Episode Two Debriefing: Teacher Guide
ACTIVITY 1
TRUTH AND CONSEQUENCES
Why do some people get high from a couple
of drinks while others need more alcohol to
become intoxicated? In this activity,
students will learn how differences in body
type affect reaction to alcohol.
Background
Alcohol is a drug that can affect a person’s ability to perform. However, how quickly
performance is affected depends on many factors, including a person’s size and body
composition.
The Path of Alcohol
After alcohol is ingested, it travels from the esophagus to the stomach. In the stomach, a
little alcohol may enter the bloodstream (20%), but most of it moves to the small
intestines. In the small intestines, most of the alcohol is absorbed into the body’s
bloodstream (80%), and from there it is carried to the heart, the brain, and the liver. In the
liver, alcohol is converted to energy. However, the liver can only process about half an
ounce of alcohol an hour, which means that the rest of the alcohol continues to affect the
other parts of the body, such as the brain. The brain is where alcohol causes the familiar
effects associated with alcohol consumption, including physiologic sedation, relaxation,
memory gaps, delirium, slower reaction time, and confusion.
Alcohol Concentration and the Body
A person’s body type can influence the effect that alcohol produces. When alcohol is
consumed, it is distributed throughout the water-containing parts of the body. In the liver,
alcohol is metabolized into acetaldehyde and then into water and carbon dioxide. The
carbon dioxide is excreted from the body. However, the liver can only work so fast.
Intoxication occurs when the amount of alcohol consumed is greater than the amount of
alcohol broken down. Furthermore, alcohol is miscible (mixable) in water but not in fat.
A person with more body fat has less body water and thus a higher concentration of
alcohol in their body when they drink. The amount of body fat is influenced by gender,
weight, and body type. For instance, women have more body fat than men and as a
consequence are more greatly affected by alcohol. Additionally, body type also includes
the genetic makeup of a person. Alcohol dehydrogenase is the enzyme involved in
metabolizing alcohol. The presence of a normal enzyme is genetically defined. If a
person has a mutated form of this enzyme, alcohol is not metabolized correctly, causing a
rise in the breakdown products of alcohol.
This activity was adapted from Understanding Alcohol: Investigations into Biology and
Behavior from the National Institute on Alcohol Abuse and Alcoholism.
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Nothing To Rave About: Episode 2
Episode Two Debriefing: Teacher Guide
Learning Objectives
The student will:
1. describe which parts of the body are affected when alcohol is ingested.
2. learn about the miscibility of alcohol.
3. compare the dilution of alcohol in water and in oil.
4. participate in a demonstration of how body size and type influence the concentration
of alcohol in the body.
5. test their ability to perform under the influence of alcohol.
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
Truth and Consequence Student Activity Sheet
two clear drinking glasses (per group) that hold at least 8 oz. of liquid
spoons
two containers (per group) that hold at least 2 oz. of liquid
two ounces of isopropyl alcohol (per group)
water
mineral oil
red food coloring
computer with Internet access
Procedure
Part One
In this activity, students will learn about the miscibility of alcohol in water and
how this can alter the effect of the drug on the body.
1. Before class, set up the different body models and the alcohol sample for each group.
A. The body models differ by the amount of oil (fat) in each glass. Fill the clear
drinking glasses as follows:
oil
water
B. The alcohol sample is red food coloring added to an ounce of isopropyl alcohol
(The students need one ounce per body model).
2. At the beginning of class, introduce the topic of alcohol and how it affects a person.
Specifically, discuss how alcohol is distributed in the body by the bloodstream.
3. Use the picture of the body to trace the path that alcohol takes upon ingestion.
4.
Tell the students that they are going to use a model of two different body types to
visualize the distribution of alcohol in the body.
5. Distribute a set of body type models to each group. Tell the students what each layer
is, and ask the class to guess what they think each layer represents in the body.
A. Oil = fat
B. Water = water
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Nothing To Rave About: Episode 2
Episode Two Debriefing: Teacher Guide
6. Distribute the alcohol samples to each group. The alcohol represents a drink. Ask the
students to hypothesize what they think will happen when alcohol is added to each
body type.
7. Each group can write its hypothesis down on the Truth and Consequences Student
Activity Sheet.
8. Have each group add one sample of alcohol (one ounce) to each model and gently stir
the mixture.
9. Wait a few minutes, and then look at the models and see if the hypothesis was correct.
Were there any surprises?
10. Students should record their observations on their Truth and Consequences Student
Activity Sheet.
11. As a class, answer the discussion questions.
Part 2
This activity requires Internet access. The students will research the effects of
alcohol on the different organs of the body, and they can play a game that
simulates the effects of alcohol on the brain.
1. Before performing Part 2 of Truth and Consequences, make copies of the image of
the human body.
2. Discuss with the class the path that alcohol takes once ingested (if you have not
already done so in Part One).
3. Ask the students to use the Internet to research the different organs of the body and
how they are negatively affected by alcohol. The suggested web sites are listed on
page 14.
4. As a class, discuss what the students find.
5. Elaborate on how alcohol affects the brain and how this can affect a person’s ability
to operate a vehicle.
6. Students are also invited to play a game that simulates what it would be like to drive
under the influence of alcohol.
Game:
LifeBytes: Drinking and Driving (works best on a PC)
http://www.lifebytes.gov.uk/alcohol/
alc_menu.html
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Episode Two Debriefing: Teacher Guide
Truth and Consequences
In the first part of this activity, you will use models of the human body to see how
alcohol is distributed in the body.
1. Hypothesis: Where do you think the alcohol will end up after the drink is added to the
models of the human body?
The alcohol should move into the water layer in both models. Bubbles may appear in
the oil layer, but the majority should be in the water layer.
2. Observations: What happened to the alcohol when you added it to the different
models?
The alcohol mixed with all of the layers, but it moved to the water layer. Alcohol is
not miscible in oil. The oil levels stayed the same in both models, and all of the
alcohol was mixed into the water layers (with a few bubbles in the oil).
3. Was your hypothesis correct or incorrect and why?
Discussion Questions
1. Which model had a higher concentration of alcohol? The one with more oil or more
water?
The one with more oil had a higher concentration of alcohol. This is why a person
with more body fat is affected by alcohol to a greater extent. The other model had
more water to mix with the alcohol, thereby diluting the alcohol.
2. Can you tell how alcohol will affect a person based solely on their body type?
No. Two people that are the same size may have different amounts of body fat. Body
fat content cannot be determined by appearance alone. It is not possible to predict the
effects of alcohol on an individual solely by looking at them.
3. If two individuals have the same amount of body fat but one individual is larger than
the other, who would be more affected by drinking alcohol?
In general, a larger person will be less influenced by a given alcohol dose than a
smaller person because a larger body size means a greater blood volume for alcohol
distribution. However, other factors, such as genetic makeup, can influence the effect
of alcohol.
4. Since the brain is sensitive to the effects of alcohol, what can you conclude about the
composition of the brain?
Remember that alcohol is distributed in water-containing organs, which leads us to
believe that the brain contains a significant amount of water.
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Episode Two Debriefing: Teacher Guide
The Effects of
Alcohol on the Body
Brain
Alcohol is a depressant
and can inhibit certain
functions of the brain.
For instance, alcohol
can cause respiratory
depression by inhibiting
the nerves that control
breathing. This can be
fatal.
Teacher Version
Sample Answers
Heart
Although scientists have found
that moderate amounts of alcohol
can benefit the heart, heavy
drinking of alcohol can increase
blood pressure, which can lead to
a heart attack or stroke.
Esophagus and Stomach
When alcohol is ingested it
can irritate the esophagus. In
the stomach, alcohol
increases the amount of
digestive juices, which can
damage the stomach lining.
Liver
Alcohol prevents the
breakdown of fats in
the liver. The fats
accumulate in liver
cells and can rupture or
grow into cysts. The
cysts replace normal
cells and can lead to
fibrous scar tissue or
cirrhosis of the liver.
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Kidney
Alcohol can damage
the kidneys and lead to
kidney swelling and a
significant reduction
in kidney function.
Small Intestines
Alcohol can damage the
small intestines and
decrease nutrient
absorption. Additionally,
damage to the muscles of
the intestinal wall can
occur, causing severe
diarrhea.
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Episode Two Debriefing: Teacher Guide
Extension Activities
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•
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Mathematics: Calculate the blood alcohol level of a person with 5% body fat,
10% body fat, and 15% body fat.
Visual Arts: Make a model of the route that alcohol takes once it is ingested.
History: Research the medical use of alcohol.
Standards
National Science Education Standards, Grades 5-8
•
•
•
Science Content Standard A: All students should develop abilities necessary to do
scientific inquiry.
Science Content Standard F: All students should develop understanding of
personal health.
Science Content Standard F: All students should develop understanding of risks
and benefits.
Books
•
Margaret O. Hyde, 1999. Alcohol 101: An Overview for Teens. Brookfield,
Conn.: Twenty-First Century Books.
Web Sites
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Lifebytes
http://www.lifebytes.gov.uk/alcohol/alc_menu.html
•
National Institute on Alcohol Abuse and Alcoholism
http://www.niaaa.nih.gov/
•
The Cool Spot
http://www.thecoolspot.gov/
•
Substance Abuse and Mental Health Services Administration
http://getfit.samhsa.gov/Alcohol/
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Episode Two Debriefing: Teacher Guide
TRUTH AND CONSEQUENCES
The truth is that your body type can affect
your reaction to alcohol. In this activity, learn
how alcohol gets distributed in the body and
why the brain can be greatly affected by this
drug.
Materials
1.
2.
3.
4.
5.
Truth and Consequences Student Activity Sheet
two different body type models (glasses containing oil and water)
spoons
two sample drinks
computer with Internet access
Procedure
Part I
1. Separate into groups.
2. Each group will need a set of body type models. What do you think the layers
represent?
3. Next, each group should obtain two samples of alcohol. DO NOT DRINK the alcohol
sample. It is rubbing alcohol. It only represents a drink of alcohol.
4. Formulate a hypothesis. You are going to add one “drink” of alcohol to each body
type model. This will simulate the effect that drinking alcohol has on the body.
Before you add the alcohol, generate a hypothesis on how you think the alcohol will
be distributed in each model. Will the alcohol rise to the top, stay in the middle, or
sink to the bottom? Write your hypothesis on the Truth and Consequences Student
Activity Sheet.
5. Add one sample of alcohol to each glass and gently stir the mixture.
6. Wait a few minutes, and then look at the models. Write your group’s observations on
what happened to the alcohol in the Truth and Consequences Student Activity Sheet.
7. Was your hypothesis was correct? Why do you think your hypothesis was correct or
incorrect?
8. Answer the discussion questions and discuss them with class.
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Episode Two Debriefing: Teacher Guide
Part II
1. Use the Internet to research the different organs of the body listed in the Truth and
Consequences Student Activity Sheet. Find out how these organs are negatively
affected by the use of alcohol.
2. Participate with the class in a discussion of what you found.
3. After you have discussed the effects of alcohol on the body and brain, you can play a
game that simulates what it would be like to drive under the influence of alcohol.
Suggested Web Sites:
•
Substance Abuse and Mental Health Services Administration
http://getfit.samhsa.gov/Alcohol/
•
National Institute on Alcohol Abuse and Alcoholism (NIAAA)
http://www.niaaa.nih.gov/
Game:
•
LifeBytes: Drinking and Driving (works best on a PC)
http://www.lifebytes.gov.uk/alcohol/alc_menu.html
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Nothing To Rave About: Episode 2
Episode Two Debriefing: Teacher Guide
Name: ______________________________ Class: __________ Date
Truth and Consequences
In the first part of this activity, you will use models of the human body to see how
alcohol gets distributed in the body.
1. Hypothesis: Where do you think the alcohol will end up after it is added to the models
of the human body?
2. Observations: What happened to the alcohol when you added it to the different
models?
3. Was your hypothesis correct or incorrect and why?
Discussion Questions
1. Which model had a higher concentration of alcohol? The one with more oil or more
water?
2. Can you tell how alcohol will affect a person based solely on their body type?
3. If two individuals have the same amount of body fat but one individual is larger than
the other, who would be more affected by drinking beer?
4. Since the brain is sensitive to the effects of alcohol, what can you conclude about the
composition of the brain?
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Nothing To Rave About: Episode 2
Episode Two Debriefing: Teacher Guide
Name: ______________________________ Class: __________ Date
Truth and Consequences
The effects of alcohol on the body
Brain
Heart
Esophagus and Stomach
Kidney
Liver
Small Intestines
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Nothing To Rave About: Episode 2