Appendix V - Testing Procedure

The test questions were based directly on relevant parts of the programme of study in the Science NC. A mark scheme was produced after the tests were given so that it was based, not only on the required learning needed given by the lesson's objectives, but also on the learning that had taken place.

National Curriculum Extracts

Relevant Extracts from the KS 3 and 4 Science National Curriculum Programme of Study.

Key Stage 3

Life Processes and Living Things

Pupils should be taught:

2. Humans as organisms

breathing

l how lung structure enables gas exchange to take place;

m how smoking affects lung structure and gas exchange;

respiration

n that aerobic respiration involves the reaction in cells between oxygen and food used as a fuel;

o that during aerobic respiration glucose is broken down to carbon dioxide and water;

p to summarise aerobic respiration in a word equation;

3. Green plants as organisms

respiration

g that plants carry out aerobic respiration.

(DFEE 1995)

Materials and their Properties

solids, liquids and gases

c how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state, gas pressure and diffusion;

Key Stage 4

Life Processes and Cell Activities

d how substances enter and leave cells through the cell membrane by diffusion, osmosis and active transport;

The Lesson Objectives

By the end of the lesson the pupils should ;

• have read science text explaining human respiration;
• have answered embedded questions on the text;
• have self marked their answers to the embedded questions;
• cross referenced scientific vocabulary with a glossary of terms
• be able to name the organs and parts of organ responsible for gas exchange i.e.. windpipe, lungs, bronchus, bronchiole and alveoli
• be able to draw and label a diagram showing a cross section of an alveolus detailing air going in and out, blood capillaries bringing oxygen deficient, carbon dioxide rich blood from the heart to the alveolus and taking oxygen rich, carbon dioxide deficient blood from the alveolus to the heart.
• be able to explain that gas exchange that takes place in the alveolus by diffusion which occurs because of the movement due to kinetic energy of particles from where they are in high concentration to where they are in low concentration.
• be able to write a word equation for aerobic respiration
• state that plants carry out aerobic respiration

The Test Questions and Mark Scheme

Question 1.

What is the main organ for gas exchange in the human body ?

lungs (1)

Question 2.

What does respiration mean ?

release of energy (1) from food (1)

Question 3.

Write a word equation for aerobic respiration.

food + oxygen (1) --> energy + carbon dioxide + water (1) plus (1) for format

Question 4.

What are the two waste products of aerobic respiration

carbon dioxide (1) and water (1)

Question 5.

Do plants carry out the process of respiration ?

yes (1)

Question 6.

What is an alveolus ?

tiny/sac (1) found in lungs/used for gaseous exchange (1)

Question 7.

What does diffusion mean ?

movement of particles (1) from high concentration (1) to low concentration (1)

Question 8.

Draw a diagram in as much detail as you can to explain what happens in an alveolus.

Accuracy of drawing (2) labels and notes for air in/out (1),
blood from/toheart (1), oxygen to blood(1) carbon dioxide out from blood (1)

Question 9.

How does smoking affect the lung structure ?

Any two reasonable points (2)

Question 10.

How does smoking affect gas exchange ?

Any two reasonable points (2)

Total marks possible 24

Rationale For Test Questions

Questions 1 to 6 were based on the main text so testing their recall.

Question 7 could only be fully answered if the pupil followed up the highlighted term in the glossary so was also testing if they had done so.

Question 8 tested their ability to synthesise an annotated diagram with a written description.

Questions 9 and 10 were not based on the text at all so could possibly be used as controls. However if their understanding had improved then their answers to these questions may also improve as they could apply their understanding to this situation.