Download Year 8 equipment list - Unit 2B: Respiration

Technicians’ lists of equipment
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Lesson B1: Food for energy
Starter activities
Capture interest
Teacher demonstration:
 three 2.5cm 10cm strips of thin cardboard
 three 5 cm pieces of 12 mm diameter copper tubing
 scissors
 1m of thin copper wire
 aluminium foil
 sticky tape
 three lemons (labelled 1, 2 and 3)
 1.5V LCD clock
 metal paper clips
Main activities
B1b Hands up!
 Stopwatch
B1c Exercise and your heart rate
For each group:
 stopwatch
 computer with spreadsheet
Lesson B2: Everything respires
Main activities
B2a Do plants respire?
Expt A: Do cress seeds need oxygen to germinate?
 two 250cm3 conical flasks
 two split bungs
 two 10-cm lengths of cotton
 two balls of cotton wool soaked in water and dipped into a tray of cress seeds
 100cm3 of water
 100cm3 of alkaline pyrogallol
Expt B: Do peas produce carbon dioxide?
 three test tubes
 one straw
 five germinating peas
 3cm3 bromothymol blue indicator
Expt C: Do plant leaves produce water?
 two leaves (preferably from a privet hedge)
 two pieces of cobalt chloride paper
 two pieces of sticky tape
This list is in Microsoft Word, so it can be customised to fit each school’s requirements.
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Technicians’ lists of equipment
Downloaded from www.catalystscience.co.uk
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tweezers
Expt D: Do peas release energy as heat?
 two vacuum flasks
 two plugs of cotton wool
 15 germinating peas
 15 dry peas
 two thermometers
 two bosses and clamp stands
B2b Which part respires most?
For each group:
 three conical flasks and bungs
 three 10-cm pieces of cotton
 three muslin sheets (10cm 10cm)
 limewater
 one plant cut up into small pieces of leaf, root and stem [a geranium would be fine, although
you could use rapid cycling brassicas (available from Science and Plants for Schools)]
 access to an electronic balance
Lesson B3: Breathe in and out
Starter activities
Problem solving
 1 box of matches
 pile of coins 5cm high
 shallow dish that resembles a wide pub ashtray (it must hold 150ml of water not more than
5cm deep and have a flat bottom)
 pint glass (or equivalent with an even rim)
Main activities
B3a Air in and out
For each group:
 two test tubes with delivery tubing and bungs (see Core sheet)
 access to limewater
 thermometer
 tweezers
 two 1cm2 pieces of cobalt chloride paper
 two gas jars
 access to a large bowl
 rubber tubing
B3b Dissection of the lungs
For teacher demonstration:
 one set of lungs (with trachea and diaphragm attached)
This list is in Microsoft Word, so it can be customised to fit each school’s requirements.
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Technicians’ lists of equipment
Downloaded from www.catalystscience.co.uk
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dissecting board or tray
scalpel
scissors (large and small)
mounted needle
coarse forceps
fine forceps
Lesson B5: Trouble with yeast
Starter activities
Bridging to the unit
 boiling tube
 paraffin oil
 yeast suspension in 5% glucose solution warmed until bubbling
 delivery tubing
 test tube with 2cm depth
 limewater.
Main activities
B5a Is yeast a chemical?
For teacher demonstration:
 15g baker’s yeast mixed with 300ml water and 300ml 0.2M glucose solution (leave on a
radiator for 20 minutes to start bubbling before the lesson)
 500ml beaker
 Bunsen burner
 tripod
 heatproof mat
 gauze
This list is in Microsoft Word, so it can be customised to fit each school’s requirements.
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