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Science at key stage 3    (Year 9)

Unit 9B: Fit and healthy
Section 11: b. What effects do drugs have?

QCA

Objectives
Children should learn:
  • that drugs alter the way the body works physically or mentally
  • to recognise the need for informed consent in experiments involving people
  • how to deal with factors that cannot be controlled
  • how to work collaboratively to obtain sufficient valid data to draw conclusions

Activities

Outcomes
Children:
  • Using suitable stimulus material, establish that caffeine is consumed widely, eg in tea, cola, coffee, and that it is considered to be a stimulant which makes people more alert. Ask pupils to suggest how to investigate whether this is so.
  • Demonstrate a technique for measuring reaction time, eg catching a dropped ruler, using datalogging equipment. Discuss with pupils how they could deal with caffeine sensitivity in certain individuals, how long caffeine takes to work, the placebo effect and the use of double-blind trials and the problem of sample size.
  • Ask pupils to drink measures of caffeinated or decaffeinated cola, record the effect on reaction time and present a report on their findings.
  • identify caffeine as a stimulant
  • recognise that drugs can change the mental activity of a body
  • recognise that there are ethical issues involved in scientific research, eg not subjecting people to harmful experiences
  • recognise that researchers must guard against influencing results, eg by not knowing which subjects have the drug
  • consider evidence and reasons and reach conclusions when presenting ideas

Points to note
  • This activity would be enhanced by a visit from a scientist involved in the development and trialling of a new drug. (See unit 9H 'Using chemistry'.)
  • Coffee would be cheaper to use, but most pupils prefer drinking cola to coffee. This work will also require a discussion of likely inaccuracies and uncontrollable variables, as well as different pupils' immunity or lack of measurable response to the caffeine.
  • Pupils unable or unprepared to take part could plan and suggest results, followed by taking part as 'referees' or checking results, etc.
  • Extension: pupils could be asked to find out how double-blind trials are used in the trialling of new drugs.

    • Safety

    • any pupil who claims caffeine sensitivity must not participate. Pupils' plans must be checked for health and safety before practical work begins. If pupils drink cola in the laboratory, strict hygiene must be observed, eg disposable cups. Do not use laboratory measuring cylinders

Sections in this unit

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This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.
1. a. What do we mean by fit?
2. b. What do we mean by fit?
3. What helps the respiratory system to function?
4. What is the effect of smoking on the lungs and other body systems?
5. a. Why is diet important?
6. b. Why is diet important?
7. How does alcohol affect the body?
8. a. What else can we do to maintain fitness?
9. b. What else can we do to maintain fitness?
10. a. What effects do drugs have?
11. b. What effects do drugs have?
12. Are we healthier than our great-grandparents were?
13. Reviewing work