KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
About this section of the curriculum
Pupils should be taught about:
• aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the
other chemical processes necessary for life
• a word summary for aerobic respiration
• the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for
anaerobic respiration
• the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the
implications for the organism.
PAGE 1
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Learning demand
The key concepts in this section of the curriculum are that respiration occurs in every cell of every living plant and animal;
respiration occurs in specially adapted mitochondria; aerobic respiration uses oxygen; anaerobic respiration does not use
oxygen
Respiration is an abstract and unfamiliar concept for children because it occurs in cells and cannot be seen happening.
This makes the learning demand high. For further information and support, see the Secondary National Strategy
materials: ‘Strengthening teaching and learning of cells’ available from the National STEM Centre website http://www.
nationalstemcentre.org.uk/elibrary/resource/5316/strengthening-teaching-and-learning-of-cells-key-stage-three-nationalstrategy-training-materials
PAGE 2
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Where this section of the curriculum fits in
This section of work covers some aspects of several QCA topics. The most significant links are:
8A ‘Food and digestion’
9B ‘Fit and healthy’
7I ‘Energy resources’
7F ‘Simple chemical reactions’
This section of work follows on from the KS2 curriculum where pupils are taught to:
• identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and
blood (Y6)
PAGE 3
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Expectations
Within this section of the curriculum in terms of working scientifically
all pupils will: identify variables relevant to a question; make observations and recognise patterns in data
most pupils will: explain why control experiments and sample size are important when investigating living organisms;
make appropriate observations, recording them accurately and identifying patterns in data obtained
some pupils will have progressed further and will: plan an investigation about anaerobic respiration, analyse the
data and evaluate the investigation.
in terms of Biology: Material cycles and energy
all pupils will: describe aerobic respiration in plants and animals; describe anaerobic respiration and give examples of
sports that use anaerobic respiration; name living things that carry out anaerobic respiration
most pupils will: describe aerobic respiration as a reaction with oxygen; write a word equation for aerobic and
anaerobic respiration; identify where respiration occurs in cells; describe some effects of an inadequate oxygen supply;
identify similarities in aerobic respiration in plants and animals; explain why aerobic respiration is used in some sports
but others need anaerobic respiration too; describe fermentation; compare the reactants and products of aerobic and
anaerobic respiration
some pupils will have progressed further and will: represent the process of aerobic respiration as a symbol
equation and identify similarities with the burning of fuels; explain how mitochondria are adapted for respiration; represent
the process of anaerobic respiration as a symbol equation; describe and explain the effects on the body of anaerobic
respiration and explain ‘oxygen debt’; explain some applications of fermentation
PAGE 4
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Health and safety
Risk assessments are required for any hazardous activity. Ensure that guidance is followed by referring to the latest editions
of Safeguards in the School Laboratory, Topics in Safety and current CLEAPSS documentation.
In this section of the curriculum pupils:
• carry out a test for starch in which a flammable liquid is heated
• plan and carry out an investigation into photosynthesis in pondweed or other plant material
Risk assessments should be made for most practical activities. Ensure that the latest guidance is followed by referring to
current CLEAPSS documentation.
PAGE 5
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Language for learning
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• specialised words, e.g. yeast, alcohol, oxygen debt, mitochondria
• words with similar but distinct meanings, e.g. glucose and sugar
• words describing processes e.g. aerobic respiration, anaerobic respiration, fermentation
• words and phrases relating to scientific enquiry, e.g. anomalous results, control, sample size
Through the activities pupils could:
• identify what information is needed and show this by using different texts as sources
• discuss and respond to initial ideas and information, carry out the task and then review and refine ideas
PAGE 6
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Resources
Resources include:
Equipment Links:
• oxygen probe for data-logging
OXYGEN PROBE
VISION DATALOGGER
• a selection of living material, e.g. germinating peas, maggots, woodlice, cress
seedlings etc.
CRESS SEEDS
PEA SEEDS
• hydrogen carbonate indicators
BICARBONATE INDICATOR
• alkaline pyrogallol
PYROGALLOL
• yeast and different sugars
YEAST – DRIED
GLUCOSE 1 WATER
FRUCTOSE
GALACTOSE
LACTOSE
MALTOSE
SUCROSE
RESPIROMETER
BICARBONATE INDICATOR
• respirometers, one containing germinating seeds, the other containing maggots
CRESS SEEDS
or similar small organisms
PEA SEEDS
RESPIRATION CHAMBER
• reference sources, including ICT sources, providing information about the
structure and function of mitochondria and their special adaptations
• reference sources, including ICT sources, providing information about how
sprinters and marathon runners generate energy during their events, the effects
of anaerobic respiration on the body and how to treat some of the effects of
anaerobic respiration.
PAGE 7
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Independent learning
Pupils could:
• visit libraries or museums to find out more about the history of fermentation or the types of respiration used in different
sports e.g. weight lifting, gymnastics etc.
• use the internet to research the applications of fermentation
• research the history of ideas about cell organelles, particularly mitochondria, and their role in respiration
PAGE 8
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Getting Practical
The purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science
http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical
activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at:
http://www.york.ac.uk/media/educationalstudies/documents/research/Analysing%20practical%20activities.pdf
Getting Practical learning objectives:
A: By doing this activity, pupils should develop their understanding of the natural world
A1: Pupils can recall an observable feature of an object, or material, or event
A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship)
A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical
procedure
B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met
B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry
C1: Pupils have a better general understanding of scientific enquiry
C2: Pupils have a better understanding of some specific aspects of scientific enquiry
PAGE 9
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Possible practical activities
Purpose
Equipment Links
Respirometer
HE42500
Investigating if other living things release carbon dioxide, by using e.g. woodlice, maggots, germinating
seeds etc. on gauze platform in boiling tube with controls. The tube has 2-3 cm3 of bicarbonate
indicator solution to test for the release of carbon dioxide .
This investigation allows pupils to practise key practical skills such as making predictions, identifying
variables, constructing a table and drawing conclusions. They should also recognise the need for a
control.
Bicarbonate indicator
BI1548
B1
C2
Cress seeds
BL80730
Pea seeds
BL80775
Respiration chamber
EN110115
Respirometer
HE42500
Using hydrogen carbonate indicators to show that organisms produce carbon dioxide by setting up
germinating peas and maggots in separate gauze cages over the indicator.
The purpose of this investigation is to show that plants release carbon dioxide during respiration and to
discuss the use of controls.
Possible misconceptions: plants only photosynthesise; plants only respire at night
A3
B1
C2
Bicarbonate indicator
BI1548
Pea seeds
BL80775
Respiration chamber
EN110115
Investigating if heat is released during aerobic respiration (germinating and boiled peas). (See also
Biology: Structure and function of living organisms: Gas exchange systems).
This investigation allows pupils to practise key practical skills such as making predictions, constructing a
table, recording results, reading scales accurately and drawing conclusions. They should also recognise
the need for a control.
Misconception: only animals respire; plants only photosynthesise
The soaked peas and boiled soaked are placed in separate thermos flasks and a bung and
thermometer carefully pressed in the necks. The flasks are then inverted (to surround the thermometer
bulb with peas) and the temperature monitored over a period of three days.
Investigate the effect of temperature on the respiration of yeast (See also Biology: Material cycles and
energy: Cellular respiration). The yeast suspension/sugar solution is placed in conical flasks and the rate
of CO2 evolution monitored using balloons (simple) or by using airlocks/traps and counting bubbles
This investigation allows pupils to practise key practical skills such as making predictions, constructing a
table, recording results, reading scales accurately and drawing conclusions. They should also recognise
the need for a control.
Misconceptions: only animals respire; plants only photosynthesise.
A3
B1
Vacuum flask 500ml
VA16950
C2
Yeast - dried
YE6610
B1
C2
Delivery tube –
bung top 2
TU58906
Balloons round
BA01420
PAGE 10
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Equipment Links
Yeast - dried
YE6610
Glucose 1 water
GL2856
Fructose
FR2780
Investigate the effect of different sugars on the respiration of yeast (See also Biology: Structure and
function of living organisms: Gas exchange systems).
This investigation allows pupils to practise key practical skills such as making predictions, constructing a
table, recording results, reading scales accurately and drawing conclusions. They should also recognise
the need for a control.
Galactose
B2
C2
Misconception: only animals respire; plants only photosynthesise
GA2800
Lactose
LA3360
Maltose
MA3718
http://www.ncbe.reading.ac.uk/ncbe/protocols/pdf/fermsg.pdf
Sucrose
SU5998
Universal indicator
solution pH4-11
UN6380
Investigate the energy content of crisps and a jelly baby by burning under a boiling a tube of water.
Explain that the purpose of this practical is to show that chemical reactions do occur in cells but they are
very controlled. Although burning does not occur, a similar reaction takes place between glucose and
oxygen in the cells of the body and that this is aerobic respiration.
The purpose of this practical is to show that different foods contain different amounts of energy and it
provides opportunities for pupils to list the sources of error in their experimental technique and evaluate
if they have sufficient evidence to prove their prediction.
Balance CL501
500x0.1g
A2
C2
BA80300
Vision datalogger
DA130585
Temperature sensor
http://www.nuffieldfoundation.org/practical-biology/how-much-energy-there-food
DA130780
Health and safety: do not use nuts in this investigation. Check if pupils have any food allergies prior to
the lesson and avoid these foods.
Vision datalogger
DA130585
Carbon dioxide sensor
DA130645
Breathing rate belt
pack
Investigating the impact of exercise on breathing rate or pulse rate.
This investigation allows pupils to practise key practical skills such as making predictions, identifying
variables, constructing a table, identifying patterns and drawing conclusions. It also offers an
opportunity for pupils to explain why we breathe faster during exercise.
http://www.getinthezone.org.uk/schools/ages-11-19/ages-11-14/ages-11-14-resources/
B2
C2
DA130640
Polar heart rate sensor
DA130810
Heart rate & pulse
waveform sensor
DA130750
Force sensor
DA130715
Spirometer
DA130850
PAGE 11
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material cycles and energy
Cellular respiration
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Equipment Links
Respirometer
HE42500
Bicarbonate indicator
BI1548
Cress seeds
BL80730
Comparing the rate of respiration of a plant and animal using respirometers, one containing
germinating seeds, the other containing maggots or similar small organisms.
B2
C2
This activity gives the pupils opportunities to measure the rate of oxygen uptake and to explain the
difference in rate in terms of the level of activity of the organisms.
Pea seeds
BL80775
Respiration chamber
EN110115
Vision datalogger
DA130585
Oxygen Probe
DA130800
Researching the structure and function of mitochondria and the special adaptations that allow them to
do their job.
C1
Researching mechanisms of energy release for sprinters and marathon runners during their events,
the effects of anaerobic respiration on the body and how to treat some of the effects of anaerobic
respiration.
C1
PAGE 12
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www.timstar.co.uk