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,
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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.
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.
Capture interest (2)
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
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)
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Pupils list all theactivities that they havedone since the last lessonthat could have improvedtheir fitness.
Share learning objectives
• 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
Capture interest (1)
Demo of smoking machineexperiment.
Capture interest (2)
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.
Suggested alternative main activitiesActivity
Textbook B2
Activity B2a Practical
Activity B2b Paper
Activity B2c Discussion
Activity B2dCatalyst InteractivePresentations 3
Learningobjectivessee above
i, ii and iii
i and ii
iii, iv and v
iv and v
i and ii
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.
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
✔
✔
✔
✔
Suggested alternative plenary activities (5–10 minutes)
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
Most pupils will ...
• 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.
Some pupils, making more progress will ...
• compare secondary sources of information.• be able to describe the damage caused by
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.
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Pupils discuss whether the lastlesson changed their opinion onsmoking and are reminded thatother drugs are also sociallyacceptable.
Share learning objectives
• Describe how drugs affect thebody.
• Analyse data and drawconclusions. (Sc1)
Brainstorming
Pupils brainstormdifferent kinds of drugsthey know of.
Capture interest (1)
Show pupils video clipsof adverts for alcohol.Catalyst InteractivePresentations 3
Capture interest (2)
Show video clips ofadverts against drink-driving and the use ofillegal drugs.Catalyst InteractivePresentations 3
Suggested alternative main activitiesActivity
Textbook B3
Activity B3aPractical
Activity B3bPaper
Activity B3c Paper
Activity B3dCatalyst InteractivePresentations 3
Learningobjectivessee above
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
✔ ✔
✔
✔
✔
Suggested alternative plenary activities (5–10 minutes)
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
Most pupils will ...
• be able to describe some effects of drugs on thebody’s organ systems.
Some pupils, making less progress will ...
• 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
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.
Suggested alternative starter activities (5–10 minutes)
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
Suggested alternative main activitiesActivity
Textbook B4
Activity B4a Practical
Activity B4b Practical
Learningobjectivessee above
i and ii
i and iii
i
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.
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
✔
✔
Suggested alternative plenary activities (5–10 minutes)
Learning objectivesi How muscles and tendons make joints work.ii Why fitness is important.
Suggested alternative main activitiesActivity
Textbook B5
Activity B5a Paper
Activity B5b Paper
Learningobjectivessee above
i and ii
i
i and ii
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.
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.
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
Learningobjectivessee above
i and ii
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.
Approx.timing
30 min
Target group
C H E S
R/G G R S
Learning outcomes
Most pupils will ...
• understand how different joints work.
Some pupils, making less progress will ...
• know how different joints work.
Some pupils, making more progress will ...
• be able to explain how different joints workand how wear and tear affects them.
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.
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.
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.
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
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Pupils list all the activitiesthat they have done sincethe last lesson that couldhave improved their fitness.
Share learning objectives
• 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
Capture interest (1)
Demo of smoking machineexperiment.
Capture interest (2)
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.
B-Starters.qxd 21-Jul-04 3:41 PM Page 5
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.
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.
➔ Catalyst Interactive Presentations 3
➔ Catalyst Interactive Presentations 3
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Pupils discuss whether thelast lesson changed theiropinion on smoking and arereminded that other drugsare also socially acceptable.
Share learning objectives
• Describe how drugs affect thebody.
• Analyse data and drawconclusions. (Sc1)
Brainstorm
Pupils brainstormdifferent kinds of drugsthey know of.
Capture interest (1)
Show pupils video clips ofadverts for alcohol.Catalyst InteractivePresentations 3
Capture interest (2)
Show video clips of advertsagainst drink-driving andthe use of illegal drugs.Catalyst InteractivePresentations 3
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.
Share learning objectives� Ask pupils to write a list of FAQs they would put on a
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
➔ Catalyst Interactive Presentations 3
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Pupils discuss whether thelast lesson changed theiropinion on drugs andalcohol.
Share learning objectives
• 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
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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.
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.
Recap last lesson� Pupils look at the result of the decalcification experiment.
� Refer to the Teacher activity notes for Activity B4b.
Share learning objectives� Ask pupils to write a list of FAQs they would put on a
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
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Pupils look at the resultof decalcificationActivity B4b.
Share learning objectives
• 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.
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
Suggested alternative starter activities (5–10 minutes)
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 a suitable model.
Concrete preparation (2)
Pupils design and build a new balland socket joint.
B-Starters.qxd 09-Jun-04 5:42 PM Page 11
B6 StartersWorking together
Concrete preparation (2)
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.
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
� 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.
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.
Type Purpose DifferentiationPractical Pupils use the Harvard Fitness Test to determine their own level of fitness. Core
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B1aTechnician
activity notesHow fit?
EquipmentFor each group:
� PE bench or secure box� stopwatch
Other relevant materialSkill sheet 4: Web searches
Skill sheet 26: Designing a spreadsheet
Skill sheet 27: Graphs with a spreadsheet
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
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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?
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
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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
Skill sheet 27: Graphs with 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.
Type Purpose DifferentiationPractical Pupils measure the vital capacity of their lungs and see that this capacity varies
between individuals.Core
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B1bTechnician
activity notesLung capacity
Equipment
Other relevant materialSkill sheet 26: Designing a spreadsheet
Skill sheet 27: Graphs with 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
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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
is dangerous for you to exercise. Ensure that the rubber tube is sterilised withantiseptic solutionbefore use.
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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
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B2aTechnician
activity notesLungs
EquipmentFor each group:
� 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.
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
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
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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 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...
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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
Answers1 Answers will vary.
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.
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.
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.
Other relevant materialSkill sheet 4: Web searches
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
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B3aTechnician
activity notesInvestigating reaction time
EquipmentFor each group:
Other relevant materialSkill sheet 4: Web searches
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.
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.
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?
distance ruler falls before distance ruler falls after drinking cola (mm) drinking cola (mm)
B-Activities.qxd 08-Jun-04 11:22 AM Page 7
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?
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 26: Designing 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
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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
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.
Other relevant materialSkill sheet 4: Web searches
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
Answers1 Answers will vary.
2 Answers will vary but could include becoming ill/sick/unconscious/dying.
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.
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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
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B4aTechnician
activity notesModel elbow joint
EquipmentFor each group:
� 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.
fasteners cannot fly off your model andcause injury.
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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.
Other relevant materialSkill sheet 4: Web searches
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
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B4bTechnician
activity notesDisappearing bone
EquipmentFor each group:
� chicken leg bones� 0.4 M hydrochloric acid� beaker� forceps� access to running water
Other relevant materialSkill sheet 4: Web searches
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.
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.
B-Activities.qxd 08-Jun-04 11:22 AM Page 13
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.
Answers1 Answers will vary.
2 tendons
3 Answers will vary.
4 If tendons stretched, the joint would not move when the muscle contracted.
5 Answers will vary.
6 ligaments
7 Answers will vary.
8 To allow the joint to move.
9 Answers will vary.
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)
B-Teachers.qxd 08-Jun-04 1:36 PM Page 11
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
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.
Other relevant materialSkill sheet 4: Web searches
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
B-Teachers.qxd 08-Jun-04 1:36 PM Page 12
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.
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?
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.
B-Plenaries.qxd 09-Jun-04 5:43 PM Page 1
B1 PlenariesAre you fit?
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
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’.
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
Suggested alternative plenary activities (5–10 minutes)
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.
B-Plenaries.qxd 09-Jun-04 5:43 PM Page 6
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 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
Suggested alternative plenary activities (5–10 minutes)
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.
Suggested alternative plenary activities (5–10 minutes)
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.
B-Plenaries.qxd 09-Jun-04 5:44 PM Page 11
B5 PlenariesExtra injury time
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.
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?
Suggested alternative plenary activities (5–10 minutes)
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.
B-Plenaries.qxd 09-Jun-04 5:44 PM Page 14
B1 SpecialsAre you fit?
1 Draw lines to match the words to the descriptions.
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
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.
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.qxd 17-Jun-04 9:03 PM Page 8
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
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?
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.
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.
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?
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.
B-Homework.qxd 17-Jun-04 9:07 PM Page 6
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’.)
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
B-Homework.qxd 17-Jun-04 9:07 PM Page 8
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?
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
COREQuestion Answer Mark
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
EXTENSIONQuestion Answer Mark
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.
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
COREQuestion Answer Mark
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
EXTENSIONQuestion Answer Mark
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.)
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
COREQuestion Answer Mark
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
EXTENSIONQuestion Answer Mark
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
Total for Extension 8
B-Homework.qxd 17-Jun-04 9:07 PM Page 14
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.
cannabis addictive medical side effects recreational
addicts chemical paracetamol mind
Test-Qust.qxd 6/25/2004 10:32 AM Page 5
B Test yourselfFit and healthy (continued)
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.
cannabis addictive medical side effects recreational
addicts chemical paracetamol mind
Test-Ans.qxd 16-Jun-04 2:54 PM Page 5
BTest yourself
AnswersFit and healthy (continued)
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.
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
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
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
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
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
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
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.
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.
4 Individual answers.
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.
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.
3 Individual answers.
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.