Spirometers (AQA GCSE Physical Education (PE))

Revision Note

Naomi Holyoak

Written by: Naomi Holyoak

Reviewed by: Lára Marie McIvor

Interpretation of a Spirometer Trace

  • An individual's breathing can be measured and analysed using a piece of equipment called a spirometer

  • Spirometers function as follows:

    • The individual breathes via a tube that is connected to a floating box of air

      • The tube is also connected to a canister of a chemical called soda-lime which absorbs exhaled carbon dioxide; this allows the spirometer to record only the changing volumes of oxygen

    • An inward breath removes air from the box, causing it to sink lower into the water

    • Breathing outputs air into the box and causes it to rise up in the water

    • A metal arm with a pen is attached to the side of the box, and this arm draws a trace on a rotating drum as the individual breathes, producing a spirometer trace

  • Spirometers can be used by an individual at rest or during exercise, e.g. running on a treadmill

Spirometer diagram

Diagram of a classic spirometer showing a person with a nose clip breathing through mouthpiece connected to an airtight chamber with oxygen, counterweight, and soda lime canister.
Spirometers can be used to produce a spirometer trace
  • Spirometer traces can be analysed to determine the following:

    • Tidal volume

      • The volume of air breathed in and out with each normal breath

      • At rest, tidal volume is approximately 500ml

    • Inspiratory reserve volume

      • The difference between the tidal volume and the total volume of air breathed in during a deep inhalation

    • Expiratory reserve volume

      • The difference between the tidal volume and the total volume of air breathed out during an active exhalation

    • Residual volume

      • The volume of air that remains in the lungs even after a maximal exhalation

  • Analysis of a spirometer trace allows differences between breathing at rest and breathing during exercise to be determined, e.g.

    • Changes in tidal volume

    • Changes in breathing rate

Spirometer trace diagram

A spirometer trace labelled to show tidal volume, inspiratory reserve volume, expiratory reserve volume and residual volume
A spirometer trace can be analysed to determine tidal volume, inspiratory and expiratory reserve volume, and residual volume

Worked Example

For the spirometer trace provided above, determine the following:

  1. Breathing rate at rest

  2. Maximum tidal volume during exercise

  3. Inspiratory reserve volume

1. Determine the breathing rate at rest

A partial spirometer trace showing 6 breaths over a period of 30 seconds

Number of peaks during the first 30 seconds = 6

Multiply to give breaths per 60 seconds = 6 x 2

= 12 breaths per minute

2. Determine the maximum tidal volume during exercise

A partial spirometer trace showing a maximum breath volume of 4.2 dm cubed and a minimum breath volume of 2.3 dm cubed during a period of exercised a

Maximum volume of air breathed in during exercise = 4.1 dm3

Maximum volume of air breathed out during exercise = 2.3 dm3

4.1 - 2.3 = 1.8 dm3

  • During exercise, we breathe more deeply therefore tidal volume increases

3. Determine the inspiratory reserve volume

A partial spirometer trace showing that the maximum volume of air breathed in is 4.3 dm cubed and that the volume of air breathed in during a normal breath is 2.95 dm cubed

Maximum volume of air breathed in = 4.3 dm3

Air breathed in during a normal breath = 2.95 dm3

4.3 - 2.95 = 1.35 dm3

  • As tidal volume increases, the inspiratory and expiratory reserves volumes both decrease

  • The residual volume does not change, even during exercise

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Naomi Holyoak

Author: Naomi Holyoak

Expertise: Biology

Naomi graduated from the University of Oxford with a degree in Biological Sciences. She has 8 years of classroom experience teaching Key Stage 3 up to A-Level biology, and is currently a tutor and A-Level examiner. Naomi especially enjoys creating resources that enable students to build a solid understanding of subject content, while also connecting their knowledge with biology’s exciting, real-world applications.

Lára Marie McIvor

Author: Lára Marie McIvor

Expertise: Biology Lead

Lára graduated from Oxford University in Biological Sciences and has now been a science tutor working in the UK for several years. Lára has a particular interest in the area of infectious disease and epidemiology, and enjoys creating original educational materials that develop confidence and facilitate learning.