Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.2 Exploring the human skeleton
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1 The human skeleton >
Name the bones A to N of the human skeleton.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.2 Exploring the human skeleton
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2 Structure of bones in the skeleton >>
Summarise what you have learned about bones of the human skeleton, by drawing and labelling
diagrams with these headings:
Structure of bones
How bones grow
Bones of the head
Bones of the back
3 Chemical structure of bones >>>
Calcium is found in bones. Without sufficient calcium, bones become bendy. Calcium is needed in the
body for muscle contraction, including the heart muscle. It is also used for blood clotting. If calcium
levels in the blood decrease below a certain value, calcium is taken from the bones into the blood.
a) Give evidence to support the statement in the box.
b) Give an explanation to support the statement in the box.
We must ensure that we include calcium in our diets for strong bones.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.3 Analysing the skeleton
1 The roles of the skeleton >
Match up each role of the skeleton with its evidence.
a) Supports the body i) Bones meet at joints; without these the
skeleton would be rigid.
b) Protects the organs ii) Blood cells are made in bone marrow,
and marrow is found in the middle of some
bones.
c) Allows movements iii) Animals without a skeleton cannot hold
themselves up.
d) Produces blood cells iv) Some bones are shaped to fit around
an organ, such as the skull and ribcage.
2 The importance of bone marrow >>
There are three types of cells in the blood. Red blood cells carry oxygen around the body, where it is
used to release energy. White cells are important in fighting infection. Platelets are needed for blood
to clot.
a) Explain the effect of not having enough red blood cells.
b) Explain the effect of not having enough white blood cells.
c) Explain the effect of not having enough platelets.
3 Word stems >>>
Some animals have an exoskeleton. This is a skeleton on the outside of the body, rather than on the
inside, as in humans. Examples of animals with an exoskeleton include insects, such as grasshoppers
and cockroaches. Crustaceans, such as crabs, also have an exoskeleton.
Other animals, such as humans, have an endoskeleton. An endoskeleton is inside the body.
a) Suggest what ‘exo’ at the start of a word means.
b) Suggest what ‘endo’ at the start of a word means.
c) Find some other words that start with ‘exo’. Is there a link between these words?
d) Find some other words that start with ‘endo’. Is there a link between these words?
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.4 Understanding the role of skeletal joints
1 The structure of joints >
Our skeleton allows us to move at joints. A joint is where bones meet.
The diagram shows the parts of a skeletal joint. Identify these using words in the box.
ligament
cartilage
bone
synovial fluid
2 The roles of different joints >>
Give an example of where each type of joint a) to d) is found.
Then match up each joint with the movement it allows.
Type of joint Type of movement
a) ball and socket joint i) around an axis
b) hinge joint ii) in one direction
c) pivot joint iii) all directions
d) fixed joint iv) none
3 Tendons, ligaments and cartilage >>>
Explain the importance of each of the tissues below, and suggest the consequences of not
having each.
a) tendons
b) ligaments
c) cartilage
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.5 Investigating muscle strength
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1 The main muscles of the human body >
Identify the main muscles (A to I) in the human body. Use these words:
pectoral muscle abdominal muscle quadricep
jaw muscle calf muscle forearm muscle
bicep tricep shoulder muscle
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.5 Investigating muscle strength
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2 Which muscles are working? >>
List the main muscles used in each of the following activities:
a) hopping
b) writing
c) eating
d) doing a handstand.
3 Muscle strength in athletes >>>
a) Suggest whether swimming or playing football would most increase the strength of your chest
muscles. Explain your answer.
b) Rowing uses the arm muscles more than running does. However, not all rowers will have stronger
arm muscles than runners. Suggest why.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.6a Who is the strongest?
Cut out the descriptions of the six people below.
Discuss with a partner – who do you think would be the strongest volunteer? Who do you think would
be the least strong?
Sort the cards in rank order from the strongest to the least strong.
Volunteer 1
Gender: Male
Age: 20
Mass: 76 kg
Volunteer 2
Gender: Male
Age: 55
Mass: 76 kg
Volunteer 3
Gender: Male
Age: 50
Mass: 87 kg
Volunteer 4
Gender: Female
Age: 20
Mass: 64 kg
Volunteer 5
Gender: Female
Age: 55
Mass: 64 kg
Volunteer 6
Gender: Female
Age: 55
Mass: 76 kg
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.6b Analysing muscle strength
1 What is the story of the graph? >
Five men compared the weights they could lift above their heads.
a) Use information in the graph to identify the man with the strongest muscles.
b) Use information in the graph to suggest which man has an injury.
c) The men repeated the challenge one week later and the results were different.
Suggest why.
2 Making improvements >>
During an investigation into muscle strength, a group of students planned to compare their bicep
muscles. Each student planned to lift a variety of masses, until they found the largest mass that they
could lift. The masses were 5, 10, 15, 20 and 25 kg. The students would then plot a graph of their
results.
a) Suggest how the students could improve the reliability of the investigation.
b) Suggest how the students could improve the accuracy of the investigation.
c) The teacher told the students that their investigation was too dangerous. Suggest why.
3 The effects of steroids >>>
Research some information about steroids. Include:
a) why people use steroids in sport
b) the dangers of taking steroids that are not prescribed by a doctor.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.7 Examining interacting muscles
1 Antagonistic muscles >
Complete the sentences using words from the box.
bicep tricep joint tendons
contracts relaxes antagonistic
a) Muscles that work together as a pair are called … muscles.
b) Muscles are joined to bones by … . When a muscle contracts, it can move a bone if that bone is
found at a … .
c) An example of antagonistic muscles in the arm are the … and the … .
d) To bend the leg at the knee, the quadricep … and the hamstring … .
2 The role of antagonistic muscles >>
a) Match up each pair of antagonistic muscles with the movement they allow.
Muscles Movement caused
a) calf and shin muscle i) lower arm moves up and
down
b) abdominal and lower back ii) foot bends and flexes
muscles
c) bicep and tricep iii) bending at the waist,
forwards and backwards
b) Describe where muscles are found that cause the head to nod forwards.
c) Describe where muscles are found that lift the head back up again.
3 Muscle models >>>
A student made a model of the muscles in
his hand.
a) How does this model show how
muscles in the hand work?
b) Suggest why this model is not a good
representation of muscles in the hand.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.8 Exploring problems with the skeletal system
1 What is the problem? >
The box shows problems with the skeletal system. (Look up any unfamiliar words.)
torn muscle arthritis
osteoporosis fracture
tendonitis muscular dystrophy
scoliosis torn ligament
Sort these problems into three groups:
a) problems with bones
b) problems with muscles
c) other problems.
2 Describe the problem >>
Summarise what you have learned about these problems with the skeletal system:
fractures
arthritis
osteoporosis
muscular dystrophy.
3 Improve techniques >>>
As scientific advances are made, diagnosing and treating problems with the skeletal system has
become more successful.
Find out about one of these procedures:
joint replacements
X-ray
genetic screening.
Consider:
a) what the technique is used for
b) how the technique has improved over time
c) whether there are likely to be further improvements.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.9 Applying key ideas
The bare bones of space travel
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 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, untreated osteoporosis can typically
lead to a loss of 1.5 per cent of bone mass in 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.
Worksheet 2.1.9 Applying key ideas
The bare bones of space travel
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 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, untreated osteoporosis can typically
lead to a loss of 1.5 per cent of bone mass in 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.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.10 Understanding how muscles get energy
1 How do we get energy? >
Rearrange the words and symbols on the cards at the bottom of the page to make the respiration
equation.
2 Why do we need respiration? >>
Write a definition for each of these words (use a dictionary or the glossary in your Student Book):
a) respiration
b) energy
c) aerobic.
Now write out the respiration equation and explain, in words, what it shows. Use all the words you
have defined.
3 Rearranging molecules >>>
We use symbols to represent atoms and molecules. For example, the symbol formula for the oxygen
molecule is O2.
a) Find the symbol formula for each of these molecules and explain what this tells us about what
each molecule contains:
i) glucose
ii) carbon dioxide
iii) water.
b) Explain what has happened to each atom contained in glucose after respiration has taken place.
oxygen water gluose
(energy) carbon dioxide
+ + +
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.11 Investigating respiration
1 What is the story? >
The illustration A and the diagrams of experiments B and C show what happens in respiration.
Match up each of A, B and C with the correct sentence from the ovals.
This shows that plants
generate heat during
respiration.
This shows that plants
produce carbon dioxide
during respiration.
This shows that animals
produce water during
respiration.
2 Keeping control >>
We often use controls in science experiments to support evidence.
Suggest a control for each of the respiration experiments shown in task 1.
3 Mind mapping >>>
Write ‘respiration’ in the centre of a
piece of paper (A4 or A3).
a) Construct a mind map of what you
know about respiration. Include only
single words on each branch coming
from the centre. Here is the start of
a mind map.
b) Add ‘photosynthesis’ to your map
and make a link with respiration.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.12 Analysing adaptations for respiration
1 The structure of mitochondria >
Name the parts of the diagram of the mitochondrion, using these words:
outer membrane inner membrane matrix cristae
2 The role of mitochondria >>
Read the text below and note down:
a) information about the structure of mitochondria
b) information about the role of mitochondria
c) information about how mitochondria are adapted to their role.
Mitochondria are where respiration takes place inside the cell. So it is inside mitochondria that glucose
and oxygen react to produce water and carbon dioxide, releasing energy at the same time.
Mitochondria are very small organelles. They have two membranes. The outer membrane surrounds
the organelle. The inner membrane is highly folded. These foldings stick out into the middle of the
mitochondria and are called cristae. Respiration happens on the inner membrane. The folds increase
the surface area so that more respiration can take place.
The inside of the mitcohondrion is called the matrix. It contains special proteins called enzymes.
These speed up the respiration reaction and without them respiration would not happen.
Mitochondria can increase in number if more energy is needed in a cell. They relocate to increase the
amount of respiration that can take place.
3 Putting it all together >>>
Draw up a table to summarise how the structure of a mitochondrion makes it well adapted for
respiration.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.13 Examining links between respiration and body
systems
1 Body systems and respiration >
Rearrange the anagrams to reveal the names of body systems linked with respiration.
a) thaebgrin
b) tyrricoluca
c) stevigide
d) teslekla
2 Identifying the links >>
a) Write a sentence to describe the role of each body system identified in task 1.
b) Write a sentence to explain how each body system is linked with respiration. In each explanation,
use the word ‘because’.
3 A weak link >>>
a) Suggest how a failure in respiration could negatively affect the digestive system.
b) Devise a question for another student based on how a failure in body systems could negatively
affect respiration. Create a mark scheme for the question. (Aim for a question worth 2 marks or
more.)
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.14 Exploring respiration in sport
1 Anaerobic respiration >
Complete the paragraph using words in the box.
energy sprinting glucose oxygen
Anaerobic respiration is respiration without … . This releases less … than aerobic respiration.
Both types of respiration use … from food. Anaerobic respiration is important in sports such as … .
2 Comparing aerobic and anaerobic respiration >>
The statements below compare
aerobic and anerobic respiration
in animals. Sort them into:
a) aerobic respiration
b) anaerobic respiration.
produces lactic produces carbon
acid dioxide
releases more energy releases less energy
releases energy more releases energy
quickly more slowly
results in oxygen debt uses oxygen
3 Oxygen debt >>>
An athlete wants to know why he continues to breathe deeply for so long after a race. Write an
explanation to include:
a) what oxygen debt is
b) the consequences of not paying back this oxygen debt.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.15 Understanding anaerobic respiration
1 Fermentation >
Write out these four sentences, matching up the start of each with its correct ending.
a) Fermentation is ... i) glucose
b) Fermentation uses ... ii) a form of anaerobic respiration
c) Fermentation produces ... iii) plants and microbes
d) Fermentation takes place in ... iv) ethanol and carbon dioxide
2 Anaerobic respiration in yeast >>
a) State what type of organism yeast is.
b) Without sugar being added to the flask, the syringe stays at zero. Explain why.
c) When sugar is added to the flask, the syringe soon starts to move. Explain why.
3 Planning an investigation >>>
a) Describe how you might carry out an investigation to explore how temperature affects respiration in
yeast. (Hint: you could use the apparatus shown in task 2.)
b) How would you use your results to determine the best temperature to produce ethanol
from yeast?
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.16 Investigating fermentation
1 Fermentation >
Complete the paragraph using words in the box.
yeast baking anaerobic
brewing microbes
Fermentation is another name for … respiration. The process is usually referred to in plants and … .
An example of an organism that carries out fermentation is … . This reaction in yeast in useful in …
alcohol and ….
2 Explaining using equations >>
Write out the equation for fermentation in yeast.
Then, using the equation, explain:
a) why yeast is useful in brewing
b) why yeast is useful in baking
c) why sugar is used when making bread.
3 Applications of fermentation >>>
The product of fermentation depends on the type of microbe used and the type of sugar used.
For example, wine is the product of yeast fermentation in fruit juice, whereas beer is produced by
fermenting yeast in grains.
As well as being used in brewing, fermentation has an important role in medicine. Fermentation in
certain fungi and bacteria can be used to make antibiotics. These are drugs used to fight bacterial
infections. Some microbes can also be fermented to produce enzymes. Enzymes are chemicals that
speed up chemical reactions.
a) Read the text above and identify:
i) examples of food products of fermentation
ii) examples of medicinal products of fermentation
iii) examples of organisms used in fermentation.
b) Yeast respires anaerobically, even when oxygen is available. Discuss how humans use this to their
advantage.
Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014
Chapter 1: Getting the Energy your Body Needs
Worksheet 2.1.17 Comparing aerobic and anaerobic respiration
1 Aerobic or anaerobic? >
Sort each statement below into either ‘aerobic respiration’, ‘anaerobic respiration’ or ‘both aerobic and
anaerobic’.
glucose is used lactic acid is produced
ethanol is produced energy is released
animals can respire like this plants can respire like this
yeast can respire like this sprinting relies mainly on this
steady jogging relies mainly on this during a football match this takes place
takes place in mitochondria leads to oxygen debt
2 Quiz time >>
Make a quiz about respiration to try out on a partner. Make sure that you include questions about all
types of respiration.
Create a mark sheet for your quiz questions.
3 Compare and contrast >>>
Compare the processes of:
aerobic respiration
anaerobic respiration in animals
anaerobic respiration in plants.
Remember that you should discuss what is similar, as well as what is different about each of the
processes.
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