| ActivityCube Activity | In the balloon model air is breathed into the open sac. Somehow it must get out of the sac and to the cells. Some may say this happens by passing through the walls of the" balloon-lungs " . Some students believe air seeps through the surface like balloons lose air. Others believe there are tiny hairs in the walls that somehow collect the air that moves into the empty center. | |
| Materials- For each group: centimeter cubes (64) connected together to form a large cube.
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| We will deal with this soon but first let's think about what happens to the air in the center of the balloon? | | Does it just get breathed out again? | | How efficient is this model? That is, how well can it provide the maximum amount of oxygen? | | Look at the cube your teacher will give your group. | | We can measure the surface area of the cube by simply counting up all the cubes on each side. But the mathematical way to find this area (we call it the surface area of the cube) is by: | | - Measure the height and width of a side and multiply them together. This is the surface area of one side.
- height _____ x width _____ = _______ sq. cm.
- Since there are six sides on the cube we now multiply the number you just got for the surface area of one side times six.
- ______sq. cm x 6 = _______sq. cm.
| | (You could also simply add the multiplied height x width together six times.) | | This is the total number of square centimeters or the surface area of the cube. | | Now go back and count the small squares that cover the cube. Do you get the same number? | | Now take the cube apart so you have many little cubes. | | - Again measure the height and width of each side of each cube.
- height _____ x width _____ = _______ sq. cm.
- Multiply these numbers and add the amount for the six sides together.
- ______square centimeters
- ______sq. cm x 6 = _______sq. cm.
| | Which has a larger surface area (square centimeters) the large cube or the small cubes added together? | | Now think about this: | | If all the blocks were hollow and full of air and the air could diffuse out through the sides of each block, which would have more surface area for oxygen to diffuse through, the large block or all the small blocks together? | | Look back at your measurements for help. | |
| Work with your group and using the cubes see if you can come up with a model for the inside of the lungs that would have the most surface area. One that will allow the maximum amount of air to move into the lung and then pass out into the body. Do not be concerned yet about how the passage of air into the body occurs. | | Make a drawing on your whiteboard to share with the class. | |
| In the balloon model air is breathed into the open sac. Somehow it must get out of the sac and to the cells. Some may say this happens by passing through the walls of the "balloon-lungs". Some students believe air seeps through the surface like balloons lose air. Others believe there are tiny hairs in the walls that somehow collect the air that moves into the empty center. | | We will deal with this soon but first let's think about what happens to the air in the center of the balloon? Does it just get breathed out again? | | How efficient is this model? That is, how well can it provide the maximum amount of oxygen? | | One student suggested that the inside of the lungs might look like a neighborhood with large streets leading into smaller side streets and finally ending at a circle of houses, called the 'cul-de-sac' model. | | What do you think of this model? How are the houses connected to the streets? Where does the air go in this model? | | Another student suggested that the inside of the lungs might look like broccoli. How might this work? Where would the air go? | | Which model seems the most efficient for letting the maximum amount of air pass through? | |
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