```Charles Buzek - John Spry School

Gathering data about respirationCharles Buzek                  John Spry School                               2400 S. Marshall                                   CHICAGO IL 60613                               (773) 535-1400Objective(s):To provide a means for the student to collect data which will further allow the student to analyze that data for the purpose of drawing conclusions.To initiate in the student the need to design instruments for scientific inquiry and develop an appreciation for the accuracy of such measurements.    Materials Needed:Balloons, rulers, and a conversion chart for cubic inchesStrategy:This activity should be prefaced by a brainstorming session in which the students and instructor break down the various divisions of respiration. The students should arrive at three discrete events which can be used to collect data about the breathing process.  These events will answer the following questions: 1) How much air do we breathe out normally? 2)Is there any air left in our lungs after we breathe normally? 3) How much is actually in our lungs when we breathe normally?  These questions will lead to the following activities:1) the subject will breathe normally then expel that air in a normal fashion into the balloon.  The balloon will then be measured across its broadest part with a ruler.2) the subject will breathe in and out normally then expel all remaining air into the balloon, exerting as much pressure on the lungs as possible to push out any remaining air.  Again the balloon will be measured as above.3) the subject will breathe in normally, then try to expel all the air that is in their lungs.  Again measure as above.These tests will provide the student with data concerning three aspects of the respiration process.  At this point another brainstorming session is in order. What does the data tell us in isolation?  Do we need to obtain data from a larger sample?  How should that sample be constructed?  Do we need to frame special questions relative to the sample group e.g. how do men and women compare in terms of respiration?  Is there a size factor?  These questions or others will determine how a sample group should be constituted.Performance Assessment:The instructor examines the data with the understanding that the measuring device is crude and will deliver data of varying quality.  The students will construct a chart which delineates the information for their sample.  Then the student will formulate a theory based on the data they have obtained.  The student's successful accomplishment of the activity will be determined by how well the data fits the theory.Conclusions:This activity ought to be seen by the instructor as only incidentally being concerned with respiration.  The emphasis in actuality is on experiment design and interpretation of data.  These activities form the backbone of scientific inquiry and should collaterally be the foundation of science instruction.```