Opening

LAUNCH · SCIENCE · Lesson 6 of 7

A precise checkpoint, then a useful next step

Learning intention

Apply selected ideas about hormonal control, circulation and exchange, then use evidence to choose a precise next step.

Five questions, 20 core marks.

Short recap first; 18 minutes for independent work.

Success looks like

Explain an insulin response without confusing hormone and stored material.
Use vessel direction, pump calculations and exchange mechanisms accurately.
Review item evidence and identify one specific improvement.

Retrieval

LAUNCH · SCIENCE · Lesson 6 of 7

Retrieve a route and a process

R1. What carries an endocrine hormone around the body?

R2. What is the difference between ventilation and diffusion?

I do

LAUNCH · SCIENCE · Lesson 6 of 7

Trace the hormone message

Gland releases a hormone into blood.

Responsive cells recognise the signal and change activity.

One message, three important locations

Diagram description

Endocrine transport model: an endocrine gland releases a hormone into circulating blood; the hormone reaches tissues, but only appropriate target cells respond. Arrows show information/material transport, not a private gland-to-organ duct.

I do

LAUNCH · SCIENCE · Lesson 6 of 7

Read direction before oxygen content

An artery takes blood away from the heart.

Follow the lung circuit to test the definition.

Two linked circuits, one continuous route

Diagram description

Schematic double circulation: body→right heart→lungs→left heart→body. Blue-labelled paths carry relatively oxygen-poor blood; red-labelled paths carry relatively oxygen-rich blood. Colour is accompanied by text. The positions are not anatomical.

I do

LAUNCH · SCIENCE · Lesson 6 of 7

Volume and pressure explain ventilation

Inhalation increases volume and lowers pressure.

Quiet exhalation involves relaxation and recoil.

Ventilation changes volume and pressure

Diagram description

Two-panel schematic of quiet breathing. Inhalation: diaphragm contracts/flattens, ribs move up/out, thoracic volume rises and pressure falls below atmospheric pressure so air enters. Quiet exhalation: muscles relax and elastic recoil reduces volume, raising pressure so air leaves.

We do

LAUNCH · SCIENCE · Lesson 6 of 7

Use an analogous calculation

Go to interactive investigation

W1. Model M: 60 beats/min × 50 mL/beat.

Model N: 80 beats/min × 50 mL/beat.

Calculate N after the teacher models M.

Warm-up only: model pump output

Diagram description

Constructed recap data, separate from the checkpoint. M: 60 beats/min × 50 mL/beat = 3,000 mL/min = 3 L/min. N: 80 × 50 = 4,000 mL/min = 4 L/min.

My response — say it, sketch on paper or type

Warm-up prediction desk

Original recap only. Complete prediction and test before the independent checkpoint.

Decision 1 of 3

Why can a hormone carried in blood produce different responses in different cells?

Choose, test, then explain together. Evidence diagrams appear only after your test. Diagram transitions explain the model; they do not represent real elapsed time. Use Pause model to stop transitions and model controls, or your device’s reduced-motion setting. The printed We do activity provides the paper route.

We do

LAUNCH · SCIENCE · Lesson 6 of 7

Challenge a pair of claims

W2. “All blood-carried hormones affect every cell equally.”

W3. “The pulmonary artery is a vein because its blood is oxygen-poor.”

My response — say it, sketch on paper or type

We do

LAUNCH · SCIENCE · Lesson 6 of 7

State what the calculation cannot show

Warm-up N has greater volume output than M.

Does that alone prove a person is healthier?

My response — say it, sketch on paper or type

Hinge

LAUNCH · SCIENCE · Lesson 6 of 7

Before you begin

Which practice will give a useful record of learning?

You do

LAUNCH · SCIENCE · Lesson 6 of 7

Set up your selected checkpoint route

Use the shared source page and Q1–Q5.

All routes have the same 20 core marks.

My response — say it, sketch on paper or type

You do

LAUNCH · SCIENCE · Lesson 6 of 7

Independent checkpoint: 18 minutes

Answer Q1–Q5. Show units and causal links.

If stuck, move on and return.

My response — say it, sketch on paper or type

Review

LAUNCH · SCIENCE · Lesson 6 of 7

Feedback starts now

Pause or collect the first attempt.

Use item evidence to choose one correction.

My response — say it, sketch on paper or type

Review

LAUNCH · SCIENCE · Lesson 6 of 7

Audience: identify the next move

L1. Share one correction with an adult or partner.

Say which mechanism or calculation it improves.

My response — say it, sketch on paper or type

Exit

LAUNCH · SCIENCE · Lesson 6 of 7

Finish with a targeted action

E1. Name one idea you can now explain.

E2. State one practice that would improve your next attempt.

My response — say it, sketch on paper or type

Exit

LAUNCH · SCIENCE · Lesson 6 of 7

Store the evidence, not a label

Keep the attempt, route, support and correction together.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

Shared sources | Warm-up and checkpoint

All numbers are constructed classroom records. Warm-up letters M/N are separate from checkpoint letters A/B and U/V.

Warm-up only: M has 60 beats/min and 50 mL/beat; N has 80 beats/min and 50 mL/beat. W1 calculate N. W2 test “all hormones affect every cell equally”. W3 classify a pulmonary artery using direction.

Checkpoint pump	Heart rate (beats/min)	Stroke volume (mL/beat)
A	75	80
B	100	50

Pump output = heart rate × stroke volume. 1,000 mL = 1 L. The table does not measure health or fitness.

Exchange case	Relative area	Relative concentration difference	Relative thickness
U	4	3	1
V	4	3	2

Idealised relative index = area × concentration difference ÷ thickness, with the same omitted constant. These are model inputs, not measured human gas-exchange data.

Q1 context: glucose absorption has raised blood glucose. Q2 starts with oxygenated blood leaving the lungs. Q4 concerns quiet inhalation and oxygen exchange into arriving blood.

Supported checkpoint | 20 core marks

Same concepts and marks. Optional word bank: pancreas; liver; insulin; glycogen; atrium; ventricle; aorta. Record support used.

Q1 [4 marks]. Blood glucose has risen after glucose absorption. Name the gland and hormone involved, describe one target-tissue response, and state its effect on blood glucose. Use four short points.Q2 [4 marks]. Complete: lungs → [chamber] → [chamber] → [large artery] → body. Then define an artery by direction.Q3 [4 marks]. Use record A. Show the pump-output calculation in mL/min, convert to L/min, and explain why heart rate alone cannot always compare output.Q4 [4 marks]. During inhalation, state the volume change and pressure change. Explain the direction of oxygen diffusion at an alveolus and why a thin barrier helps. Link each feature to its effect.Q5 [4 marks]. Compare U and V: identify the changed factor, calculate V’s index, compare V’s index with U’s, and state one limit of this model.

Standard checkpoint | 20 core marks

Complete Q1–Q5 using the shared sources. Show working and units.

Q1 [4 marks]. Blood glucose has risen after glucose absorption. Name the gland and hormone involved, describe one target-tissue response, and state its effect on blood glucose.Q2 [4 marks]. Complete: lungs → [chamber] → [chamber] → [large artery] → body. Then define an artery by direction.Q3 [4 marks]. Use record A. Show the pump-output calculation in mL/min, convert to L/min, and explain why heart rate alone cannot always compare output.Q4 [4 marks]. During inhalation, state the volume change and pressure change. Explain the direction of oxygen diffusion at an alveolus and why a thin barrier helps.Q5 [4 marks]. Compare U and V: identify the changed factor, calculate V’s index, compare V’s index with U’s, and state one limit of this model.

Challenge checkpoint | Same 20 core marks

Complete the same core first. The final audit is optional and unscored.

Q1 [4 marks]. Blood glucose has risen after glucose absorption. Name the gland and hormone involved, describe one target-tissue response, and state its effect on blood glucose.Q2 [4 marks]. Complete: lungs → [chamber] → [chamber] → [large artery] → body. Then define an artery by direction.Q3 [4 marks]. Use record A. Show the pump-output calculation in mL/min, convert to L/min, and explain why heart rate alone cannot always compare output.Q4 [4 marks]. During inhalation, state the volume change and pressure change. Explain the direction of oxygen diffusion at an alveolus and why a thin barrier helps.Q5 [4 marks]. Compare U and V: identify the changed factor, calculate V’s index, compare V’s index with U’s, and state one limit of this model.

Optional audit: explain what additional evidence you would need before using pump records to judge whether oxygen supply meets a tissue’s demand. Use spare paper or an oral response; no extra marks.

Feedback and next step | Keep the first attempt

Complete after the independent checkpoint. This is a selected-topic check, not a GCSE grade.

Record: route used; calculator; read-aloud; any content prompts or additional support.

Item	Focus	Mark /4	One next step
Q1	Insulin response
Q2	Route and vessel definition
Q3	Pump calculation and units
Q4	Ventilation and exchange
Q5	Model comparison and limit

Total /20: ____ . L1. Preserve your first answer; write one correction and explain the scientific reason.E1. One idea I can explain now. E2. One precise practice for my next attempt.