Year 8 Science · Unit 1 · Lesson 19
Apply Worksheet
Learning Goals
Read the data
Study the table below showing breathing rate data measured during an investigation. Then answer the three questions.
Breathing Rate at Three Stages of Activity
| Stage | Breathing rate (breaths/min) | Change from resting |
|---|---|---|
| Resting | 14 | |
| After short exercise | 24 | |
| After 5 min recovery | 17 | |
| After 10 min recovery | 15 |
(a) Describe the overall pattern shown in the table. What happens to breathing rate during and after exercise?
(b) By how many breaths per minute did breathing rate increase from resting to after exercise? Show your working.
(c) A student wrote: "The numbers show the body does something after exercise." Explain why this is a weak interpretation. What would a stronger interpretation say?
Write a full CER response
Use the data table on page 1 to answer the question: "How does exercise affect breathing rate, and what does this suggest about the living system?" Complete each scaffold section below.
ClaimState what the data shows directly. Do not just copy numbers, write it as a complete scientific statement.
EvidenceCite two specific values from the table that support your claim. Write them as a comparison (e.g. "At rest, the rate was __ breaths/min, compared with __ breaths/min after exercise.")
ReasoningExplain why the pattern makes sense. Link the evidence back to what you know about living systems and their needs. Use at least one of these terms: living system, internal conditions, homeostasis.
1. Why is it important to include specific data values in the Evidence part of a CER explanation, rather than just saying "the results were higher"?
2. What is the difference between "interpreting" data and just "copying" data? Give an example of each using the breathing rate table.
Wrap Up
In one sentence, what is the purpose of the Reasoning part of a CER response?