Circulation of the blood
| National Curriculum links (Key Stage
3 science) |
Sc1
1a |
... the the interplay between empirical
questions, evidence and scientific explanations using historical
... examples |
Sc1
1c |
... about the ways in which scientists worked in
the past, including the roles of experimentation, evidence and creative
thought in the development of scientific ideas |
Sc3
2i |
... the role of lung structure in gas exchange … |
| National Curriculum links (Key Stage
4 double science) |
Sc1
1a |
... how scientific ideas are presented,
evaluated and disseminated |
Sc1
1c |
... ways in which scientific work may
be affected by the contexts in which it takes place and how these
contexts may affect whether or not these ideas are accepted |
Sc2
2b |
... the structure of the human circulatory
system ... |
Resources
This material contains potted histories of a number of the different
people (including one who was executed twice, once by Calvin and once
by the Spanish inquisition!) who have attempted to explain the human
circulation over the centuries, along with their ideas. It explores
the fact that the basic circulation was understood in China and the
Arab world many centuries before the knowledge became available in Europe.
Times and people covered include
Ancient China, Galen
of Pergamum, Ibn
al-Nafis, Michael
Servetus and William
Harvey.
Activities
| Activity
1 |
|
- Students conduct a class survey of who should be credited
with working out the circulation of the blood.
|
| Activity
2 |
|
- Students think about the methods used by those described here
as they produced explanations for the circulation of the blood.
|
|
