Chapter 3: Breathing and Gas Exchange

Textbook pages
38–51

Chapter overview
This chapter covers the structures and functions of the respiratory system, gas exchange and the
effects of smoking on the lungs and circulatory system. An understanding of the factors affecting
rate of diffusion is essential and the general principles of diffusion surfaces (large surface area, steep
diffusion gradient and thin membrane) should be considered. The contents of cigarette smoke and
their negative impacts on the body are also covered. It is also useful to teach the topic in conjunction
with respiration.

What to expect
Specification areas covered
2.46 describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea,
bronchi, bronchioles, alveoli and pleural membranes

2.47 understand the role of the intercostal muscles and the diaphragm in ventilation

2.48 explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and
blood in capillaries

2.49 understand the biological consequences of smoking in relation to the lungs and the circulatory
system, including coronary heart disease

2.50 describe experiments to investigate the effect of exercise on breathing in humans

The topics covered are quite straightforward and very much content driven. There are links to the
sections on respiration and transport across membranes and these should be revisited. The general
principles of gas exchange can be applied to other gas exchange structures such as fish gills and the
significance of surface area:volume ratio can be considered.

Homework tasks can include:

 writing up practical experiments

 completing worksheets such as that included in the TRP
 investigation planning exercises
 research on the effects of smoking.

Teaching notes
 Label diagrams of the thorax.
 Observe the dissection of a lung which demonstrates the major features of the respiratory
systems (see practical).
 Introduce Fick’s Law and explain how it relates to alveoli structure. Other gas exchange
structures (e.g. fish gills, insect tracheoles) can then be considered to see how it also relates
to them.
 Demonstrate how pressure changes inflate the lungs using a bell jar with balloons inside and
a latex ‘diaphragm’. This model should also be evaluated in terms of how it differs from a
real thorax. It is possible for students to make their own versions using a plastic cup, straws
and balloons.

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  Watch Internet health education video clips about smoking. Also, there are many old
television adverts for tobacco products on the Internet that can be shown to see the
changing perception of smoking over time. Students could plan a debate about banning
smoking in public places or could produce leaflets explaining the risks of smoking.
 Produce a glossary of all the words that are linked to smoking (tar, cilia, emphysema,
bronchitis, alveoli, infection, carbon monoxide, nicotine, coronary heart disease,
cholesterol).
 Look at the raw data for lung cancer rates linked with smoking. This can be given to students
in small groups and they can then consider the correlations.

Possible misunderstandings
 The differences between respiration and gas exchange should be explained.
 The effects of tar, carbon monoxide and nicotine are often mixed up. A common error on
exam questions where candidates are asked to explain the effects of smoking on lungs is to
explain the effects of nicotine as an addictive drug and carbon monoxide as a cause of heart
disease.
 Many students confuse the pressure and volume changes in the thorax and do not link it
correctly with when the diaphragm and intercostal muscles contract and relax.

Differentiation
 When labelling diagrams of the thorax and alveolus, less-able students can be given ready-
made labels and asked to arrange them rather than writing the labels out.
 When planning Activity 2, this can be made more challenging by getting the students to
write a plan with minimal teacher input. To support students who find the activity difficult,
scaffolding can be used in the form of a written sheet with prompts to help them identify the
variables, how they intend to change, measure and control variables and how many times
they intend to repeat it.
 To extend students, data about the effects of smoking on heart disease, lung cancer and
emphysema can be given to them to analyse and identify correlations. The amount of data
presented to the students can be altered according to the level of demand. When compiling
glossaries, less-able students could be given mixed up words and definitions while more-able
students could be simply given the words and asked to research them.
 Depending on the nature of a class, students could be asked to produce either leaflets,
posters, video presentations or ICT presentations about the effects of smoking.

Practicals
Practi cals in the textbook

Activity 1: Comparing the carbon dioxide content of inhaled and exhaled air

 This is a straightforward practical that gives qualitative results. Care should be taken that the
limewater in the boiling tubes only covers the longer glass tube in order to prevent the
students inhaling it. Limewater and hydrogen carbonate both work well. Students could
extend the investigation by suggesting how they could use it to investigate the effect of
exercise on the carbon dioxide exhaled. The limitations of the experiment should also be
considered (the lack of quantification and the subjective nature of the colour changes).

Activity 2: An investigation into the effect of exercise on breathing rate

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not copyright free.
  This is a very straightforward practical that can be used effectively to enhance experimental
planning. The teacher can introduce the idea and then encourage the students to:
o formulate a hypothesis
o identify the independent variable, dependent variable and relevant control variables
o suggest method for changing the independent variable, measuring the dependent
variable and keeping control variables constant
o decide how to make the experiment reliable (repeats).

Other practi cals

 Comparing the oxygen present in inhaled and exhaled air. Candles can be burnt inside an
inverted jar with atmospheric air and the length of time taken for the flame to extinguish
recorded. The jars can then be filled with water in a sink and then filled up with exhaled air
by blowing through a rubber tube to displace the water. A candle is then burnt in the
exhaled air. This is useful for calculating means from repeats and considering reliability. It
also demonstrates that exhaled air still contains some oxygen.
 Demonstration of lung dissection. The trachea, bronchi, bronchioles and pleural membranes
can be shown very easily. If a foot pump and rubber tube is available, the elasticity of the
lungs can be demonstrated by showing inflation and deflation.
 If the equipment needed for Activity 1 is not available, students can simply blow into
limewater through a straw.
 Demonstration of the role of the pleural membranes by placing two wet microscope slides
together – they will stick together but still move.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is
not copyright free.