The oxygen machine – science netlinks 9gag wiki


By the end of elementary school, students should know that by breathing, people take in the oxygen they need to live. This grade 6 science electricity test basic knowledge allows middle-school students to develop a more sophisticated understanding of how respiration works in terms of basic macroscopic (e.g., major organs involved) and microscopic (e.g., cellular) processes involved with breathing.

By the end of middle school, students should know that to burn food for the release of energy stored in it, oxygen must be supplied to cells and carbon dioxide removed. They should understand the following macroscopic and microscopic processes: lungs take in oxygen for the combustion of food and they eliminate the carbon dioxide produced; the urinary system disposes of dissolved waste molecules; the intestinal tract removes solid wastes; the skin and lungs rid the body of heat energy; and the circulatory system moves all these substances to or from cells where they are needed or produced, responding to changing demands.

When students take biology in high school, they will receive instruction in the process of cellular respiration (glycolysis, Krebs cycle, electron transport chain, etc.) that will fill in the details of exactly how glucose from food is broken down to yield energy, or ATP, so it is not necessary that students r gas constant kj have this detailed understanding at the middle-school level. It would be best if this lesson could come after a discussion of the circulatory system.

Research shows that students up to the age of seven have little knowledge about the human organism; however, by age nine or ten, students have a marked increase in their knowledge. Specifically in terms of the respiratory system, lower elementary-school students may not know what happens to air after it is inhaled but upper elementary-school students associate the lungs’ activities with breathing and may understand something about the exchange of gases in the lungs and that the air goes to all parts of the body. ( Benchmarks for Science Literacy, p. 345.) Read More Planning Ahead

Refer students to the Oxygen Machine student esheet, which will guide them to The Mystery of Mallory Irvine ’24 on the PBS website. After students have read the story, discuss the questions posed on the esheet (students can record their answers on The Oxygen Machine student sheet). Use these questions to get students started in thinking about oxygen and the body. Do not worry so much at this point about right or wrong answers.

“Respiration (breathing) is so automatic that we rarely think about it, unless we feel that enough air is not getting into gas utility bill our bodies. The drawing on the Mechanics of Respiration student sheet illustrates the basic parts of the body involved with respiration. Respiration is the process that allows us to breathe in oxygen and exhale carbon dioxide. Oxygen is then used in our cells as the fuel that transforms the food we eat into energy.”

(The nose and mouth make up the first part where air enters your body. The trachea, or windpipe, is the second part and it delivers air to the lungs. Your lungs are the third part where oxygen is absorbed by the blood, which brings it to the rest of the body. Finally, the diaphragm is the fourth part. It makes up the floor of your rib gas mask tattoo cage.)

Using the esheet to guide them, students should read How the Body Uses O 2 on the PBS website. They should focus on #7 and #8 because they review how oxygen is involved in energy production; the other information reviews the respiration process. This site discusses atmospheric pressure, which is usually not covered in depth until high-school chemistry so you may need to define this for students if they are not familiar with it.

Light a candle and ask students to observe the behavior of the fire for five minutes. Then put a glass or a jar on top so that the fire will eventually go out. Ask students gas and bloating after miscarriage what will happen when the glass is put on top of the fire. Also ask students what happens to the glass or anything else that comes near the flame (it gets hot because of the release of heat energy).

Now ask students to think of food again as the source of energy. Help them to establish a relationship. Begin by pointing out that fire is only one form of oxidation! Oxidation also occurs in your body: When the carbohydrates gas hydrates wiki and fats in your body combine with the oxygen you inhale, they produce carbon dioxide (CO 2) and release energy, oxidization.

To summarize this part of the lesson, allow students to work in small groups to answer this question: “What is the relationship between breathing and eating?” Students should explain using their own words, an example, or simply by drawing a diagram or a picture to explain the concept. ( Students should discuss the relationship in terms of oxidation.)

Research has shown that hyperoxia (too much oxygen) and hypoxia (too little oxygen) can damage our cells, leading to overproduction of reactive oxygen species (ROS) or free radicals (chemical derivatives of oxygen that have a free electron and because of this are very unstable and highly reactive). These websites review information about free radicals, antioxidants, and exercise: