Differences in Inspired & Expired Air (Cambridge (CIE) IGCSE Biology)

Revision Note

Lára Marie McIvor

Written by: Lára Marie McIvor

Reviewed by: Lucy Kirkham

Composition of inhaled & exhaled air

  • Air that is inhaled, or breathed in, differs in its gas composition to air that is exhaled, or breathed out; this is due to the process of gas exchange that takes place in the alveoli

    • Inhaled air can also be referred to as inspired air

    • Exhaled air is also known as expired air

  • Inhaled air is drawn from the surrounding atmosphere, and so its gas composition matches atmospheric levels

  • During gas exchange in the alveoli oxygen enters the blood from the alveoli, and carbon dioxide and water vapour leave the blood and enter the alveoli

  • This gas exchange process means that the gas composition of exhaled air differs to that of the air that was previously inhaled 

    • Inhaled air contains around 21 % oxygen and exhaled air contains around 16 % oxygen

    • Inhaled air contains around 0.04 % carbon dioxide and exhaled air contains around 4 % carbon dioxide

    • Inhaled air contains less water vapour than exhaled air

Composition of inhaled and exhaled air table

Gas

Inspired air / %

Expired air / %

Oxygen

21

16

Carbon dioxide

0.04

4

Water vapour

0.2 - 4

5 - 7

Nitrogen

78

78

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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.

Lucy Kirkham

Author: Lucy Kirkham

Expertise: Head of STEM

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.