 = just a mere mortalScore less than 25 = how about trying toget fitter?


Review learning

Pupils do a fitness quiz.

Sharing responses

Pupils share ideas fromActivities B1a and B1b anddebate which of theactivities best measurefitness.

Group feedback

Pupils work in groups tolook at advertising forleisure centres to see whatthey offer.

Word game

Pupils do a wordsearch forwords relating to fitness.

Looking ahead

Pupils brainstorm thedifferent things that canaffect fitness.

B-Plenaries.qxd 09-Jun-04 5:43 PM Page 1


Review learning

Answer the following questions and add up your score.

1 Do you walk or cycle to school? Yes = 5 No = 0

2 Do you play sport for any school team? Yes = 5 No = 0

3 How much TV do you watch each day? 5 hours = 04 hours = 13 hours = 22 hours = 31 hour = 40 hours = 5

4 How many types of fruit and vegetables do you 7 or more = 5eat each day? 3 to 6 = 3

1 to 3 = 10 = 0

5 How many glasses of water do you drink each day? 8 or more = 55 to 7 = 31 to 4 = 1only drink pop = 0

6 When you snack, what do you eat? fruit = 5sandwich = 2crisps or chocolate = 0

7 How do you generally find your day to be? enjoyable = 5OK = 3no fun at all = 1

8 How many hours sleep do you get? more than 8 hours = 55 to 8 hours = 3less than 5 hours = 1

9 Do you smoke? No = 520 per day = minus 515 to 19 = minus 410 to 14 = minus 35 to 9 = minus 21 to 4 = minus 1

10 Do you think fitness is important? Yes = 5No = 0





Word game

All these words are connected with fitness. See how many of themyou can find in the wordsearch.

E A M P V G C J T N J Y E

H T G N E R T S A R R M L

T Q K B P O T T R I A W F

A S Q O I D R A C H L E I

E D A B H O K M U L U N H

R Y N F W O C I U S C E E

B S U P P L E N E S S G S

O R E X S B G A F L A Y L

G N O R T S V T Z G V X U

Q U I C K U D X R E W O P

blood breathe heartfastcardio

quicklungs pulsepoweroxygen

stamina strong vascularsupplenessstrength



B2 PlenariesBreathing and smoking

Review learning� Pupils review the problems caused by smoking and

giving up. Ideas can be brainstormed and could includeaddiction, bad temper, increased appetite, overweight,sleeplessness, expense, bad breath, socially unacceptable,etc.

Sharing responses� Collect the data from the groups and display it on the

board or as a graphic display from a spreadsheet.

� The data can then be analysed to see if smoking is morecommon in any particular sex or age group.

Group feedback� Pupils share their answers from Activity B2a.

� A class discussion can establish that when the sheet islowered, pressure drops in the lemonade bottle and air ispushed into the balloon by external air pressure. Whenthe sheet is pushed up, air pressure inside the lemonadebottle increases and this squashes the balloon andpushes the air out.

� Make sure pupils are clear how the model can then berelated to how the lungs work.

Word game� Pupils do a true/false quiz.

Looking ahead� In groups, pupils write a definition of what they think a

drug is.

� They feed back their ideas to the whole class. Ideas willvary and they will soon realise that it is very difficult todefine a drug. The ideas may include ‘a chemical that istaken into the body that brings about changes within thebody’.

➔ Pupil sheet

Answers1 false; 2 true; 3 true; 4 false; 5 true; 6 true; 7 true; 8 false; 9 true; 10 true


Review learning

Pupils review the problemscaused by smoking andgiving up.

Sharing responses

Collate results andconclusions from the StarterCapture interest (2).

Group feedback

In groups, pupils sharewhat they have found outfrom Activity B2a.

Word game


Looking ahead

Pupils write a definition ofwhat they think a drug isand then feed back ideas tothe whole class.

B-Plenaries.qxd 22-Jul-04 2:33 PM Page 4

Plenaries

Sheet 1 of 1

Sheet 1 of 1


PlenariesB2 Breathing and smoking

Word game

Decide if the following statements are true or false. Cross out the wrong answer.

1 The tube that connects the nose to the lungs is called the oesophagus. [True/False]

2 Rings of cartilage keep the trachea open. [True/False]

3 The diaphragm is a sheet of muscle found underneath the lungs. [True/False]

4 The diaphragm relaxes when we breathe in. [True/False]

5 As we breathe out, pressure inside the lungs increases. [True/False]

6 The lungs get larger when we breathe in. [True/False]

7 Our lung model would be more accurate if the lemonade bottle got bigger when we breathed in. [True/False]

8 If the model smoked, tar would be deposited on the inside of the bottle. [True/False]

9 The model does not show the blood vessels that carry away the oxygen. [True/False]

10 Muscles make the ribs move up and outwards when we breathe in. [True/False]


B2 Breathing and smoking

Word game

Decide if the following statements are true or false. Cross out the wrong answer.

1 The tube that connects the nose to the lungs is called the oesophagus. [True/False]

2 Rings of cartilage keep the trachea open. [True/False]

3 The diaphragm is a sheet of muscle found underneath the lungs. [True/False]

4 The diaphragm relaxes when we breathe in. [True/False]

5 As we breathe out, pressure inside the lungs increases. [True/False]

6 The lungs get larger when we breathe in. [True/False]

7 Our lung model would be more accurate if the lemonade bottle got bigger when we breathed in. [True/False]

8 If the model smoked, tar would be deposited on the inside of the bottle. [True/False]

9 The model does not show the blood vessels that carry away the oxygen. [True/False]

10 Muscles make the ribs move up and outwards when we breathe in. [True/False]



B3 PlenariesDrugs and alcohol

Review learning� In groups, pupils discuss their views on drinking laws and

reclassification of cannabis. Opinions may well vary andjudgement should not be passed on their ideas.

� Afterwards, a show of hands could be taken on eachissue.

Sharing responses� Pupils share their conclusions from Activity B3a. It is

likely that reaction time will increase using a stimulant.

� This could lead on to a discussion of the results thatwould be expected if alcohol had been used instead andthe implications for drink-driving.

Group feedback� Pupils discuss their opinions and answers from Activities

B3b and B3c. This can be done in conjunction with‘Sharing responses’ and can lead into a wider debateabout drinking and smoking.

Word game� Pupils work in pairs and place all the cards face down.

They take it in turns to turn over two cards and look atthem before returning them to face down if they are nota pair (a word with its correct definition). They need toremember where these cards are so that they can turn upa pair of a word and its definition together later.

� The person with the most correct pairs wins.

Looking ahead� Pupils brainstorm risks of injury in sport and how to

avoid them. Ideas to prevent injury could include: wearprotective clothing (with examples), have more rules toprevent violent contact, stricter refereeing, etc.

➔ Pupil sheet


Review learning

Pupils share their views ondrinking laws andreclassification of cannabis.

Sharing responses

Pupils share theirconclusions from Activity B3a.

Group feedback

Pupils discuss their opinions and answers fromActivities B3b and B3c.

Word game

Pupils match the drug tothe symptom.

Looking ahead

Pupils brainstorm risks ofinjury in sport and how toavoid them.


B3 PlenariesDrugs and alcohol

Word game

Cut out the cards. Working with your partner, place all the cards face down.

Take it in turns to turn over two cards. If you turn over a pair of cards (a word with itscorrect definition), keep them.

If they are not a pair, look at them carefully before turning them face down again.Remember where the cards are so you can turn up a pair of cards with a word and itsdefinition together later.

The person with the most correct pairs wins.


alcohol

nicotine

cannabis

heroin

vodka

cigarettes

lung cancer

liver disease

addiction

A need to take the drug again and again.

A disease caused by drinking.

A drug found in wine, beer and spirits.

A disease caused by smoking.

A drug found in cigarettes.

A drug that is illegal to smoke.

Tobacco is smoked using these.

A very dangerous illegal white powder.

A type of alcoholic drink.



B4 PlenariesInjury time

Review learning� Pupils label parts of a joint.

� The correct labels can be written onto a copy of the pupilsheet and shown as an OHT.

� To extend the activity, pupils could include the functionof each part.

Sharing responses� Pupils share their predictions from Activity B4b.

� Ask them to explain their predictions and attempt tojustify them.

� A show of hands could be taken to see how many pupilsproduced a correct prediction.

� A second show of hands could be taken to see how manypupils produced predictions based on correct reasoning.

Group feedback� Pupils demonstrate the model joints they made in

Activity B4a.

� Ask them to identify any similarities and differencesbetween all the models the groups made.

Word game� Pupils play ‘tip of my tongue’, with joints and body

parts.

� Read out a definition and ask pupils to name the part.

Looking ahead� Pupils brainstorm simple ways of helping people in the

home who have arthritis. Ideas might include: stair lift,zimmer frame, devices for opening bottle tops, wall-mounted can openers, bigger handles on things,modified bathroom, etc.

➔ Pupil sheet

➔ Teacher sheet


Review learning

Pupils label parts of a joint.

Sharing responses

Pupils share theirpredictions from Activity B4b.

Group feedback

Pupils demonstrate themodel joints from Activity B4a.

Word game

Pupils play ‘tip of mytongue’.

Looking ahead

Pupils brainstorm simpleways of helping people inthe home who havearthritis.



Review learning

Complete the labels on the diagram of the joint.

Sheet 1 of 1

Sheet 1 of 1


PlenariesB4 Injury time

Review learning

Complete the labels on the diagram of the joint.




Word gameTeacher sheetRead out the definitions below in any order.

1 Joins the thigh to the lower leg. [knee joint]

2 Joins the upper arm to the lower arm. [elbow joint]

3 A joint that can move in one direction only. [hinge joint]

4 Joins the foot to the lower leg. [ankle joint]

5 Joins the upper arm to the scapular. [shoulder joint]

6 Joins the femur to the pelvic bone. [hip joint]

7 Joins finger bones together. [knuckle]

8 Protects the brain. [skull]




B5 PlenariesExtra injury time

Review learning� Pupils complete the crossword to remind themselves

about how joints work.

Share responses� Pupils share responses on the two fitness programmes

from Activity B5b.

� The best ideas can be amalgamated into two new fitnessprogrammes, one for a child and one for an adult.

Group feedback� Pupils feedback on the functions of tendons and

ligaments from Activity B5a. They should now fullyunderstand the workings of a joint and know the rolesplayed by each part.

Word game� Pupils play Name that tissue.

Looking back� Pupils revise and consolidate knowledge for the unit.

They can use the Unit map, Pupil checklist or the Testyourself questions.

➔ Pupil sheet

AnswersAcross: 1 cartilage; 5 stretch; 7 bone; 8 push; 9 muscle. Down: 2 arthritis; 3 tendon; 4 antagonistic; 6 contract

➔ Teacher sheet

➔ Unit map

➔ Pupil checklist

➔ Test yourself


Review learning

Pupils do a crossword abouthow joints work.

Sharing responses

Pupils share responses onthe two fitness programmesfrom Activity B5b.

Group feedback

Pupils share their ideas onthe functions of tendonsand ligaments from Activity B5a.

Word game

Pupils play ‘Name thattissue’.

Looking back

Pupils revise andconsolidate knowledgefrom the unit.



Review learning

All these clues are connected with joints. See how many of themyou can answer in the crossword.

Across

1 Tissue found on ends of bones to reduce friction.5 Ligaments can do this but tendons cannot.7 Hard tissue containing calcium.8 Muscles can pull but they cannot .....9 Tissue that can contract.

Down

2 Disease when joints wear out.3 Connects muscle to bone.4 When a pair of muscles pull in opposite directions.6 Muscles do this when they become shorter and fatter.


1 2 3

9

4

5 6

7

8



Word gameTeacher sheetRead out the definitions below in any order.

1 Tissue that provides a smooth surface on the ends of bones. [cartilage]

2 Tissue that holds a joint together. [tendon]

3 Tissue that lubricates a joint. [lubricating fluid (synovial)]

4 Tissue that can contract but not expand. [muscle]

5 Joint that can move in one direction only. [hinge joint]

6 All the bones in the human body. [skeleton]

7 Strong body parts made from cylinders of tissue. [bones]

8 Parts of the body where bones are linked together. [joints]

9 A way of seeing the bones inside our body. [X-ray]




B6 PlenariesWorking together – Think about

Group feedback� Pupils share their ideas about the best ways of making a

ball and socket joint. Ideas may include: freedom for ballto move in many different directions, ball and cupneeding lubrication, several antagonistic muscle pairsrequired, etc.

Bridging to other topics� Pupils discuss the ethics of using human subjects in

experiments. Ideas may include consent forms forsurgical procedures, keeping patients informed, allowingpatients to make the decisions, not doing deliberateharm.

� The idea can be extended to the brand new design of arevolutionary new hip replacement joint. How should itbe tested? What needs to be done before it is put intogeneral use? Should patients be told about it and why?


Group feedback

Pupils share their ideas about the bestways of making a ball and socket joint.

Bridging to other topics

Pupils brainstorm ideas about the ethicsof using human subjects in experiments.


B1 SpecialsAre you fit?

1 Draw lines to match the words to the descriptions.


digestive system

circulatory system

respiratory system

Puts oxygen into my bodyand removes carbon

dioxide from my body.

How well my body gets glucoseand oxygen to my cells.

Uses blood to carry glucoseand oxygen around my body.

Breaks down my food intonutrients like glucose.

fitness

2 Underline the correct wordto complete each sentence.

a If I breathe faster, I takein more / less oxygenand get rid of more /less carbon dioxide.

b If my heart beats faster,it pumps bloodslower / faster to andfrom my cells.

3 When you are fit, yourbody copes better withexercise.

Colour the things thatchange when you exercise every week.

Your musclesget bigger and

stronger.

Your heartgets bigger

and stronger.

Your lungs get bigger.

Your lungs get smaller.

Your heartstays the same.

You get puffedeasily.

Your muscles

get smaller.

B-Specials.qxd 17-Jun-04 9:02 PM Page 1

B2 SpecialsBreathing and smoking

1 Write true or false for each sentence.

a If you smoke, you breathe in lots of harmless chemicals. b Cigarette smoke damages the alveoli (tiny air sacs) in

your lungs. c Tar in cigarette smoke causes cancer and bronchitis. It also

clogs up the tiny alveoli. d Nicotine makes it hard to give up smoking. It also gives

you high blood pressure and heart disease. e Smoking has no effect on an unborn baby. f Less oxygen from your lungs reaches your cells if you smoke.

2 Here are some facts about smoking.Use them to answer the questions.

Smoking – The facts

Every year there are around 120 000 deathscaused by smoking.

For each week a person smokes, their life is shortenedby more than one day.

If you smoke 20 cigarettes a day, they will cost over£1000 a year.

Smoking causes diseases such as heart disease, lungcancer, throat cancer, lung infections, emphysema andbronchitis. It hardens the arteries and this means thatlegs may need to be amputated (cut off).

a Name two diseases caused by smoking.

and

b How much money does a 20-a-day smoker spend on cigarettes

over two years?

c How many deaths are caused by smoking each year?

d If you were to smoke for one year, by how many days

would your life be shortened?



B2 SpecialsBreathing and smoking (continued)

3 The sentences describe how you breathe.

a Cut out the diagrams. Stick them on the top of a clean sheet of paper.b Read the sentences then cut them out.c Match the sentences to the diagrams. Put the sentences in order.

Each diagram has three sentences – A, B and C.d Check with your teacher before you stick down the sentences.


A Oxygen is taken

from the air into

the blood in your

lungs.

C The air issqueezed out ofyour lungs andyou breathe out.

A Your diaphragm

relaxes and

moves up.

B Then the air goesinto the bronchi.

C This is calledgas exchange.

C Then it goesinto your lungs.

A Warm, damp airfrom your noseand mouth goesto your windpipe.

B The space insideyour chest getssmaller.

A Your diaphragmcontracts andmoves down.

C Air moves in

through your

nose and mouth.

B The space insideyour chest getsbigger and youbreathe in.

B The blood loses

waste carbon

dioxide into the

air in your lungs.

carbondioxide

oxygen

1 2 3 4


B3 SpecialsDrugs and alcohol

1 Look at this list of drugs.

a Colour the recreational drugs in blue.b Colour the medical drugs in green.c Colour the illegal drugs in red.

2 Draw lines to match the wordsto the descriptions.


drug

alcohol

heroin

cannabis

addictive drug

side effects

A drug that you want more ofwhen its effects have worn off.

This drug makes you feel happy. Itis very addictive and can make you

lose consciousness or even die.

This drug makes you happy butconfused, or see things that aren’t

there. It also causes bronchitis, lungcancer and mental problems.

A substance that changes howyour body works, or how you

think and feel.

Things that happen that aren’t themain reason people take the drug.

This drug can make you feel moreconfident. It can also make you feel

sleepy. You can lose your sense of balanceand have slurred speech. It slows your

reactions down. It can damage your liverand brain, and can cause cancer.

cocainealcohol

heroin nicotine cannabis antibiotics

caffeine aspirin


B4 SpecialsInjury time

1 Use these words to fill in the gaps.

a Your bones make up your .

b Your bones your body and hold you up.

c Your bones the delicate parts of your body.

d Your bones are so you can

about quickly and easily.

e Bones can be (broken).

2 Draw lines to match the bones to their jobs.


backbone

ribs

skull

knee

elbow

shoulder

Protect your heartand lungs.

Protects your brain.

Helps your lowerleg to move.

This helps your arm tomove in all directions.

Helps your lowerarm to move.

Supports yourbody and is jointedso you can bend.

fractured support jointed skeletonmove protect


B4 SpecialsInjury time (continued)

3 Look at this diagram of a joint.

a Use words from this list to label the diagram.

b Use words from the list to fill in the gaps in thesesentences.

i The strong straps which hold the bonestogether are called . You caninjure them by spraining or stretching them.

ii The cushions and ‘oils’ yourjoints so they move smoothly.

iii Muscles are fixed to your bones by.

iv The ends of your bones are protected bysmooth tissue called .


ligaments cartilagemuscle tendons fluid bone


B5 SpecialsExtra injury time

1 Write true or false for each sentence.

a Muscles work in pairs.

b Muscles are joined to bones by ligaments.

c If you don’t warm up properly before exercising, you can

injure muscles, tendons and ligaments.

d Muscles can only push bones, they cannot pull them.

e One muscle contracts to pull a bone, the other muscle

relaxes.

2 When you are fit, your body copes better with exercise.

a Colour in green all the things that change whenyou exercise regularly.

b Colour in blue all the things you can do to get fit.c Cross out all the things you should not do if you want

to get fit and stay fit.


My heart getsstronger.

Eat healthily.

My lungsget bigger.

Eat lots offatty foods.My muscles

get smaller

and weaker.

My lungs getsmaller.

Stop smokingand cut downon drinking.Smoke more,

drink more.

My heart beatsslower.


B6 SpecialsWorking together1 Look at this list of properties.

Which would be good properties for a replacement hip jointto have? Draw a circle around them.

2 The replacement joint can be fixed in with a cement.

a Look at this informationfor how many jointsfailed when cementwas used.

Underline the correctword to complete thesentence below.

The older the patient the more / less likely the joint is to fail.

b Look at this informationfor how many jointsfailed when cementwas not used.

Underline the correctword to complete thesentence below.

The older the patient the more / less likely the joint is to fail.

c For a young patient, would you recommend that cement is

used?

d For an older patient, would you recommend that cement isused?


Age group Percentage of jointsthat failed in 10 years

20–30 25%

40–50 16%

60–70 8%

Age group Percentage of jointsthat failed in 10 years

20–30 8%

40–50 17%

60–70 25%

Wears away easily.

esDoesn’t break easily.Breaks easily.

Looks pretty.

Ball and socketrub together.

Doesn’t wearaway much.

Ball and socket move

easily past each other.


B Specials answersFit and healthy

B1 Are you fit?1 digestive system – Breaks down my food into

nutrients like glucose.respiratory system – Puts oxygen into my body.It also removes carbon dioxide from my body.circulatory system – Uses blood to carry substanceslike glucose and oxygen around my body.fitness – Is a measure of how well my body getsglucose and oxygen to my cells.

2 a more, moreb faster

3 Coloured – your lungs get bigger, your heart getsbigger and stronger, your muscles get bigger andstronger.

B2 Breathing and smoking1 a false

b truec trued truee falsef true

2 a Any two from: heart disease, lung cancer,throat cancer, lung infections, emphysema,bronchitis.

b £2000c 120 000d More than 52 days.

3 1 A Your diaphragm contracts and movesdown. B The space inside your chest getsbigger and you breathe in. C Air moves inthrough your nose and mouth.

2 A Warm, damp air from your nose andmouth goes to your windpipe. B Then the airgoes into the bronchi. C Then it goes intoyour lungs.

3 A Oxygen is taken from the air into theblood in your lungs. B The blood loses wastecarbon dioxide into the air in your lungs. C This is called gas exchange.

4 A Your diaphragm relaxes and moves up. B The space inside your chest gets smaller. C The air is squeezed out of your lungs andyou breathe out.

B3 Drugs and alcohol1 a Coloured blue – caffeine, alcohol, nicotine.

b Coloured green – aspirin, antibiotics.c Coloured red – cocaine, heroin, cannabis.

2 drug – A substance that changes how your bodyworks, or how you think and feel.addictive drug – A drug that makes you wantmore of it once its effects have worn off.side effects – Things that happen which aren’tthe main reason people take the drug.

alcohol – This drug can make you feel moreconfident. It can also make you feel sleepy. Youcan lose your sense of balance and have slurredspeech. It slows your reactions down. It candamage your liver and brain, and can causecancer.heroin – This drug makes you feel happy. It isvery addictive and can make you loseconsciousness or even die.cannabis – This drug makes you happy butconfused, or see things that aren’t there. It alsocauses bronchitis, lung cancer and mentalproblems.

B4 Injury time1 a skeleton

b supportc protectd jointed, movee fractured

2 backbone – Supports your body and is jointed soyou can bend.ribs – Protect your heart and lungs.skull – Protects your brain.knee – Helps your lower leg to move.elbow – Helps your lower arm to move.shoulder – Helps your arm to move in alldirections.

3 a Clockwise from top right – muscle, tendons,ligaments, bone, fluid, cartilage.

b i ligamentsii fluid

iii tendonsiv cartilage

B5 Extra injury time1 a true

b falsec trued falsee true

2 a Coloured green – My heart gets stronger. Mylungs get bigger. My heart beats slower.

b Coloured blue – Eat healthily. Stop smokingand cut down on drinking.

c Crossed out – Eat lots of fatty foods. Smokemore, drink more.

B6 Working together1 Circled – Ball and socket move easily past each

other. Don’t wear away much. Don’t break easily.2 a less

b morec nod yes


Spe Answers.qxd 6/23/2004 9:19 AM Page 2

B1 HomeworkAre you fit?

HELP

1 Megan, Gemma and Laura are at the gym. They all go on the exercise bikes for 7 minutes. They measure their pulse rates every minute. The graphs show what happened to their pulses.

a Who has the highest resting pulse rate?

b Who has the lowest exercise pulse rate?

c i Which of the girls is the fittest? ii Explain your answer.

d Which of the girls will have transferred the most energy during the exercise?

e What will happen to Megan’s resting pulse rate if she keeps on training?

f Which girl will breathe slowest when at rest?

CORE

2 a The names of three organ systems are given below. For each one, explain why it is important for keeping fit.

i Digestive system. ii Circulatory system. iii Respiratory system.

b i Write a word equation for the reaction that releases energy from glucose.

ii Where in the body does this reaction take place?

EXTENSION

3 a i Which special cells carry oxygen around the body?

ii How are they adapted to pass through small blood vessels?

b i Explain why your heartbeat increases during exercise.

ii Why do fit people’s hearts beat more slowly than unfit people’s hearts?

c i Which reaction transfers chemical energy from food into heat and movement energy in the body?

ii Write the symbol equation for this reaction.


0

1301201101009080

2 4 6 8 10 12

Time in minutes

Megan

Puls

e be

ats

per

min

ute

0

1301201101009080

2 4 6 8 10 12Time in minutes

Gemma

Puls

e be

ats

per

min

ute

13012011010090

7080Pu

lse

beat

s p

erm

inut

e

0 2 4 6 8 10 12Time in minutes

Laura

B-Homework.qxd 17-Jun-04 9:07 PM Page 1

E1 Homework

HELP

1 a Write down the label letter from the diagram with the correct name for the part. Use the names below.

b For each statement below saywhether it is true or false.

i When air goes into the lungs the ribcage lifts up and out.

ii When we breathe out our diaphragm tightens and moves down.

CORE

2 Table 1 gives some data about deaths from different causes in 2000 in the UK. Table 2gives data about deaths from illnesses related to smoking in 2000. Table 3 gives somestatistics about the ages of people who smoke regularly.

Table 1 Table 2


B2 Breathing and smoking

Sheet 1 of 2

Cause of death Deaths per year

Road accidents 3391

Other accidents 8933

Poison/overdose 3157

Murder & manslaughter 495

Suicide 4485

HIV/AIDS 180

Smoking-related 120000

diaphragm

bronchiole

right lung

trachea

heart

ribs

A

B

C

DE

F

Illness % of deaths relatedto smoking

Lung cancer 80

Heart disease 17

Bronchitis & 80emphysema

All illnesses 30


B2 HomeworkBreathing and smoking (continued)

Table 3

Year Age group % of population who are regular smokers

% male % female % of all

1974 All ages 51 41 46

1999 11 years old 1

15 years old 25

11–15 years old 8 11 9

20–24 years old 38

Over 60 16

2002 All ages 28 26 27

a What causes the greatest number of deaths per year?

b Which major illnesses are most affected by smoking?

c i What total percentage of all listed deaths, in Table 1, is not due to smoking? Show how you reached your answer.

ii What percentage of all the listed deaths is smoking-related?

d How has the percentage of smokers changed since 1974?

e How has the balance of male and female smokers changed since 1974?

f i Which age group, in 1999, had the greatest number of smokers?

ii In what way are the numbers of smokers in 1999 different forteenagers, compared with the 20–24 age range?

EXTENSION

3 In general, smoking has decreased significantly since the early 1970s, from almost halfthe population admitting they were regular smokers in 1974 to about a quarter today.

a Suggest a reason why there are fewer regular smokers today than 30 years ago.

b In the over 60 age group today, only around 16% of people are regular smokers.Suggest two reasons why the figure for this age group is so much lower than forthe population as a whole.

4 Cigarette smoke has a variety of effects on the lungs and the rest of the body. For each component of cigarette smoke given below say how it affects the body.

a Tar b Nicotine c Carbon monoxide



B3 HomeworkDrugs and alcohol

HELP

1 a For each of the drugs listed below say whether the drug isillegal, medicinal or recreational.

i Nicotine

ii Cannabis

iii Alcohol

iv Paracetamol

v Ecstacy

b Will is having his reaction times tested. The graph shows Will’sreaction times. Will drinks one unit of alcohol at the start ofthe test.

i How will Will’s reaction time change soon after the drink?

ii How will this show up on the graph?

iii How long would it take for this effect to wear off? Choosefrom half an hour, one hour or at least two hours.


00123456789

10

5 10 15 20 25 30 35 40

Time in minutes

Reac

tion

time

in s

econ

ds


B3 HomeworkDrugs and alcohol (continued)

CORE

2 a The table shows the side effects of some drugs but they arenot matched up to the drugs correctly. Copy out the tablemaking the correct matches to each drug.

b i Explain the meaning of addictive.

ii Which substance in tobacco smoke is addictive?

iii People who give up smoking often tend to put on weightat first. Suggest why this might happen.

iv Explain why cocaine is an illegal drug but caffeine is not.

EXTENSION

3 Jude is trying to give up smoking. She sticks a special patch ontoher arm every day.

a Which drug does the patch contain?

b Explain how the patch helps Jude to stop smoking.

c Jude is under sixteen. She is arrested outside a nightclub. She is smoking tobacco and is drunk.

Which drug do you think is causing the greater problem?Explain your reasons.

d Jude goes to discos and nightclubs. She often takes an ecstasytablet before she goes into the club.

i Why does Jude take the tablet?

ii Some people have died after taking ecstasy. What hasusually caused their deaths?

iii Give one other side effect of ecstasy.


Drug Side effect

A Heroin 1 Permanent liver damage

B Alcohol 2 High blood pressure and heart disease

C Nicotine 3 Bronchitis and lung cancer

D Cannabis 4 Depression and extreme nervousness

E Cocaine 5 Unconsciousness, coma and death


B4 HomeworkInjury time


HELP

1 a Match the beginning of each sentence in the table below with the correct ending. Write out the complete sentence.

b Copy and complete the following sentences.

i The point where two bones join and move is called … .

ii You cannot usually stand up on a broken leg because … .

iii Our delicate lungs are protected by … .

iv Our skulls are sturdy because they protect … .

Beginning Ending

A Cartilage is a tissue that 1 provide support for the body.

B Ligaments are the parts that 2 acts like oil to lubricate the joint.

C Bones are the hard parts of the 3 helps the ends of the bones slideskeleton that over each other.

D Fluid is a liquid between the 4 connects the muscle to the bone.joints that

E Tendon is a tissue that 5 hold the bones together.


B4 HomeworkInjury time (continued)

CORE

2

a i What type of joint is shown in diagram A?

ii Name one place where this type of joint is found.

iii Describe the ways in which this type of joint can move.

b i What type of joint is shown in diagram B?

ii Name one place where this type of joint is found.

iii Describe the ways in which this type of joint can move.

c Josh has hurt his ankle playing rugby. The coach is not sure whether the ankle isbroken or sprained. Explain the difference between a break and a sprain.

EXTENSION

3 a Bones are made of tissues and cells. Explain why bones need a good bloodsupply.

b i Explain what makes bones hard and strong.

ii Suggest one food that will help bones to develop as you are growing.

4 Some people develop arthritis when they get older. In this disease, small solid crystals collect in the synovial fluid around joints.

a Suggest why arthritis sufferers have very stiff joints.

b Suggest why arthritis sufferers often have ‘creaking’ joints.

c Some arthritis patients find that a hot water bottle around the painful joint can make it less painful and easier to move. Suggest a reason why warmth mighthelp. (Hint: think about how warming a fluid might change its ‘thickness’.)


A B


B5 HomeworkExtra injury time

HELP

1 The table below shows some information about Charlotte’s bodybefore and after she went on a six month fitness training programme.


Factor Before training After training

Heart rate in beats per minute 90 72

Breathing rate in breaths per minute 18 16

Body weight in kg 70 65

Diameter of leg around the calf 36 41muscle in cm

a How has training affected Charlotte’s:

i heart rate? ii body weight? iii calf muscle?

b i What has happened to the strength of Charlotte’s heart after six months of training?

ii Explain why this happened.

c Explain why Charlotte’s calf diameter has increased.

d When she began her training, Charlotte did not warm up properly. She often damaged the tendons in her ankle.

i What is the job of a tendon?

ii Why did Charlotte’s tendons become damaged?

CORE

The diagram shows the muscles in Lester’s leg, seen from the outside of his leg.

2 a Which muscle will contract when Lester raises his leg to the front?

b Which muscle will contract when Lester stands on tiptoe?

c Describe what is meant by ‘muscles work in pairs’ byexplaining how muscles E and G work together.

d Which lettered part is a tendon?

C

B

thigh bone

GA

D

tendon

E

F


B5 HomeworkExtra injury time (continued)

e i Describe how Lester’s leg will move when muscle A contracts.

ii What type of joint is moved by muscle A?

f i Lester over-stretches and strains muscle B. What happens to this muscle when it becomes strained?

ii Why must Lester now stop doing more exercise?

EXTENSION

3 Clare is a rock climber. She has very strong arms. Sometimes, when she has been climbing a very steep cliff, her arm muscles become very tired and her fingers cannot grip so well. This is because lactic acid, from anaerobic respiration, builds up in Clare’s muscles when they work hard. Lactic acid is moved away from Clare’s muscles by her blood. If she has a good rest, the lactic acid clears from her arm muscles and she can grip tightly again.

a Clare’s arm muscles are bigger than those in her friend’s arm, who is not a rock climber. Explain why Clare’s muscles are bigger.

b i Extra capillaries have grown in Clare’s arms, as she has done more and more rock climbing. Why has this happened?

ii When Clare first began climbing her arms became tired very quickly. Now she can hang on for much longer before they tire. Explain why this has happened.

c Clare loves to have a cooked breakfast to give her plenty of energy before she goes climbing. She likes plenty of bacon, fried sausages, fried bread, fried eggs and lots of buttered toast. What advice would you give to Clare about her diet and why would you give her this advice?

d In the winter, when Clare cannot get outdoors to climb, what should she do to keep her arms fit for the next summer?



XXHomework

mark schemeAre you fit?


B1

HELPQuestion Answer Mark

1 a Megan 1

b Gemma 1

c i Laura 1

ii She has the lowest resting pulse rate 1and she recovers faster than the others. 1

d Laura 1

e It will get slower. 1

f Laura 1

Total for Help 8

COREQuestion Answer Mark

2 a i Breaks down food into nutrients 1so that glucose/they can be absorbed into the bloodstream. 1

ii Carries nutrients and oxygen 1+1around the body/to all the cells. 1

iii Delivers oxygen to the blood 1and removes carbon dioxide from the blood. 1

b i glucose + oxygen carbon dioxide + water 21 mark for reactants and 1 mark for products.

ii In the cells/cytoplasm. 1

Total for Core 10

EXTENSIONQuestion Answer Mark

3 a i Red blood cells. 1

ii They are flexible. 1

b i Cells need more oxygen to respire faster 1so the heart must deliver blood to them more quickly. 1

ii The exercise has made the heart stronger/built up the heart muscleso it beats more strongly. 1

c i Respiration 1

ii C6H12O6 + 6O2 6CO2 + 6H2O 21 mark for correct formulae and 1 mark for correctly balanced.

Total for Extension 8



B2Homework

mark schemeBreathing and smoking


1 a A – trachea; B – ribs; C – heart; D – right lung/lung;E – diaphragm; F – bronchiole. 1 mark for each correct link. 6

b i True 1

ii False 1

Total for Help 8


2 a Smoking/smoking-related illnesses. 1

b Lung cancer; bronchitis and emphysema. 2

c i 20641/140641 × 100 = 14.7%. 1 mark for setting and 1 mark 2for correct answer. Carry through from incorrect setting. Accept 15%.

ii 85.3% Carry through from incorrect addition in part i. Accept 85%. 1

d It has decreased/almost halved. 1

e Used to be more male smokers but now about the same male as female. 1Accept other equivalent responses.

f i 20–24 years. 1

ii Fewer teenagers smoke than other age groups. 1

Total for Core 10


3 a Cigarettes used to be advertised. 1Now people are more aware of the dangers. 1

b They have had more time to become aware of the dangers. 1Many of them have already died from smoking-related illnesses. 1

4 a Damages the alveoli/damages the cilia so they cannot clearthe debris/causes lung cancer. 1

b Addictive 1so makes it harder to give up/causes a craving for more. 1

c Reduces the amount of oxygen the blood can carry, reduces oxygen uptake byhaemoglobin in the blood. 1




B3Homework

mark schemeDrugs and alcohol


1 a i Recreational 1

ii Illegal 1

iii Recreational 1

iv Medicinal 1

v Illegal 1

b i It will slow down/he will take longer to react. 1

ii The line will start to go up. 1

iii One hour. 1

Total for Core 8


2 a Matches are: A – 5; B – 1; C – 2; D – 3; E – 4. (4 or 5 correct = 4 marks; 43 correct = 2 marks; 1 or 2 correct = 1 mark)

b i You feel bad when the drug’s effect wears off 1so you need to take some more to feel good again. 1

ii Nicotine 1

iii Coming off nicotine leaves people feeling depressedso they eat for something to do instead of smoking.Or smoking suppresses appetite so people tend to eat more when not smoking. 2(2 marks for either answer).

iv Caffeine does not cause the permanent harm to your body that cocaine does. 1

Total for Help 10


3 a Nicotine 1

b It replaces the nicotine that she used to get from smoking 1so she can gradually reduce the nicotine dose without having withdrawal symptoms. 1

c Being drunk because it causes distress to other people/is 1antisocial/may cause people to damage property. 1Accept other appropriate responses.

d i To make her feel energetic/happy. 1

ii Overheating 1

iii Cannot sleep/poor appetite. 1




B4Homework

mark schemeInjury time


1 a Correct matches are: A – 3; B – 5; C – 1; D – 2; E – 4. 44/5 correct = 4 marks; 3 correct = 3; 2 correct = 2; 1 correct = 1

b i The point where two bones join and move is called a joint. 1Underscore is pupil response.

ii You cannot usually stand up on a broken leg because there is no supportfor your weight/it is too painful/the muscles are no longer attached to asecure point. 1Underscore is pupil response.

iii Our delicate lungs are protected by the ribs/ribcage. 1Underscore is pupil response.

iv Our skulls are sturdy because they protect the brain. 1Underscore is pupil response.

Total for Help 8


2 a i A ball and socket (joint). 1

ii Shoulder/hip 1

iii In all directions. 1

b i A hinge (joint). 1

ii Elbow/knee/fingers/toes 1

iii Only backwards and forwards. 1

c Breaks happen to bones 1where the bone snaps/cracks/fractures. 1Sprains happen to ligaments 1if they are over-stretched. 1

Total for Core 10


3 a They contain living cells 1which need nutrients and oxygen. 1

b i Calcium salts. 1

ii e.g. Milk/cheese/any calcium-rich foodstuff. 1

4 a The crystals prevent the bones of the joint from sliding over each othereasily/increase the friction between the moving bones. 1

b The bones grind on the crystals which makes the creaking sound. 1

c Warm liquids are less thick/more fluid, 1which helps the bones to slide more easily. (Accept arguments based on 1warmth dissolving some of the crystals so making the movement less restricted.)



B5Homework

mark schemeExtra injury time



1 a i Decreased it. 1

ii Decreased it. 1

iii Increased it. 1

b i It has got stronger. 1

ii It needs to pump more blood round the body so the heart muscles grow. 1Accept equivalent responses.

c Exercise builds up muscle. 1

d i Attaches muscles to bones. 1

ii Sudden stretches without warming up can tear tendons. 1Accept equivalent responses.

Total for Help 8


2 a E 1

b C 1

c As the leg is raised muscle E contracts and muscle G relaxes. 1As the leg is lowered muscle G contracts and muscle E relaxes. 1

d F 1

e i It will rise to the left/it will lift upwards and outwards. 1

ii A ball and socket joint. 1

f i Some of the muscle tears/snaps 1and starts bleeding inside his leg. 1

ii To prevent further damage. Accept equivalent responses. 1

Total for Core 10


3 a Constant use has made Clare’s muscles grow/get larger. 1

b i To supply more blood. 1

ii In untrained muscles the lactic acid builds up quickly. 1In trained muscles the lactic acid can be cleared faster 1because there are more capillaries to carry it away. 1

c She should stop eating so many fatty foods 1because this can clog up her arteries so the blood does not pump round as well. 1

d She could, for example: go weight training/go to a gym/use anindoor climbing wall/go swimming etc. 1



B Test yourselfFit and healthy

1 Complete the following passage. Use the words below to fill the gaps. You may use each word once, more than once, or not at all.

Your body has many organs that work together to form organ

.

The are part of the breathing system which allows you

to take from the air and absorb it into your blood.

They also get rid of waste .

The system breaks down the food that you eat

and absorbs into the blood. This is then transported

around the body in the system.

The is an important part of the circulatory system as

it pumps around the body. Blood carries oxygen and

to the parts of the body that need them.

2 a Complete the following word equation for respiration.

+ oxygen →

+ water + energy

b Complete the following sentences by crossing out the wrong words.

Respiration is a chemical reaction/reason in which glucose and oxygen/carbon dioxide combine to produce water, oxygen/carbon dioxide and fuel/energy.

This energy is used by all of the cells/bones in your body to keep you alive.

3 Write each letter from the diagram on the next page in the box next to the correct label.

rib bronchiole

windpipe voice box

diaphragm alveoli

left lung


nutrients heart systems digestive food lungs

carbon dioxide circulatory oxygen blood glucose

Test-Qust.qxd 6/25/2004 10:32 AM Page 4

B Test yourselfFit and healthy (continued)


A drug is a that affects the way that your body works.

Drugs can be divided into three main types: medical, and illegal.

An example of a medical drug is .

Alcohol is an example of a drug.

An example of an illegal drug is .

Many drugs are , which means that they make you want to keep taking them.

Drug have to take drugs just to feel well enough to carry out everyday activities.

If you take too much of any drug, it can have unwanted

which can permanently affect both your body and your .


EC

B

F

A

G

D

cannabis addictive medical side effects recreational

addicts chemical paracetamol mind



5 Is each of the following statements true or false ? Underline the right word.

a When you breathe in, the space inside your rib cage increases. true/false

b The faster you breathe, the less oxygen is delivered to your cells. true/false

c Cigarette smoke contains lots of chemicals that reduce the supply of oxygen to your cells. true/false

d Smoking has no harmful effect on the development of a baby inside its mother. true/false

e Tar is a substance that can cause cancer to develop. true/false

f Smoking damages the cilia in the windpipe, so that the air entering your body is not as well cleaned. true/false

g Smoking cigarettes may cause bronchitis, which can damage the alveoli of the lungs. true/false

6 Draw in lines to match each drug with some of its effects on the body.

alcohol � gives a relaxed, happy feeling, causes � confusion and disorientation, and may also

cause cancer of the lungs and bronchitis

cannabis � causes loss of inhibition, slows reaction � times, makes eyesight blurred and speech

slurred, and can cause damage to the liver

nicotine ��

gives energetic, happy feelings, and may cause depression and extreme nervousness

cocaine ��

heart rate and blood pressure increase, placing extra strain on the heart; highly addictive

7 Complete the passage below by crossing out the wrong words.

The skeleton is made of cartilage/bone which has two main jobs – firstly it keeps your body upright/soft and secondly it protects the organs. The skeleton is made up of lots of bones connected by joints/muscles which allow you to move all the different parts of your body.

There are two main types of joint in your body – hinge joints and ball and space/socket joints. Hinge joints are found in your knees/neck, and there are ball and socket joints in your hips/spine.




8 Look at the diagram below. In the table below, write each part of the joint next to the job it does.

9 Draw lines to match each of the words below with its correct meaning.

strain � � when a muscle gets longer and thinner

triceps � � when a muscle gets shorter and fatter

biceps � � injury caused by stretching a ligament

sprain � � muscle in the arm which contracts to raise arm

antagonistic pair � � muscle in the arm which relaxes to raise arm

contract � � injury caused by pulling a muscle

relax � � two muscles that pull in opposite directions


ligament

cartilage

tendon

fluid

Joint part Job

connects bone to bone

lubricates the joint

connects muscle to bone

cushions the end of bones


BTest yourself

AnswersFit and healthy


Your body has many organs that work together to form organ

.

The are part of the breathing system which allows you

to take from the air and absorb it into your blood.

They also get rid of waste .

The system breaks down the food that you eat

and absorbs into the blood. This is then transported

around the body in the system.

The is an important part of the circulatory system as

it pumps around the body. Blood carries oxygen and

to the parts of the body that need them.

2 a Complete the following word equation for respiration.

+ oxygen →

+ water + energy

b Complete the following sentences by crossing out the wrong words.

Respiration is a chemical reaction/reason in which glucose and oxygen/carbon dioxide combine to produce water, oxygen/carbon dioxide and fuel/energy.

This energy is used by all of the cells/bones in your body to keep you alive.

3 Write each letter from the diagram on the next page in the box next to the correct label.

rib bronchiole

windpipe voice box

diaphragm alveoli

left lungF

GD

CE

AB

dioxidecarbon

glucose

glucose

blood

heart

circulatory

nutrients

digestive

dioxidecarbon

oxygen

lungs

systems


nutrients heart systems digestive food lungs

carbon dioxide circulatory oxygen blood glucose

Test-Ans.qxd 16-Jun-04 2:54 PM Page 4

BTest yourself

AnswersFit and healthy (continued)


A drug is a that affects the way that your body works.

Drugs can be divided into three main types: medical, and illegal.

An example of a medical drug is .

Alcohol is an example of a drug.

An example of an illegal drug is .

Many drugs are , which means that they make you want to keep taking them.

Drug have to take drugs just to feel well enough to carry out everyday activities.

If you take too much of any drug, it can have unwanted

which can permanently affect both your body and your .mind

side effects

addicts

addictive

cannabis

recreational

paracetamol

recreational

chemical


EC

B

F

A

G

D

cannabis addictive medical side effects recreational

addicts chemical paracetamol mind


BTest yourself


5 Is each of the following statements true or false ? Underline the right word.

a When you breathe in, the space inside your rib cage increases. true/false

b The faster you breathe, the less oxygen is delivered to your cells. true/false

c Cigarette smoke contains lots of chemicals that reduce the supply of oxygen to your cells. true/false

d Smoking has no harmful effect on the development of a baby inside its mother. true/false

e Tar is a substance that can cause cancer to develop. true/false

f Smoking damages the cilia in the windpipe, so that the air entering your body is not as well cleaned. true/false

g Smoking cigarettes may cause bronchitis, which can damage the alveoli of the lungs. true/false

6 Draw in lines to match each drug with some of its effects on the body.

alcohol � gives a relaxed, happy feeling, causes � confusion and disorientation, and may also

cause cancer of the lungs and bronchitis

cannabis � causes loss of inhibition, slows reaction � times, makes eyesight blurred and speech

slurred, and can cause damage to the liver

nicotine ��

gives energetic, happy feelings, and may cause depression and extreme nervousness

cocaine ��

heart rate and blood pressure increase, placing extra strain on the heart; highly addictive

7 Complete the passage below by crossing out the wrong words.

The skeleton is made of cartilage/bone which has two main jobs – firstly it keeps your body upright/soft and secondly it protects the organs. The skeleton is made up of lots of bones connected by joints/muscles which allow you to move all the different parts of your body.

There are two main types of joint in your body – hinge joints and ball and space/socket joints. Hinge joints are found in your knees/neck, and there are ball and socket joints in your hips/spine.



BTest yourself


8 Look at the diagram below. In the table below, write each part of the joint next to the job it does.

9 Draw lines to match each of the words below with its correct meaning.

strain � � when a muscle gets longer and thinner

triceps � � when a muscle gets shorter and fatter

biceps � � injury caused by stretching a ligament

sprain � � muscle in the arm which contracts to raise arm

antagonistic pair � � muscle in the arm which relaxes to raise arm

contract � � injury caused by pulling a muscle

relax � � two muscles that pull in opposite directions


ligament

cartilage

tendon

fluid

Joint part Job

ligament connects bone to bone

fluid lubricates the joint

tendon connects muscle to bone

cartilage cushions the end of bones


BEnd of unit test

GreenFit and healthy

1 Below are four pictures of people doings things that will affect how fit and healthy they are. Which two of the activities are most likely to make the person less fit and healthy? 2 marks

2 a Smoking damages the alveoli in the lungs. What is the main effect of this? 1 mark

b Smoking means that you take in nicotine. What effect does nicotine have on you? 1 mark

c What is passive smoking? 1 mark

3 Name the three organs labelled A, B and C on the diagram below. 3 marks


A

B

C

D

A

large intestine

small intestine

C

B

windpipe

diaphragm

liver

A-C-EUTest.qxd 07-Jun-04 4:40 PM Page 10

BEnd of unit test

GreenFit and healthy (continued)

4 a Eating and drinking the wrong sorts of things can affect many different organs in your body. Explain briefly what effect it has on the organs of your body if you do the following:i eat so much fatty food that fats collect in your blood vessels so

the blood has less room to flow 1 markii drink large amounts of alcohol over a long period of time 1 markiii use the drug cannabis. 1 mark

b When a woman is pregnant, it is very important for the health ofher unborn child that she lives a healthy lifestyle. What effect might smoking during pregnancy have on an unborn fetus? 1 mark

5 The drawing below shows a joint.

a Name the parts labelled A and B. 2 marks

b What is the function of part A ? 1 mark

6 a Copy and complete the following equation to show how the body uses food. 1 mark

__________ + oxygen → carbon dioxide + water

b What else does this reaction release? 1 mark

c What name is given to this process? 1 mark

d The pictures below show a woman taking two forms of exercise.

i How does the heart rate of the woman in diagram P compare with that of the woman in diagram Q? 1 mark

ii Explain why this is. 1 mark


A

B

P Q


BEnd of unit test

GreenFit and healthy (continued)

7 The table shows the how percentage of adults in England who smoke cigarettes haschanged since 1974.

a i What is the lowest percentage of women smokers recorded in the table? 1 mark

ii what is the overall trend in the percentage of adults who smoke tobacco since 1974? 1 mark

iii The table makes it difficult to see patterns. What would be the best way of displaying these results? 1 mark

This table shows how the percentage of 15-year olds in England who are regularsmokers has changed since 1982.

b i Jane says that this table shows that a higher percentage of 15-year old girls smoke than boys of the same age. What is her reason for saying this? 1 mark

ii John says you only have to look at the figures for 2002 to see this. Why is it important to have data like this across a range of years. 1 mark


Year 1974 1978 1982 1986 1990 1994 1996 1998 2000 2001

men 51 45 38 35 31 28 29 28 29 28

women 41 37 33 31 29 26 28 26 25 26

Year 1982 1984 1986 1988 1990 1992 1994 1996 1998 1999 2000 2002

boys 24 28 18 17 25 21 26 28 19 21 21 21

girls 25 28 27 22 25 25 30 33 29 25 26 26


BEnd of unit test

RedFit and healthy

1 Eating and drinking the wrong sorts of things can affect many different organs in your body. Explain briefly what effect it has on has organs of your body if you do the following:

a eat so much fatty food that fats collect in your blood vessels so the blood has less room to flow 1 mark

b use the drug cannabis. 1 mark

2 The drawing below shows a joint.

a Name the parts labelled A and B. 2 marks

b What is the function of part A ? 1 mark

c Most joints move when two muscles pull in opposite directions. What name is given to a pair of muscles like this? 1 mark

3 a Copy and complete the following symbol equation to show how the body uses food to release energy. 2 marks

C6H12O6 + 6O2 → ________________ + ________________

b What name is given to this process? 1 mark

c The pictures show a woman taking two forms of exercise.i How does the heart rate

of the woman in diagram P compare with that of the woman in diagram Q ? 1 mark

ii Explain why this is. 1 mark

4 a What do we mean by the term ‘balanced diet’? 1 mark

b Two nutrients that are essential in a balanced diet are proteins and fibre. Explain what function these two nutrients play in keeping us fit and healthy. 2 marks


P Q

A

B


BEnd of unit test

RedFit and healthy (continued)

5 a The diagram shows cells in the windpipethat are responsible for cleaning the airthat we breathe in.

How are these cells adapted for their function? 2 marks

b Tobacco smoke contains many substancesthat are harmful to your body. One ofthese is tar, which clogs up the cells inthe windpipe, making smokers coughmore. This damages the alveoli. Explainwhy the damaged alveoli can’t work so well as healthy alveoli. 1 mark

6 a Gomez was designing a leaflet to inform other students about the dangers of drinking alcohol. He wanted to include a sentence about the effect long-term heavy drinking has on the liver. Write a sentence that Gomez could use in his leaflet in this section. 1 mark

b Many drugs are very hard to give up once you start taking them. Explain why this is so. 2 marks

7 This table shows how the percentage of 15-year olds in England who are regularsmokers has changed since 1982. The results in the table are based upona survey of a sample of young people.

a Jane says that this table shows that a higher percentage of 15-year old girls smoke than boys of the same age. What is her reason for saying this? 1 mark

b John says you only have to look at the figures for 2002 to see this. Why is it important to have data like this across a range of years. 1 mark

c Why is it better to use percentages rather than actual numbers in this table? 1 mark

d Give one reason why the data in the table might be unreliable. 1 mark

e How could the scientists who do surveys like this make their data more reliable? 1 mark


Year 1982 1984 1986 1988 1990 1992 1994 1996 1998 1999 2000 2002

boys 24 28 18 17 25 21 26 28 19 21 21 21

girls 25 28 27 22 25 25 30 33 29 25 26 26

to nose and mouth

cilia

to lungs

thin layer of mucus


BEnd of unit test

mark schemeFit and healthy


Green (NC Tier 3–6)Question Answer Mark Level

1 A or smoking. 1 3C or watching television. 1 3

2 a Less oxygen enters the body. 1 4

b Makes you feel you need a cigarette – addiction. 1 4

c When you breathe in smoke from someone else. 1 4

3 A stomach 1 4B lung 1 4C heart 1 4

4 a i Puts extra strain on the heart or causes a heart attack or high blood pressure. 1 5

ii Causes liver damage or cirrhosis of the liver or brain damage. 1 5iii Causes cancer and/or infertility in men. 1 5

b Reduces the supply of oxygen to her baby or affects her baby’s development. 1 5

5 a A tendon 1 5B cartilage 1 5

b Attaches muscle to bone. 1 5

6 a Glucose + oxygen → carbon dioxide + water 1 5

b Energy 1 6

c Respiration 1 6

d i The woman’s heart rate is higher in Q than in P or lower in Pthan in Q. 1 6

ii Heart rate increases to get more oxygen into the body or to get more oxygen to the muscles or to get more oxygen for respiration. 1 6

7 a i 25% 1 4ii The trend is down. 1 5iii Plot the figures as line graphs. 1 5

b i The figures for girls are always higher or the same as for the boys. 1 6ii To make sure that one result is not anomalous. 1 6

Scores in the range of: NC Level

4–7 3

8–12 4

13–16 5

17–25 6


BEnd of unit test

mark schemeFit and healthy


Red (NC Tier 5–7*)Question Answer Mark Level

1 a Puts extra strain on the heart or causes a heart attack or high blood pressure. 1 5

b Causes cancer and/or infertility in men. 1 5

2 a A tendon, B cartilage. 2 5

b Attaches muscle to bone. 1 5

c Antagonistic pair. 1 6

3 a C6H12O6 + 6O2 → 6CO2 + 6H2O (One mark for CO2 and H2O, one mark for balancing, no mark for getting just one product.) 2 7

b Respiration 1 6

c i The woman’s heart rate is higher in Q than in P or lower in P than in Q. 1 6

ii Heart rate increases to get more oxygen into the body or to get more oxygen to the muscles or to get more oxygen for respiration. 1 6

4 a A diet that includes all of the nutrients we need in the right amounts. 1 6

b Protein for growth and repair. 1 6Fibre for keeping the digestive system working properly. 1 6

5 a Cells have cilia 1 7which sweep (mucus containing) trapped dust and bacteria out of the windpipe. 1 7

b The damaged alveoli can absorb less oxygen into the blood orhave a reduced surface area. 1 7*

6 a The liver removes alcohol from the blood, but if we drink too much alcohol it can damage the cells causing a liver disease called cirrhosis. 1 7*

b Many drugs are addictive. 1 7This means that when you try to stop taking them you have withdrawal symptoms. 1 7

7 a The figures for girls are always higher or the same as for the boys. 1 6

b To make sure that one result is not anomalous. 1 6

c Actual numbers would not relate to the total number of boys or girls. 1 6

d One from: not enough young people surveyed (sample too small); young people may not admit they smoke 1 7

e Use a much larger sample of young people. 1 7

Scores in the range of: NC Level

5–9 5

10–14 6

15–18 7

19–25 7*


B Pupil checklistFit and healthy


Learning outcomes I can do I can do I need to this very this quite do more well well work on this

I can describe ways of measuring the fitness of a person.

I can describe various kinds of fitness.

I can carry out an investigation to determine the vital capacity of my lungs.

I can describe how air enters and leaves the lungs.

I can explain why smoking is dangerous.

I can describe how various drugs affect the body and behaviour.

I can explain why excessive drinking is dangerous.

I can examine two opposing sources of data and produce a rational conclusion.

I can plan and carry out an investigation into how drugs affect the body’s response time.

I can identify the different tissues found in a joint.

I can explain how a joint works.

I know what makes bones hard and strong.

I can plan a fitness programme to match individual needs.

I understand how different scientists work together to contribute to scientific advances.

I understand the ethics of using human volunteers to further medical research.

Pupil-Checklist.qxd 17-Jun-04 8:00 PM Page 2

B GlossaryFit and healthy


Word

addictive

antagonistic pair R

bone

cartilage

circulatory system

contract

depressants R

drug

fitness

fluid

haemoglobin R

hallucinogens R

illegal drugs

joint

ligament

medical drugs

muscle

recreational drugs

red blood cells

relax

respiratory system

side effect

skeleton

sprain

stimulants R

strain

Definition

An organ system that takes oxygen into the blood and getsrid of carbon dioxide from the blood.

An organ system that transports substances around the body.

Being in good health, and able to carry out the body’sfunctions efficiently.

Special cells that carry oxygen around the bloodstream.

The substance in red blood cells that oxygen attaches itself to. R

Legal drugs such as caffeine, alcohol and nicotine taken forenjoyment.

Any substance that changes how your body works, or altersthe way you think and feel.

Drugs given by a doctor or pharmacist to help makesomeone better.

Drugs that harm the body and are banned by law.

An additional, often undesirable, effect of a drug on the body of the person who takes it.

Likely to cause addiction – that is, a need to keep taking adrug. Without the drug, an addicted person feels ill.

The bad feelings that come after the effects of taking a drughave worn off. R

Drugs that slow down the body’s reactions and make theuser feel drowsy and relaxed. Alcohol is a depressant. R

Drugs that speed up the body’s reactions and make the userfeel they have lots of energy. Caffeine is a stimulant. R

Drugs that cause the user to see things that are not reallythere. LSD is a hallucinogen. R

The amount of alcohol in half a pint of beer, a glass of wineor a measure of spirits.

A system of bones that protects and supports your body andallows you to move.

Glossary.qxd 18-Jun-04 11:33 AM Page 2

B GlossaryFit and healthy (continued)


Word

synovial fluid R

synovial membrane R

tendon

unit of alcohol

withdrawal symptoms R

Definition

A place in the skeleton where bones can move.

A smooth substance found on the ends of bones, whichallows them to move over each other easily.

A liquid found inside joints that allows the bones to moveeasily.

A liquid found inside joints that allows the bones to moveeasily. R

A thin lining around certain joints in the skeleton thatproduces synovial fluid. R

Strong tissue that holds bones together at a joint.

Stretch a ligament enough to cause swelling and pain.

Tissue that connects muscles to bones.

Tissue of muscle fibres that can contract (shorten). A muscleis an organ made of muscle tissue and other tissues such ascapillaries.

The hard tissue that makes up the skeleton.

Get shorter. When a muscle gets shorter, we say it iscontracting.

When a muscle stops contracting we say it relaxes. It getslonger and thinner.

Two muscles that work against each other to move a bone at a joint. R

Stretch or pull a muscle enough to cause pain.

Glossary.qxd 18-Jun-04 11:33 AM Page 3

B Key wordsFit and healthy

addictive

antagonistic pair R

bone

cartilage

circulatory system

contract

depressants R

drug

fitness

fluid

haemoglobin R

hallucinogens R

illegal drugs

joint

ligament

medical drugs

muscle

recreational drugs

red blood cells

relax

respiratory system

side effect

skeleton

sprain

stimulants R

strain

synovial fluid R

synovial membrane R

tendon

unit of alcohol


Sheet 1 of 1

Sheet 1 of 1


Key wordsB Fit and healthy

addictive

antagonistic pair R

bone

cartilage

circulatory system

contract

depressants R

drug

fitness

fluid

haemoglobin R

hallucinogens R

illegal drugs

joint

ligament

medical drugs

muscle

recreational drugs

red blood cells

relax

respiratory system

side effect

skeleton

sprain

stimulants R

strain

synovial fluid R

synovial membrane R

tendon

unit of alcohol



Keywords.qxd 18-Jun-04 11:35 AM Page 2


B Book answersFit and healthy

B1 Are you fit?Greena All except the woman coming out of the

hospital.b Digestive system, respiratory system and

circulatory system (in any order).c You are inactive during this period.d Increased activity requires more oxygen to be

breathed.e James’sf Aisha1 Your fitness can be affected by ... the amount of

exercise you get.A balanced diet contains ... the correct amountsof nutrients to stay healthy.Respiration happens when ... glucose andoxygen react together.Respiration releases ... energy.

2 a Digestive system.b Respiratory system.

3 Fitter people have hearts and lungs which workbetter. A stronger heart pumps more bloodaround the body with every beat, so they willhave slower heartbeats. Their lungs are larger sothey take in more oxygen with every breath andthey breathe more slowly.

Reda You are inactive during this period.b i Increased activity requires more oxygen to be

breathed.ii He is less active when he is having lunch.

c C – Find out how long it takes for your pulserate to go to normal after exercise. This measureshow strong your heart and lungs are and howwell they are working.

1 a Glucose and oxygen.b Carbon dioxide and water.

2 When you exercise your muscle cells need moreenergy. Your heart beats faster to pump bloodcontaining glucose to your cells more quickly.

3 In training, she will be exercising regularly. Thismeans her heart and lungs will get stronger andwork more efficiently. Her breathing system,digestive system, muscles and bones will all beworking properly.

4 Individual answers.5 Individual answers.

B2 Breathing and smokingGreena When you breathe in your ribcage moves up

and out. When you breathe out your ribcagemoves down and in.

1 a Passive smoking happens when you breathein smoke from someone else.

b When you breathe out, your ribs go downand in.

c When you breathe in, the space inside yourchest gets larger.

d The air you breathe in contains moreoxygen than the air you breathe out.

2 a Carbon dioxide goes from the alveoli to theblood stream, lungs, trachea and mouth.

b The ribs move down and in, decreasing thespace in your chest and forcing out the air inyour lungs.

3 a Nicotine is a drug which makes it hard togive up smoking. It can also give you highblood pressure.

b Tar causes lung cancer and bronchitis. It clogsup the tiny alveoli, so it gets harder foroxygen to get into the blood. Your body’scells can’t respire as much, so they releaseless energy and you feel tired.

Red1 a Carbon dioxide goes from the alveoli to the

blood stream, lungs, trachea and mouth.b The ribs move down and in and the

diaphragm moves upwards, decreasing thespace in your chest and forcing out the air inyour lungs.

c Carbon monoxide is poisonous. It reducesthe amount of oxygen your red blood cellscan carry. Carbon monoxide stopshaemoglobin carrying the oxygen needed togo to the cells for respiration.

2 a Nicotine is a drug which makes it hard togive up smoking. It can also give you highblood pressure.

b Tar causes lung cancer and bronchitis. It clogsup the tiny alveoli, so it gets harder foroxygen to get into the blood. Your body’scells can’t respire as much, so they release less energy and you feel tired.

3 Individual answers.

B3 Drugs and alcoholGreena Medical drugs are drugs given by a doctor to

cure an illness. Illegal drugs harm the body andcan cause death.

b heroinc Sight becomes poor, you become sleepy, your

speech becomes slurred and you lose yourbalance, you become confident even thoughyour reactions become slow and you go to thetoilet frequently.

1 a Cocaine makes people more alert.b Heroin and cannabis are illegal drugs.c It is dangerous to drive after drinking

alcohol because it slows down people’s body reactions.

d Side effects are what people don’t wantfrom the drug.

Book Answers.qxd 18-Jun-04 12:44 PM Page 4


B Book answersFit and healthy (continued)

2 A drug is a substance that changes how yourbody works or how you think you feel.

3 a Any one of: caffeine, alcohol, nicotine.b one of: antibiotic, aspirin, Paracetamol, etc.c Any one of: heroin, cannabis, cocaine,

ecstasy, amphetamines, LSD, etc.4 Addictive means that it is difficult not to

continue to take more of the substance.

Reda Medical drugs can harm the body if improperly

used. Only doctors are allowed to prescribemedical drugs.

b depressants stimulants hallucinogenscocaine ecstasy LSDamphetamines nicotine cannabis

heroinc illegald i 3 hours

ii 4 hoursiii 5 hours

1 a antibioticsb Nicotine, alcohol, caffeine.c Heroin, ecstasy, cocaine, amphetamines, LSD,

cannabis.2 a Something happens to the body that isn’t

wanted to happen.b A drug which is addictive means that the

person finds it difficult to stop taking it.3 Individual answers.

B4 Injury timeGreena Her skull.b ligamentsc Cartilage and fluid.1 Knee joint – lets the lower leg move backwards

and forwards.Cartilage – helps the bones slide across each other.Ligament – holds the bones together.Skeleton – keeps us upright and helps us move.

2 a The fluid acts like oil, helping the bones toslide over each other.

b The ligaments hold the bones together.3 Individual answers.

Reda The ribs or ribcage.b The cartilage and synovial fluid lubricate the

joint and help the bones slide over each other. If we didn’t have them in our joints, the boneswould rub on each other and wear away, givinga great deal of pain.

c A sprain is an injury caused to a ligamentbrought about by trying to stretch it too farbefore warming up.

d A slipped disc is caused when you hurt yourbackbone by trying to lift a heavy objectwithout standing properly.

1 Type of joint Example The way it moveshinge knee Allows bones to

move forward and backwards.

ball-and-socket hip or Lets the bone moveshoulder in all directions.

2 a It keeps us upright and protects delicateorgans.

b calcium3 a ligaments

b Synovial fluid.4 A slipped disc occurs when a disc of cartilage

between the bones in the vertebra slips out ofplace. This can happen when you lift somethingholding your body awkwardly.

B5 Extra injury timeGreena It gets fatter.b The front muscle relaxes; the back muscle

contracts.c He is overweight because he eats a lot of chips

which contain a lot of fat.d Mary1 Muscle contracts – muscle gets shorter and

fatter, pulling on a bone.Fitness programme – instructions on what to eatand how to exercise.Regular exercise – what you need to do to makeyour heart and lungs stronger.Strain – hurt muscle.

2 a It would make you overweight and couldcause heart disease.

b A person can sprain a ligament unless theywarm up slowly.

3 Regular exercise makes your heart stronger andlungs larger. This allows your body to workbetter and more efficiently.


Reda The muscle at the back of the upper arm relaxes

when we bend our elbow and it contracts whenwe stretch out our arm.

b bicepsc tricepsd A muscle uses a lot of energy when it is working.

It therefore needs a good supply of blood whichcarries glucose and oxygen to the muscle cells toproduce energy.

e Ivor’s fitness programme shows that he has beenhaving an unhealthy diet with little or noexercise. His programme restricts his diet andstops him smoking, with a small amount ofexercise to begin with. Mary’s fitness programmeshows that she is already fit and wants tobecome even fitter by continuing to eathealthily and do even more exercise.

Book Answers.qxd 18-Jun-04 12:44 PM Page 5


B Book answersFit and healthy (continued)

1 Anne exercises more regularly because regularexercise makes the heart stronger and increaseslung capacity.

2 Muscles pull on bones, but do not push onbones. Muscles work together in pairs. Whenone muscle pulls on a bone and contracts, itspartner relaxes. When the relaxed musclecontracts and pulls, the other muscle relaxes.


B6 Working togetherGreena The artificial joint needs to have lubrication like

fluid and cartilage. It also needs to haveligaments to hold the bones together.

b Improve the way the socket is attached to thehip bone. Improve the material the ball andsocket are made from.

c Their bones grew more quickly.d ceramice Individual answers.f no1 The people used in the trials will put the joint to

real practical testing.2 By using more people he can try people of

different ages and activities and get a better ideaof the joint’s ability to work under differentcircumstances.

3 a Ceramic material with no cement.b Ceramic material with cement.

4 SURGEON MATERIALS SCIENTIST

Finds that artificialjoints often work loose

from the hip bone.

Finds that ball and socket rub together and

wear the bones away.

Finds three different materials that can be

used for joints.

PHYSIOTHERAPIST

Uses results to help people walk again

after hip replacements.

Finds informationabout the failure

of replacement joints.

Uses three materialsin a simulator to

show results.

Found that youngerpeople's bones grow

more quickly.

Results show ceramic is bestmaterial for ball and socket

and 'no cement' joints are best for younger people but 'cement'joints are best for older people.

Reda The ball and socket bones that rub against each

other.b The way the socket is attached to the hip bone.c Reducing the friction between the ball and the

socket.d She wants Terry to look at different materials to

use in the ball and socket.e There were fewer failures in the 20–39 year age

group because their bones grew more quickly.f i cement

ii No cement.g Any two from: in the simulator the bones

only moved back and forth but in a person the bones also moved from side to side. The simulator moved the joints continuallywhereas a person would have rests in betweenmovement. In the simulator there were no jolts given to the joint but a person wouldexperience different bumps and jolts in real life.

h So that he would have more reliable informationcoming from the trials.

i ceramic1 To see if there were any major problems of safety

which might arise.2 The engineer and the materials scientist have to

discuss ways in which they can find a materialwhich works as well as ceramic but is cheaperand can be made more quickly.

3 a Ceramic with no cement.b Ceramic with cement.

4 ENGINEER

SURGEONAs Green

question 4

MATERIALSSCIENTISTAs Green

question 4

Wants new artificial joints to be made easily, quickly

and cheaply.

Results show ceramic isbest material for ball and socket and 'no cement'

joints are best for younger people but 'cement' jointsare best for older people.

PHYSIOTHERAPIST

Uses results to help people walk again

after hip replacements.

Book Answers.qxd 19-Jun-04 9:25 AM Page 6

Documents

B Fit and healthy Unit guide - Physicslocker · 2013-09-16 · B Fit and healthy Unit guide Where this unit fits in Prior learning This unit builds on: unit 7A Cells, unit 7B Reproduction,