7540211 KS3 Science PB2

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 Contents

How to use this book 4

Chapter 1 Getting the Energy your Body Needs 8

Chapter 2 Looking at Plants and Ecosystems 46

Chapter 3 Explaining Physical Changes 84

Chapter 4 Explaining Chemical Changes 124

Chapter 5 Exploring Contact and Non-Contact Forces 162

Chapter 6 Magnetism and Electricity 198

Glossary 238

Index 247

Acknowledgements 256

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 B I OLOG Y

Getting the Energy your Body Needs

Ideas you have met before

❯❯
Movement
Some living things have a skeleton to support and protect
them.
Humans and some other animals have a skeleton.
Animals with a backbone are called vertebrates.

Breathing
Breathing is the way that you get oxygen into your bodies
and get waste carbon dioxide out.
The lungs are the main organs of the breathing system.
Oxygen breathed in is carried to the cells of the body by
the blood.

Nutrition
You eat to keep healthy and to give you energy.
During digestion, larger food molecules, such as starch, are
broken down into smaller molecules, such as glucose. enzyme

Glucose from digestion is carried by your blood to the cells

of your body.

Cells
Both animal and plant cells contain structures that have
specific roles.
One of the largest of these organelles is the mitochondrion.
It is a sausage-shaped organelle.
Energy is released in mitochondria.

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 1 .1
In this chapter you will find out
❯❯
The skeleton
• The skeleton allows you to move at the joints.
• The skeleton also protects some organs.
• Blood cells are made inside bones.

Muscles
• Muscles contract to move some bones at the joints.
• Muscles can only contract and relax – they cannot
push.
• Many muscles interact and work in pairs to bring
about opposite movements.

Aerobic respiration
• Aerobic respiration uses glucose and oxygen to
release energy.
• The energy released by respiration is needed for
muscles to contract.
• Stamina sports rely mainly on aerobic respiration.

Anaerobic respiration
• Anaerobic respiration occurs when you do not have
enough oxygen for aerobic respiration.
• Anaerobic respiration does not release as much
energy as aerobic respiration.
• Brewing and baking are applications of anaerobic
respiration.

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 Biology

Exploring the We are learning how to:

• Identify bones of the human skeleton.
human skeleton • Explain why we have different shapes
and sizes of bones.
• Communicate effectively to investigate
the structure and function of bones.

There are 206 bones in the human skeleton.

Each one contains calcium to make it strong. The
smallest bone is found in your ear and is only
approximately 3 mm long. The largest is found in
your thigh. Why do bones vary so much?

The human skeleton

❯
Bones make up the human skeleton. Without your skeleton
you would flop!
Look at Figure 2.1.2a and answer
these questions. cranium

jaw
1. State the scientific name
clavicle
for the:
scapula
a) skull
sternum
b) collar bone
ribs
c) shoulder blade humerus
d) funny bone. vertebrae

2. Suggest why you cannot radius

count 206 bones on the
ulna
diagram of the skeleton
in Figure 2.1.2a. pelvis

3. Explain why the name

‘vertebrates’ is so suitable
for describing animals
that have a backbone.
femur

tibia

fibula

FIGURE 2.1.2a: The main bones

of the human skeleton

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 Investigating the structure of bones
Bones must be strong to support you. Most of a bone
❯❯ 1 .2
(approximately 70 per cent) is made up of hard minerals, spongy layer
such as calcium. The outside of a bone is smooth and hard compact bone
to provide support. Inside this hard outer layer lies spongy,
porous material. This spongy layer allows your bones to
bend slightly. It also makes your bones lighter than if they
were completely solid. At the centre of a bone is a softer
substance called marrow.

4. a) Name the most common hard mineral in bones.

b) Describe a food rich in this mineral.
marrow
5. Suggest why it is important that bones can bend
slightly.
6. The spongy layer makes movement easier than if this
layer was solid. Can you explain this?
FIGURE 2.1.2b: Why is the outside

❯❯❯
layer of a bone hard?

Comparing bones
Some bones are long and narrow, such as those in your arms.
Some bones are shorter, such as those in your feet. Other
bones are flat and wide, such as the scapula (shoulder blade).
Each bone is adapted to suit its function. For example, the
foot contains many small bones to allow flexibility.

femur scapula

Did you know…?

Bones of flying birds

are hollow to make
the skeleton more
lightweight. To increase
the strength of the
FIGURE 2.1.2c: The femur is a long bone, whereas the scapula is a flat bone. skeleton, more bones
are fused together than
7. For each of the examples below, describe how in humans.
the bone shape or structure is well adapted for its
function in the body:
Key vocabulary
a) femur (thigh bone) b) bones of the hand c) ribs.
bone
8. Vertebrae are described as small and irregular bones.
skeleton
a) Explain what is meant by an ‘irregular’ bone.
calcium
b) Suggest why all vertebrae are small and the same
shape. marrow

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 Biology

Analysing We are learning how to:

• Describe the roles of the skeleton.
the skeleton • Explain the evidence for each of the roles of the
skeleton.
• Estimate height using bone measurement calculations
and suggest reasons for differences between people.

The role of the skeleton in giving support to your

body is easy to see. However, the skeleton has
several other important jobs. If you look carefully
at the structure of a human skeleton, you may
guess at these other roles.

Roles of the skeleton

❯
The human skeleton has four main roles:
• supports the body FIGURE 2.1.3a: Jellyfish gain support
from water, rather than from a
• protects the organs skeleton.

• allows movement
• produces blood cells.
Without a skeleton you would not be able to sit, stand or
hold yourself up.
The ribs are curved bones, forming a cavity inside the
ribcage. The lungs are positioned inside the ribcage.
The many joints in your skeleton allow you to move. For
example, the joint at the knee allows your leg to bend.
Without joints, your skeleton would be rigid.

1. Describe the four main roles of the skeleton.

2. Explain which organ each part of the skeleton
protects:
a) ribs b) cranium.
3. Describe three parts of the skeleton where joints
are important.
FIGURE 2.1.3b: The ribs are shaped to

❯❯
protect the lungs.
The importance of bone marrow
Bone marrow is in the centre of large bones. It is here where
blood cells are made. There are three types of blood cells –
red, white and platelets.

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 Patients with some medical conditions cannot make their
own healthy blood cells. If a bone marrow transplant is
carried out the patient may then make healthy blood
1 .3
cells again.

4. Describe the role of red blood cells.

5. Explain what is meant by a transplant.
marrow

Using bone measurements

❯❯❯
Your skeleton has many symmetrical features. This helps
you to balance and co-ordinate movements. Skeletons are
usually made in similar proportions. For example, if you
stretch your arms as wide as you can and measure their arm
span, this will probably be similar to your height.
At an archaeological dig or a crime scene, only a few bones
may be found. Yet scientists can predict the height of a
person using only the length of the femur, humerus, or even
the smaller bones in the arms and legs.

FIGURE 2.1.3c: Bone marrow makes

blood cells. The red blood cells carry
oxygen around the body.

Did you know…?

Your ears and the end

of your nose do not
contain bone. Instead,
these body parts are
given their shape by
cartilage. Cartilage is
softer than bone and
FIGURE 2.1.3d: A femur can be used to estimate the height of a person. does not contain blood
vessels or nerve cells.
The calculation used to estimate height from the length of
the femur is:
Key vocabulary
height (m) = (length of femur (m) × 2.6) + 65
support
6. A femur, 0.35 m in length, is found during a police
investigation. Estimate the height of the victim. protect
(Remember units.)
blood cells
7. Estimate the arm span of the same victim.
joint
8. Suggest why the calculation is not always accurate in
cartilage
people between 12 and 18 years of age.

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 Biology

Understanding We are learning how to:

• Describe the roles of tendons, ligaments,
the role of joints and muscles.
• Compare different joints in the human
skeleton.
skeletal joints • Collaborate effectively to interpret how we
use joints.

Bones meet at joints. Some joints, such as those

joints
in your cranium, do not allow much movement.
However, many joints allow a wide range of
movement. Try moving your arm at your elbow,
then try at your shoulder. Different joints allow
you to move in different ways.

Tendons and ligaments

❯
The bones of a skeleton are held together by ligaments.
Bones are connected to muscles by tendons.

tendons attach ligaments attach

muscles to bones bones to bones
FIGURE 2.1.4a: Why are joints in the
cranium fixed?
muscle

ligaments
tendon

bone

joint capsule

FIGURE 2.1.4b: Tendons join bone to muscle; ligaments join bone to bone.

Both ligaments and tendons are made of stretchy fibres

called collagen. However, the fibres are arranged differently
in each. In tendons, they are arranged so that the tendon
can move easily as muscles contract. In ligaments, fibres are
arranged more tightly to hold bones together securely.

1. Describe the roles of tendons and ligaments.

2. Explain why it is important that tendons are stretchy.
3. Sportspeople often damage ligaments. Suggest how
this can happen.

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 Are all joints the same?
❯❯
We have three types of moveable joint. The range and type
1 .4
of movement that they allow varies.
Fixed joints, such as those in the skull, do not allow
movement.
ball and socket joint, hinge joint, as in the elbow
as in the hip
pivot joint,
as in the neck

FIGURE 2.1.4c: Types of joints

Ball and socket joints allow A hinge joint allows A pivot joint allows rotation
forward, backward and movement like the opening around an axis. This type of
circular movements. The and closing of a door. This joint is found at the top of
shoulder joint is a ball type of joint is found at the neck and allows you to
and socket. the elbow. move your head from side
to side.
4. List the four types of joint in order, starting with the
type allowing least movement.
5. Suggest which type of joint is found in the:
a) hip b) knee.
6. Draw a table to summarise the types of joint and the
movements they allow.

A team effort
❯❯❯
Most movements are more complex than simply moving
at one joint. For example, throwing a ball could involve Did you know…?
the shoulder joint to lift the ball, the elbow joint to bend
the arm, and the finger joints to let go of the ball. You The lower jawbone is
will co-ordinate movements of these joints without even the only bone in your
realising it. head that can move. It
moves to enable you to
7. For each movement, list at least three joints that are talk and eat.
involved:
a) jumping into a swimming pool Key vocabulary
b) playing on a game console
ligament
c) brushing your teeth.
muscle
8. Suggest how you co-ordinate the complex movements
of joints. tendon

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 Biology

Investigating We are learning how to:

• Identify muscles used in different activities.
muscle strength • Plan an investigation to compare the
strengths of different muscles.
• Make a prediction about which muscles are
stronger than others.

Muscles make up approximately 40 per cent of

an adult’s body. One type of muscle is skeletal
muscle, attached to the skeleton. Athletes work
hard to strengthen specific muscles and train
them to tire less easily. Bodybuilders work on
their muscles in a different way and train to
make them bigger.

❯
FIGURE 2.1.5a: Skeletal muscles allow
you to move.
The main muscles of the body
There are three types of muscle
– cardiac muscle in the heart,
jaw
smooth muscle in the organs, muscles
and skeletal muscle attached to
the skeleton. Skeletal muscles shoulder
muscles
allow you to move. They are
attached to bones by tendons. pectoral (chest)
muscles
As the muscles contract, they pull
on tendons causing the bones biceps
around a joint to move. You have
triceps
over 600 skeletal muscles, which
are all involved in moving parts forearm
of your body. You may not notice muscles

the movement caused by some abdominal

of these muscles, such as tiny muscles

facial muscles that cause minor

movements.
quadriceps
(thigh) muscles
1. Name the three types of
muscle and state where
each is found.
2. Name three muscles of
the arm. calf
muscles
3. Describe how muscles
enable you to move.

FIGURE 2.1.5b: The

main skeletal muscles

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 Muscles in action
❯❯
Muscles can only pull – they cannot push. When a muscle
1 .5
pulls, it is contracted. This means the muscle gets shorter
and fatter. When a muscle is not contracted, it is relaxed.
When a muscle relaxes, it returns to its original size.
Most actions use many muscles. For example, when walking calf muscle
up stairs you use your calf muscles, quadriceps (thigh at rest

muscles) and abdominal muscles. If you move your upper

body as you walk, you use many more muscles.

4. Describe the differences between a contracted and a

relaxed muscle.
5. Explain how your calf muscle causes your heel to lift.
6. Suggest which muscles you use when climbing onto
a bike. calf muscle

❯❯❯
contracts when
flexed
Measuring muscle strength
By exercising you can increase
the strength of muscles.
Professional sportspeople
consider their training very FIGURE 2.1.5c: The calf muscle relaxed
carefully to ensure that they and contracted
target specific muscles.
They also test the strength
of their muscles frequently Did you know…?
to check their progress.
These are scientific tests and The heart is made
must be carried out fairly so of muscle. But this
that measurements can be is different to the
compared over time. Figure muscles attached to
2.1.5d shows a device to test your skeleton. Heart
the strength of the forearm muscle (cardiac muscle)
and hand. The person contracts approximately
squeezes the handle as hard 70 times every minute
as they can. The result is for your entire life and it
then displayed as a force FIGURE 2.1.5d A handgrip strength does not tire.
(measured in newtons). tester

7. Describe how two rowers could compare hand and Key vocabulary
forearm strengths using a handgrip tester.
contracted
8. A basketball player wants to compare the strength
of his forearm with that of a footballer. Predict who relaxed
would have the most strength. force
9. Suggest how you could test the strength of your newton
quadriceps.

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 Biology

Analysing We are learning how to:

• Display data in a suitable graph.
muscle strength • Analyse data to draw conclusions about
muscles.
• Explore the use of scientific ideas in
identifying and treating muscle conditions.

Strong muscles are important to a sportsperson’s

success. Some sportspeople even risk their health
with illegal drugs to grow bigger, stronger muscles.
Outside the sporting world, testing muscle
strength has an important role in diagnosing
certain disorders.

Who is the strongest?

❯
Scientists have conducted muscle strength tests on large
numbers of people. Using their results, they have calculated
the average muscle strength for different groups of people
for different muscles.
Six volunteers had the strength of their forearms and hands
tested in a sports science laboratory, using a device like that
shown in Figure 2.1.5d. The results are shown in Table 2.1.6.
Muscle strength is a force and is measured in newtons.
TABLE 2.1.6: The strength of forearms and hands

Gender of Age Mass Muscle

volunteer (kg) strength (N)
A. Male 20 76 64
B. Male 55 76 50
C. Male 55 87 51
FIGURE 2.1.6a: Gymnasts need high
D. Female 20 64 38 muscle strength.

E. Female 55 64 28
F. Female 55 76 20

1. Draw a graph to display these results.

2. The tester predicted that males have stronger muscles
than females. Is this supported by the results?
3. The tester predicted that age affects the strength of
men but not women. Does this data seem to support
this idea?

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 Damage or disease?
❯❯
If a muscle strength test suggests that a volunteer has weak
1 .6
muscles, the first step is to repeat the test to ensure that
the result is reliable. One cause of muscle weakness is injury.
Muscles can be strained or torn. This can be very painful but
the muscle repairs with rest.
Electromyography (EMG) tests if muscles are working
properly by checking for electrical signals. In healthy people,
muscles receive electrical signals to make them contract. EMG
checks if the muscles are receiving these signals and whether
they are contracting or not. Problems with the electrical
signals to the muscles would need further treatment.

FIGURE 2.1.6b: A torn muscle can

cause severe bruising.

FIGURE 2.1.6c: An EMG test involves pricking the skin with needles to test for
electrical signals.

4. Describe what electromyography (EMG) tests for.

5. Explain how repeating a test could tell us whether the
result was reliable or not.
Did you know…?
6. Suggest why a muscle tear is less serious than a
problem with electrical signals getting to the muscles. Muscle cramps are
caused by involuntary
Give me strength
❯❯❯
Professional sportspeople are regularly tested to check
contractions of one
or more muscles – the
muscles contract, but
then do not relax.
that they have not taken performance-enhancing drugs.
There are many causes
One type of these drugs are called anabolic steroids. These
of cramp but plenty of
increase muscle mass. However, steroids can have serious
water and vitamins in
side effects and can cause heart attacks and blood clots.
the diet may help to
Sportspeople who are found to have anabolic steroids in
prevent them.
their blood also face a ban from the sport.

7. Suggest why sportspeople take anabolic steroids Key vocabulary

despite the well known side effects.
8. Apart from exercising, how else you can maintain electromyography (EMG)
healthy muscles? anabolic steroid

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 Biology

Examining We are learning how to:

• Describe antagonistic muscles
interacting muscles and give examples.
• Explain how antagonistic
muscles bring about movement.
• Evaluate a model of
antagonistic muscles.

The majority of the 600 muscles of the human

body work as pairs. As one muscle of the pair
contracts, the other muscle relaxes and vice versa.
Without muscles working together in this way we
would not be able to move our joints freely.

❯
contracting
bicep
Pairs of muscles
relaxed
When muscles contract, they pull on both a tendon and tricep
bone. If the bone is at a joint, the bone will move. Muscles
can only pull, they cannot push. If muscles just worked
singly, the bone would simply stay in that position. To solve
this problem, muscles work in pairs called antagonistic relaxed
muscles. In the arm, the bicep and tricep muscles work as bicep
an antagonistic pair to control movement at the elbow. To
move the forearm up, the bicep contracts and the tricep
relaxes. To move the forearm down the tricep contracts and contracting
tricep
the bicep relaxes.
Other examples of antagonistic muscles include the
quadricep and hamstring muscle in the thigh, which allow
bending at the knee, and the shin and calf muscles, which
allow movement at the ankle.

1. List some examples of antagonistic muscles.

FIGURE 2.1.7a: Which way does
the forearm move when the bicep
2. Describe the changes in the bicep and tricep muscles contracts?
as the forearm moves up and down.
3. Explain why some muscles need to work in pairs. Did you know…?

A muscles model
❯❯
Scientists use models to explain their ideas. Models can be
Antagonistic muscles
are at work in our eyes.
Pairs of muscles in the
coloured part of the
extremely useful to help us to visualise something that we
eye, the iris, control how
cannot actually see.
big the pupil is. This
Models are not usually a perfect representation of the real prevents the eye from
situation. Scientists must evaluate any model to decide how being damaged by too
well it represents the real world. much light entering it.

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 In the card and rubber band model of the arm
(Figure 2.1.7b) the forearm moves up as the top rubber
band is pulled and moves down as the bottom rubber
1 .7
band is pulled. This represents what happens in the body.
However, the shoulder joint is fixed in the card model. This
is a poor feature of the model because the shoulder joint is
not fixed in the body.

cut-out card pieces

rubber bands

1 3
1

paper fastener

FIGURE 2.1.7b: A simple model of antagonistic muscles in the arm

4. Describe what the rubber bands represent in this arm

model.
5. Summarise what is good and what is not so good
about the model of the arm.
6. Suggest how the model could be adapted to show
that the bicep muscle is bigger than the tricep muscle.

A nod of the head

❯❯❯
A group of students were studying antagonistic muscles.
One suggested that nodding of the head is caused by
FIGURE 2.1.7c: Is nodding caused by
antagonistic muscles. The group tested the idea by nodding antagonistic muscles?
their heads back and forth and feeling around the neck as
they did so. Key vocabulary
7. Describe what the students would feel in their neck as antagonistic muscles
they nodded their heads:
bicep
a) down b) up.
tricep
8. Explain whether or not you believe that nodding is
caused by antagonistic muscles. quadricep

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 Biology

Exploring problems We are learning how to:

• Recall some medical problems with
with the skeletal the skeletal system.
• Describe treatments for some skeletal
system problems.
system • Communicate effectively to learn how
treatments have changed over time.

The skeletal system is

made up of bones, tendons,
ligaments, cartilage and
muscles. Medical problems
can arise with any of these
components, ranging
from fractures to genetic
conditions that we inherit.
The diagnosis and treatment
of these problems have
changed over time.

❯
FIGURE 2.1.8a: Broken bones can heal in a cast.

Break a leg
With 206 bones in the human skeletal system, it is no
surprise that bones are sometimes broken. Bones contain
collagen, which allows them to bend a little. However, with
a large enough impact bones can splinter, break or shatter.
Bone breaks, or fractures, can often be treated by covering
the limb with a plaster cast of glass fibre. This holds the
bones in place while new bone knits the broken ends
together. More severe fractures require metal pins fastening
through the broken bones to hold them in place while
healing takes place. An open, or compound, fracture is one
in which the skin is broken. This has a much higher risk of
infection and usually requires surgery.

1. Suggest how a fracture may happen.

2. Describe how a fracture may be treated.
3. Explain why a compound fracture is often more
serious than other fractures.
FIGURE 2.1.8b: Broken bones can be
seen in an X-ray image.

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 Other problems of the skeletal system
From the age of approximately
❯❯ 1 .8
35, the density of bones
decreases naturally. In some
people, the density drops
below a healthy level and
bones become fragile, making
them prone to fractures. This
condition is called osteoporosis.
Treatment for osteoporosis
includes taking drugs to
strengthen the bones.
Arthritis is a condition that
affects the joints. In one form of
arthritis, the cartilage at the end Did you know…?
of the bones wears away and
People with
bones rub together. This can be
hypermobility syndrome
very painful. In severe cases, the
are sometimes described
worn joint is replaced with an
as being ‘double jointed’.
artificial joint. FIGURE 2.1.8c: An artificial hip joint
In the past, people with
4. Explain why sufferers of osteoporosis are prone to this condition performed
fractures. in circuses and sideshows
as contortionists. The
5. Explain why arthritis can be so painful. condition results in joint
6. Suggest why an artificial hip is the shape shown in pain and dislocation of
Figure 2.1.8c. joints.

Medical advances
❯❯❯
As technology improves, diagnosis of fractures by X-rays
has become more precise. Surgical techniques have also
improved recovery from serious fractures.
As scientists learn more about osteoporosis, they can advise
on how to avoid this disease. In the past, all that could be
done was to treat the fractures.
Scientists are also learning more about genes so that FIGURE 2.1.8d: Hypermobility
syndrome causes hypermobile
diagnosis of genetic conditions affecting the skeletal system joints.
is now possible. Genetic counselling allows parents at risk
of passing on a condition to be informed of the risks and Key vocabulary
consequences.
skeletal system
7. Describe three improvements in treating skeletal
system problems. fracture
8. Suggest why improvements are likely to continue to osteoporosis
be made. arthritis

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 Biology

Applying key ideas

You have now met a number of important ideas in this chapter. This activity gives an
opportunity for you to apply them, just as scientists do. Read the text first, then have a go at
the tasks. The first few are fairly easy – then they get a bit more challenging.

The bare bones of space travel vertebra

The human body is very well adapted to

live on Earth. If we take the body to a
different environment, such as space, then
body systems may suffer. This includes the
skeletal system and its associated muscles.
Astronauts living in the International Space
Station (ISS) are located approximately
250 km above the Earth. The pull of gravity healthy bone
here is approximately 90 per cent of that
on Earth. However, because of the speed of
the spacecraft, astronauts feel weightless.
We call this a microgravity environment.
A loss of bone mass occurs in astronauts.
This is particularly apparent in the lower
half of the body. It is a similar effect to
osteoporosis as seen on Earth. On Earth,
osteoporosis
untreated osteoporosis can typically lead
to a loss of 1.5 per cent of bone mass in FIGURE 2.1.9a: Osteoporosis
one year. Astronauts can lose 1.5 per cent
of bone mass each month! Once back on
Earth, the bone mass is gradually replaced
but this can take up to three times the
length of the mission.
The loss of mass leads to a weakening of
the bones, which can then fracture more
easily. As bone is broken down, calcium
is released and absorbed into the blood.
This increases the chance of making
kidney stones.
Because astronauts do not work their
muscles much in space, muscle wastage
can occur. Activities are built into the daily
routine of astronauts to try to maintain the
muscle. The diet of the astronaut must also
be carefully considered to ensure that they
receive the nutrients they need to preserve
healthy bone and muscle as far as possible.
FIGURE 2.1.9b: Exercising in space

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 1 .9

Task 1: Identifying the problem areas

Suggest why the lower back and the legs may suffer the biggest bone
and muscle loss during space travel.

Task 2: Thinking about the effects of space travel

Describe the effects of space travel on the bones and muscles.

Task 3: Calculating recovery time

Predict the percentage of bone mass lost during a 12 month mission.
What assumption is made about the bone loss in this calculation?
How long would it take to replace the lost bone mass?

Task 4: Considering the consequences

Explain why it is important that we try to reduce the effects of space on
astronauts’ skeleton and muscles. Suggest why resistance training (with
masses) may be more beneficial than cardiovascular training (such as
cycling) during space travel.

Task 5: Researching osteoporosis

Would it help astronauts to have a calcium-rich diet, as is sometimes
recommended for women thought to be at risk from osteoporosis? Find
out more about osteoporosis including its causes and treatments.

Task 6: Planning a recovery

Patients who spend long periods of time in bed also suffer muscle and
bone loss. Suggest a plan to build up patients once they are able to get
out of bed. How would this compare to a plan for astronauts returning
to Earth?

25

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 Biology

Understanding We are learning how to:

• Recall the equation for respiration and
how muscles describe what it shows.
• Explain the importance of respiration.
• Apply what we know about respiration.
get energy
Your muscles need energy to
contract and move bones. The food
that you eat contains energy. But
cells need to carry out a reaction to
release this energy. This reaction
takes place inside all your cells
all the time, without you even
thinking about it.

❯
FIGURE 2.1.10a: You need energy to move.
How do you get energy?
You use energy in many ways, for example:
• to contract your muscles so that you can move
• to keep your body temperature at a suitable level
and constant
• to grow.
You need to obtain this energy from your food. Respiration
is the chemical reaction that releases energy from food that
you have eaten.
Some of your food is digested in the intestines to convert
it to glucose. The glucose travels in the bloodstream to all
the cells of your body. Respiration takes place in the cells to
release energy from the glucose.

1. State three ways in which you use energy.

2. From which food substance is energy released during
respiration?
3. Suggest why you need energy even when you
are asleep. FIGURE 2.1.10b: Glucose is a type
of sugar.

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 The respiration equation
❯❯
Respiration takes place in the cells of animals and plants.
1 .10
The reaction can be shown by the equation:
glucose + oxygen ➞ carbon dioxide + water (+ energy)
‘Energy’ is in brackets because it is not a substance.
This type of respiration, where oxygen is used, is known as
aerobic respiration. Oxygen (from breathing) is carried from
the lungs to all the cells of the body in the blood.
The waste products of respiration are carbon dioxide and
water. These are taken away from the cells by the blood and
breathed out from the lungs.

4. Explain what is meant by ‘aerobic’.

5. Suggest why the circulatory system is so important for
respiration.
6. Explain what the respiration equation tells us.

Building molecules
❯❯❯
In order to grow bigger and to repair tissues, you need FIGURE 2.1.10c: Why is respiration
protein. Protein is made of complex molecules made of lots sometimes compared with burning?
of smaller molecules, amino acids, joined together. When
you eat protein, it is broken down into amino acids during
digestion. Inside your body, you rebuild protein by joining
amino acids back together. This process needs energy and
that energy comes from respiration.

Did you know…?

protein amino acids

Any excess energy that

you do not need from
respiration is stored as
enzymes split amino acids
the amino used to make fats. If you do not use
acids apart new proteins the energy stored in
these fats, they stay in
your body.
FIGURE 2.1.10d: Amino acids join to make proteins.

Plant cells have a strong cell wall made from cellulose. Plants
Key vocabulary
make cellulose by joining glucose molecules together. The
energy to do this comes from respiration. energy
7. Describe the purpose of cellulose in plants. respiration
8. Suggest why bodybuilders eat foods high in protein. glucose
9. Suggest how your body could make different proteins. aerobic respiration

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 Biology

Investigating We are learning how to:

• Recall that respiration takes place in plants and animals.
respiration • Describe some experimental evidence for respiration.
• Consider the quality of evidence for respiration.

Respiration is a process that releases energy. Every

living cell in every living organism needs energy.
Therefore, both plants and animals carry out
respiration. The ways that plants and animals get
the glucose needed for respiration vary.

Respiration in plants
❯
Just as animals need energy, so do plants. Plants need
energy to grow, to repair tissues, to reproduce and to
absorb nutrients.
Respiration uses glucose and oxygen as the reactants. This
is the same in both animals and plants. Animals use glucose
from the food they eat in respiration. But plants make
glucose by a process called photosynthesis. Photosynthesis
only happens in plants. It does not occur in animals.

1. Describe what plants need energy for.

2. Describe a difference between respiration in plants
and in animals.
3. Explain what is meant by a ‘reactant’.

❯❯
FIGURE 2.1.11a: Plants respire, as well
as animals.
Where is the evidence?
You cannot see respiration happening. However, science
experiments can provide evidence that respiration occurs.
When you breathe out onto a cold surface, such as a
mirror or window, you see misting or droplets of water.
This suggests that you produce water. Water is one of the
products of respiration.
Figure 2.1.11b shows air to aspirator

an experiment on
germinating peas
proving that carbon
dioxide is given off
by living things. The
aspirator draws air soda lime limewater germinating seeds limewater
through the tubes. A B C D
FIGURE 2.1.11b: How does this show that living things produce carbon dioxide?

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 Soda lime absorbs carbon dioxide from the air around the
seeds. The seeds produce carbon dioxide and this turns the
limewater in flask D cloudy. Carbon dioxide is also a product
1 .11
of respiration.

4. Describe evidence for the release of water by animals. Did you know…?
5. Suggest how you could test if plants give off water.
Some plants, such as
6. Explain as fully as you can what the experiment in Venus fly traps and
Figure 2.1.11b shows. pitcher plants, trap
insects and digest
Respiration and photosynthesis
❯❯❯
Photosynthesis and respiration are both vital for plants.
them. However, they
only use these insects
to gain nutrients, not
We can compare the equations: for energy.

Photosynthesis:
carbon dioxide + water light energy glucose + oxygen
Respiration:
glucose + oxygen carbon dioxide + water + (energy)

Plants photosynthesise using sunlight energy. This is a way

of ‘trapping’ the energy. Respiration releases energy so that
the plant can use it.

FIGURE 2.1.11d: The Venus fly

trap is a carnivorous plant.

FIGURE 2.1.11c: Green plants use energy from sunlight to make glucose.

7. List the reactants and the products for both

photosynthesis and respiration. Key vocabulary
8. Explain why respiration and photosynthesis are reactant
dependent on each other.
photosynthesis
9. Suggest whether respiration and/or photosynthesis
are carried out by plants: product
a) during the day b) at night. germinating

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 Biology

Analysing We are learning how to:

• Describe where in the cell respiration takes place.
adaptations • Explain how mitochondria are adapted for
respiration.
• Compare and explain the numbers of
for respiration mitochondria in different cells.

Cells contain several structures, each with a

specific function – these are called organelles. An
example is the mitochondrion. Mitochondria are
described as ‘powerhouses’. This is because they
are the site of respiration, the process by which
energy is released. The numbers vary in different
cells depending on how much energy each cell
needs.

Respiration powerhouses
❯
Mitochondria are tiny sausage-shaped organelles found
in most animal and plant cells. You can use a powerful
microscope (such as an electron microscope) to see their
complex structure.
Each mitochondrion has two membranes. The outer
membrane surrounds the entire organelle. The inner one
is highly folded – the tips of the folds are called ‘cristae’.
FIGURE 2.1.12a: Mitochondria are tiny
Respiration takes place on the cristae. Folding increases the organelles found in most cells. The
number of cristae, maximising the amount of respiration magnification here is ×120 000.
that can take place. The fluid inside the mitochondrion
is called the matrix. It contains outer membrane
the enzymes essential inner membrane
for respiration.

1. Describe where
mitochondria are found.
2. Explain why
mitochondria are called
‘powerhouses’.
3. Explain how folding of
the inner membrane
helps mitochondria to cristae
produce more energy.
matrix

FIGURE 2.1.12b: How does the structure of mitochondria help with respiration?

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 Counting mitochondria
❯❯
The numbers of mitochondria vary in different types of cell.
1 .12
TABLE 2.1.12: Numbers of mitochondria in different cells

Type of cell Average number of

mitochondria per cell
muscle cell 1900
red blood cell 0
liver cell 1300
skin cell 800
mucus cell 180

4. Explain what the data in the table shows as fully as

you can.
5. At a different time, the muscle cell contained only
1400 mitochondria per cell. Suggest a reason for this
difference. FIGURE 2.1.12c: Why do muscle cells
need lots of mitochondria?
6. Mitochondria can make copies of themselves if more
are needed in a cell. Suggest when a cell may need
more mitochondria.

What can go wrong?

If mitochondria do not
❯❯❯ Did you know…?
function properly, then cells do
not get the energy that they Some scientists believe
need. When mitochondrial that mitochondria
disease occurs, little or no are descended from
respiration takes place in the bacteria. They think
mitochondria. The organs most that bacteria similar
affected are those needing to mitochondria once
most energy such as the heart existed in their own
(and other muscles), liver right. These bacteria are
and brain. The symptoms are thought to have entered
variable, depending on which cells. Over time, they
mitochondria are affected. evolved to exist within
Mitochondrial disease is caused FIGURE 2.1.12d: Mitochondrial disease
the cells and develop
by a fault in inherited material. can lead to muscle degeneration. into mitochondria as we
see them today.
7. Suggest why sufferers of mitochondrial disease are
often exhausted. Key vocabulary
8. Explain why it is wrong to think that we can ‘catch’
mitochondrial disease. mitochondria

9. Explain why the most severe symptoms may be seen membrane

when mitochondria in the brain are affected. enzymes

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 Biology

Examining links We are learning how to:

• Describe some systems in animals
between respiration and plants that are linked with
respiration.
• Explain how some systems and
and body systems respiration are dependent.
• Suggest the consequences of a
failure in linked body systems.

Respiration is vital for living things. But respiration

in your body relies on your body systems. Consider
where the glucose used in respiration comes from
and where the carbon dioxide formed during
respiration goes to.

Respiration and body systems

❯
You have many systems in your body, each with a specific
function. Three systems are shown in Figure 2.1.13a.

The breathing system is The circulatory

responsible for taking system is responsible
The digestive system oxygen into our bodies for transporting
is responsible for and passing carbon substances around
digesting food dioxide out the body

FIGURE 2.1.13a: Three body systems

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 The functions of all three body systems are linked with
respiration. Glucose needed for respiration is produced by
the digestion of carbohydrates in the digestive system.
1 .13
Oxygen needed for respiration is brought into the body
by the breathing system. Also, carbon dioxide and water
produced by respiration are removed by the breathing
system. All these reactants and products are carried to and
from cells by the circulatory system.

1. List the three body systems associated with

respiration.
2. Describe where glucose is carried from and to by the
circulatory system.
3. Suggest why carbon dioxide and water are sometimes
described as waste products of respiration.

A weak link
❯❯
Because respiration and some body systems rely on one
another, there would be problems if either respiration or
the body system did not function properly. For example, if
the digestion of carbohydrates is inefficient, there may not
be enough glucose for respiration. This results in insufficient
energy being released. If the circulatory system is damaged
this decreases the amounts of glucose and oxygen delivered FIGURE 2.1.13b: Plants take in
to cells. Again, insufficient energy is released in the body. oxygen for respiration through
stomata on the underside of a leaf
(magnified ×750)
4. Describe how a failure of the breathing system could
affect respiration. Did you know…?
5. Explain why a decrease in the amount of respiration
could negatively affect digestion. Plants can store excess
glucose as starch in their
6. Draw a table to explain how a failure in each system roots. So, when we eat
(breathing, digestive and circulatory) could negatively root vegetables such as
affect respiration. potatoes, carrots and

❯❯❯
turnip, we are actually
What about plants? eating the starch storage
organ of a plant.
Plants make the glucose needed for respiration in their leaves.
The glucose is then dissolved and transported around the
Key vocabulary
plant in a system of tubes called phloem. Phloem tubes are
sometimes compared with blood vessels in animals. Oxygen
digestive system
enters a plant through pores on the underside of leaves. These
pores are called stomata, shown in Figure 2.1.13b. breathing system

7. Suggest which system in animals corresponds to the circulatory system

transport system (by phloem) in plants. phloem
8. Suggest how carbon dioxide leaves a plant. stomata

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 Biology

Exploring We are learning how to:

• Describe what is meant by anaerobic respiration.
respiration • Explain why some sports involve more aerobic or more
anaerobic respiration.
• Explain what is meant by oxygen debt.
in sport
When athletes need to sprint,
they cannot get enough oxygen
to respire in the usual way. They
need to work without oxygen for a
short time, but also must release
the energy that allows them to
run. The body has mechanisms to
manage without oxygen but there
are consequences.

Respiration in sport
❯
As sports have become more competitive
and lucrative, sport science has emerged
to help sportspeople to understand how
their body works. When you exercise FIGURE 2.1.14a: When sprinting, the body is respiring without
steadily, you gain enough oxygen to carry oxygen.
out aerobic respiration. So when jogging
or swimming over a long distance, you respire in the normal
way. However, when you exercise in short, energetic bursts
the energy needed outweighs the oxygen that you can take
in and you have to respire without oxygen. This type of
respiration, without oxygen, is called anaerobic respiration.
Anaerobic respiration is important in sprinting and
weightlifting. Other sports, which involve steady exercise
as well as short bursts of high-energy exercise, rely on both
aerobic and anaerobic respiration.

1. List some sports that involve:

a) aerobic respiration
b) anaerobic respiration.
2. Explain the main difference between aerobic and
anaerobic respiration.
3. Suggest some sports or forms of exercise that rely on FIGURE 2.1.14b: Why does a circuit
trainer need to use anaerobic
both aerobic and anaerobic respiration. respiration?

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 The results of anaerobic respiration
❯❯
Anaerobic respiration can be shown in an equation:
1 .14
glucose lactic acid (+ energy)
Although anaerobic respiration does
release some energy, it does not
release as much as aerobic respiration
does.
The lactic acid produced during
anaerobic respiration builds up in
muscles. This can be felt as an aching in
muscles during or after exercise. After
the short burst of vigorous exercise is
over, you need to get rid of lactic acid
using the oxygen that you breathe in.
This oxygen is a ‘payback’ so that the
body can rid itself of lactic acid – it is
known as the oxygen debt. You may
find yourself breathing deeply after
exercise to repay this oxygen debt. FIGURE 2.1.14c: Why do we breathe deeply after vigorous exercise?

4. Explain what is meant by ‘oxygen debt’.

5. Suggest why anaerobic respiration can only be
sustained for short periods of time.
6. Compare the word equations for aerobic respiration
and for anaerobic respiration.

Energy stores
❯❯❯
Animals’ bodies have developed ways of storing glucose.
Did you know…?
This means that they can slowly release energy as and when It takes 12 seconds for
they need it. oxygen to be usable in
Animals store energy in several ways: respiration after you
have breathed it in.
• as glycogen in muscles
So in a 100 m sprint,
• as glycogen in the liver athletes are respiring
• in fat reserves. entirely anaerobically.
You can damage your body if you exercise too much without
taking in sufficient energy as food. Once all other energy Key vocabulary
stores, such as glycogen and fat, have been used up, protein
in the body can be used as a last resort. anaerobic respiration
lactic acid
7. Explain the benefits to an animal of storing glucose.
oxygen debt
8. Suggest why using protein in your body as an energy
source could be damaging. glycogen

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 Biology

Understanding We are learning how to:

• Recall that plants and microbes carry out
anaerobic anaerobic respiration.
• Describe some evidence to show that anaerobic
respiration can produce carbon dioxide.
respiration • Construct a method to show what is produced
in anaerobic respiration.

Plants and microbes, like animals,

sometimes need to respire
anaerobically. As in animals, this
process uses glucose to release
energy. But the products of anaerobic
respiration in plants and microbes
differ from the products in animals.

Anaerobic respiration in plants

Just like animals, plants respire
❯
anaerobically when oxygen is in short
supply. However, the products of anaerobic
respiration are different:
• In animals, lactic acid is produced.
• In plants, ethanol and carbon dioxide
are produced.
The type of anaerobic respiration that
produces ethanol and carbon dioxide is
called fermentation. It can occur in the
roots when a plant is growing in boggy or FIGURE 2.1.15a: Why do these plants need to respire
waterlogged soil. anaerobically?

1. Describe the soil conditions needed to make a plant

respire anaerobically.
2. Name the type of anaerobic respiration that produces
ethanol and carbon dioxide.
3. Write a word equation for fermentation.

Fermentation in microbes
❯❯
Microbes are tiny organisms that we cannot see with
the naked eye – they include bacteria, viruses and fungi.
Microbes often respire by fermentation.

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 Some microbes are capable of both aerobic
respiration and fermentation, and use
fermentation only when oxygen levels fall.
1 .15
An example of a microbe that does this is the
bacterium Escherichia coli. Some microbes are
adapted to survive only in anaerobic conditions
− bacteria that live far below the ocean’s surface,
for example. Other microbes respire only by
fermentation even when oxygen is present. A
microbe that does this is yeast. Yeasts are a type
of fungus found all around us.

FIGURE 2.1.15b: Some bacteria, such as E. coli, can

respire anaerobically when oxygen levels are low. The
magnification here is approximately ×120 000.

4. Write a definition of ‘microbes’.

5. Explain why it is an advantage for microbes to be able
to respire both aerobically and anaerobically.
6. Suggest what would happen to microbes adapted to
live without oxygen if they were suddenly exposed to
oxygen.

Exploring anaerobic respiration

You can show that a gas is
❯❯❯ Did you know…?
given off by fermentation. Anaerobic respiration
Mix some dried yeast with is thought to be a
warm water in a conical flask primitive way of
to activate it. Then give the releasing energy,
yeast some sugar as a source stemming from the
of food. If the conical flask is time when there was
then covered with a balloon, no oxygen in the
any gas given off will collect in atmosphere. It is now a
the balloon. successful strategy for
coping when oxygen
7. Describe what process yeast and
levels are low.
sugar solution
is taking place in
Figure 2.1.15c.
Key vocabulary
8. Explain why sugar is
added to the yeast. fermentation
9. Explain why the balloon microbe
inflates during the FIGURE 2.1.15c: Yeast is activated and
activity. sugar is added to the conical flask.
yeast

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 Biology

Investigating We are learning how to:

• Describe some applications of fermentation.
fermentation • Identify dependent, independent and control
variables in an investigation.
• Analyse data and identify next steps.

Yeast is a simple organism that reproduces

and ferments sugar rapidly. These features
make it ideal to use in studies of fermentation.
Fermentation by yeast has many applications –
for example in baking and brewing.

Applications of fermentation
❯
Fermentation is used in brewing and the production of
alcoholic drinks, as one of the products of fermentation,
is ethanol (a type of alcohol). The type of alcoholic drink
produced depends on the source of the sugar used in the
process. For example, wine uses grapes whereas beer is FIGURE 2.1.16a: Yeast is a microscopic
fungal organism. The magnification
made using hops and barley. here is ×1000.

Fermentation is also important in baking. Yeast and sugar

are included in bread recipes because the carbon dioxide
produced during the fermentation causes the bread to rise.
Another application of fermentation is in the production
of ‘gasohol’ – a fuel containing a mixture of gasoline and
alcohol. Mixing alcohol with a fossil fuel makes the non-
renewable fossil fuel last lo
longer.

FIGURE 2.1.16b: Fermentation is important in

wine making, baking and brewing.

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 1. Describe three applications of fermentation.
2. Highlight an application of fermentation that relies on:
1 .16
a) carbon dioxide being produced
b) alcohol being produced.

Investigating fermentation
Some students investigated
❯❯
the effect of temperature on bubbles of
fermentation. They mixed dried yeast water
carbon dioxide
with warm water, to activate it, in a
conical flask. Then they added some
sugar so that the yeast could respire.
active yeast
As the mixture fermented, carbon and glucose

dioxide was produced. The gas

formed bubbles in the conical flask.
The students counted the bubbles
for one minute. The experiment was
repeated setting up identical flasks
FIGURE 2.1.16c: Students counted the number of bubbles in one minute.
at different temperatures.

Did you know…?

4. In the experiment, what was the:
a) independent variable (that the students changed)? Fermentation has been
used to preserve foods
b) dependent variable (that the students measured)? for about 10 000 years.
5. Suggest what the students might need to control It is likely that it was
(keep the same) in this experiment. discovered with the
observation that milk
The effect of temperature on fermentation
The students recorded the results of their investigation in
❯❯❯ fermented naturally.
Fermentation of milk
results in the production
of cheese or yogurt,
a table.
for example. People
TABLE 2.1.16: How temperature affects fermentation
then realised that
Temperature (°C) 20 30 40 50 the products of milk
fermentation lasted
Number of bubbles per minute 14 26 60 16 longer.

6. Describe what the results show about the effect of Key vocabulary
temperature on fermentation.
7. Suggest how the students could improve the reliability brewing
of their results. fossil fuel
8. Suggest the temperature at which dough should be independent variable
left to rise to ensure that the lightest bread is baked.
Explain your answer. dependent variable

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 Biology

Comparing aerobic We are learning how to:

• Describe some similarities and
and anaerobic differences between aerobic and
anaerobic respiration.
• Work responsibly within a team
respiration to summarise respiration.

The purpose of any respiration is

to release energy in a form that an
organism can use.

Aerobic and anaerobic respiration

both release useful energy in cells.
However, the amount of energy
released is different from one
situation to another.

FIGURE 2.1.17a: The energy contained in food is released by

❯
respiration.

Comparing energy
The energy contained in food needs to be converted so that
cells can use it – this is the purpose of respiration. Aerobic
respiration uses glucose and oxygen as the reactants.
In anaerobic respiration there is only one reactant, glucose.
Aerobic respiration is 19 times more efficient at generating
energy than anaerobic respiration. However, because
anaerobic respiration generates energy more quickly,
sometimes your body switches to this type of respiration.
For example, when you sprint you need to generate energy
quickly for your muscles. Even though there is still some
oxygen in your body, it is better to respire anaerobically in
this situation.

1. Compare the efficiencies of aerobic respiration and

anaerobic respiration.
2. Explain why it is sometimes preferable to respire
anaerobically, even if some oxygen is available.
3. Suggest another situation in which anaerobic
respiration would be preferable, even if oxygen FIGURE 2.1.17b: Energy can be
is available. released more quickly by anaerobic
respiration.

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 Where in the cell?
❯❯
Anaerobic respiration takes place in the cytoplasm of
1 .17
cells. Many chemical reactions occur in the cytoplasm –
the first stage of aerobic respiration is one of them. But
the next stage continues in the mitochondria. It is during
this mitochondrial stage that most energy is released so
we usually say that aerobic respiration takes place in the
mitochondria.

cytoplasm (jelly-like mitochondria are

liquid that fills the cell) the powerhouses
of the cell

cell membrane

nucleus – controls
the cell activity

FIGURE 2.1.17c: An animal cell

4. Draw a diagram of an animal cell and label where

aerobic and anaerobic respiration take place.
5. Compare the amount of energy that is produced in
the cytoplasm and in the mitochondria during aerobic
respiration.

Respiration and enzymes

❯❯❯
Enzymes are protein molecules that speed up reactions –
Did you know…?

Carbon dioxide is toxic

they are sometimes called biological catalysts. Enzymes
if it builds up in your
are involved in both aerobic and anaerobic respiration –
body. This is because
without enzymes neither would happen. Enzymes break
it takes the place of
up glucose molecules to release energy. There are more
oxygen in the blood and
enzymes involved in aerobic respiration than in anaerobic
you become starved of
respiration.
oxygen. Your breathing
6. Explain why respiration would not happen without system is essential to
enzymes. remove the carbon
dioxide produced during
7. Suggest why more enzymes are involved in aerobic respiration.
respiration than in anaerobic respiration.
8. Enzymes are involved in many reactions in living Key vocabulary
organisms. Suggest another process that requires
enzymes. catalyst

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 Biology

Checking your progress

To make good progress in understanding science you need to focus
on these ideas and skills.

■ Identify the main bones ■ Describe the functions ■ Explain how different
of the skeleton. of the skeleton. parts of the skeleton
are adapted to carry out
particular functions.

■ Describe the role of ■ Identify some different ■ Compare the movement

skeletal joints. joints and explain the allowed at different
role of tendons and joints and explain why
ligaments in joints. different types of joints
are needed.

■ Recall that muscles ■ Identify muscles that ■ Explain how muscles

contract to move bones contract to cause specific work antagonistically to
at joints. movements. bring about movement
and evaluate a model.

■ Investigate the ■ Plan and carry out an ■ Plan and carry out a fair
strengths of different investigation to compare investigation, analyse
muscles and draw a the strengths of muscles the data and evaluate
conclusion. and analyse the results the procedure.
using a graph.

■ Describe some medical ■ Describe some ■ Explain how diagnosis

problems that can arise treatments for a range and treatment of
with the skeletal system. of problems with the problems with the
skeletal system. skeletal system have
changed over time.

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 1 .18

■ Describe the purpose of ■ Describe and explain ■ Explain the role of

respiration. aerobic respiration using respiration in building
a word equation. up complex molecules.

■ Describe aerobic ■ Identify evidence for ■ Evaluate the quality of

respiration in plants. aerobic respiration in evidence for aerobic
plants and animals. respiration in plants and
animals.

■ Describe where in a cell ■ Explain how ■ Analyse data to

respiration takes place. mitochondria compare and explain
are adapated for the numbers of
respiration. mitochondria in
different cells.

■ Define anaerobic ■ Explain why some sports ■ Describe and explain the
respiration and give rely mainly on aerobic effects on the body of
examples of sports respiration while others anaerobic respiration
that use anaerobic require anaerobic and explain ‘oxygen
respiration. respiration. debt’.

■ Identify some living ■ Describe and explain ■ Plan an investigation

things that carry out some evidence to to test a hypothesis
anaerobic respiration show the products about anaerobic
and identify some of anaerobic respiration, analyse the
applications. respiration and plan data and evaluate the
an investigation into investigation.
fermentation.

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 Biology

Questions
Questions 1–7

See how well you have understood the ideas in the chapter.

1. Identify the femur in Figure 2.1.19a. [1]

b
2. Identify the bone that protects the
brain in Figure 2.1.19a. [1]
3. What are the small bones that make
up the backbone called? [1] d

a) ligaments
b) joints
c
c) vertebrae
d) tendons
4. What is the function of joints? [1]
a) to protect organs
b) to make blood cells
c) to hold the body up
a
d) to allow movement
5. How does the ribcage protect the
lungs? [2]
6. Explain how muscles cause bones to
move. [2]
7. Describe the differences between
aerobic and anaerobic respiration. [4] FIGURE 2.1.19a

Questions 8–14

See how well you can apply the ideas in this chapter to new situations.
8. We can prove that we produce carbon dioxide in our bodies by: [1]
a) breathing on a cold mirror
b) blowing through limewater
c) growing yeast in a flask
d) measuring our temperature with a thermometer.

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 1 .19
9. During an uphill sprint, why does a runner use anaerobic respiration instead of
aerobic respiration? [1]
a) it releases energy more quickly b) it releases more energy
c) it forms lactic acid in animals d) it releases energy more slowly
10. When a muscle underneath the toe contracts to move it down, its antagonistic
muscle is: [1]
a) contracting b) relaxing
c) neither contracting nor relaxing d) pushing
11. Which row in Table 2.1.19 correctly matches the sport to the main type of
respiration used? [1]
TABLE 2.1.19

Sport Type of respiration used

a) long-distance swimming anaerobic
b) marathon running aerobic
c) weightlifting aerobic
d) sprinting aerobic

12. Describe how movement at the elbow joint would be different if it was a ball and
socket joint. Explain your answer. [2]
13. Explain why a student is not describing the full picture when she says that animals
respire and plants photosynthesise. [2]
14. A bodybuilder has strained his tricep muscles and has been advised to rest his arm. He
asks if he could carry on using hand weights to build up his bicep while still resting his
tricep muscles. Explain why this is not possible. [4]

Questions 15–16

See how well you can understand and explain new ideas and evidence.

15. Imagine that a strange skeleton of an unknown animal is found at an archaeological

dig. The backbone of the skeleton is one long bone. Suggest what this tells us about
movement of the animal, compared to the movement of humans. [2]
16. Two types of microbe, A and B, are being considered for use by a brewing company.
Microbe A respires aerobically and anaerobically, whereas microbe B only respires
anaerobically. Suggest which microbe may be most useful based on this information,
and suggest what other factors should be considered before choosing which microbe
to use. [4]

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