Packet - Transport KEY (2) PDF

Unit Topic: Transport Essential Question: How is the body designed to utilize blood as the main transport mechanism of resources to all of the body systems in order to maintain homeostasis? Concept 1: Blood Objectives: Vocabulary: 1. Describe the different ways our blood plays a critical role in mai...

Unit Topic: Transport Essential Question: How is the body designed to utilize blood as the main transport mechanism of resources to all of the body systems in order to maintain homeostasis? Concept 1: Blood Objectives: Vocabulary: 1. Describe the different ways our blood plays a critical role in maintaining homeostasis in our bodies. Blood Plasma Leukocytes Thrombocytes Erythrocytes Hemoglobin Hematopoiesis Erythropoietin Hemostasis Antigens Antibodies Agglutinogens Rh factor 2. Describe the composition of blood. 3. Explain how the shape of a red blood cell contributes to its function. 4. Make connections between the process of hematopoiesis and other body systems it involves. 5. Describe the steps involved in hemostasis. 6. Explain how there are 8 different blood types in humans and the factors that contribute to these different types. Include what happens if the wrong blood was donated in a transfusion. 7. Be able to interpret and answer questions about blood type when given a description of a scenario or diagram to reference. Concept 2: The Cardiovascular System Objectives: Vocabulary: 1. List the overall function of the cardiovascular system and summarize how it uses the heart, blood vessels, and blood to accomplish this function. Blood flow Blood pressure Resistance Blood vessels Arteries Arterioles Capillaries Capillary beds Veins Venules Pericardium Myocardium Contractile cardiac muscle cells Pacemaker cells Heartbeat Systole Diastole Pulse Electrocardiogram CPR AED Tourniquet 2. Explain the three factors that can cause resistance to blood flow through the vessels. 3. Describe the location of the heart in your body, using appropriate anatomical terminology. 4. Explain the purpose of the pericardial cavity. 5. Sketch the interior of the heart and label the atria, ventricles, valves, and major arteries and veins. 6. Explain the importance of valves in the heart. 7. Summarize the pathway that oxygen-poor blood will take in order to become oxygen-rich blood that can then be distributed to the tissues in our body. 8. Differentiate between the distinct roles and structures utilized in pulmonary, systemic, and coronary circulation. 9. Describe what makes cardiac muscle tissue unique from other muscle tissues. 10. Summarize how the intrinsic cardiac conduction system works. 11. Describe the mechanism that causes us to hear a heartbeat through a stethoscope. 12. Summarize how the heart uses both electrical and mechanical events to circulate blood throughout the body through the cardiac cycle. Transport Unit © It’s Not Rocket Science® 2019 1 13. List some of the extrinsic controls that contribute to regulation of the cardiac cycle. 14. Sketch an EKG and label the key parts. Describe what each shows. 15. Be able to identify the name and function of a structure of the heart when given a description, picture or physical specimen to reference. 16. Be able to interpret diagrams related to circulation. Concept 3: The Respiratory System Objectives: Vocabulary: 1. Describe the overall function of the respiratory system and how it works with the cardiovascular system to accomplish this function. Pleurae Bronchioles Gas exchange Cellular respiration Diffusion Bulk flow Lung capacity Tidal volume Inspiratory reserve volume Expiratory reserve volume Residual volume Vital capacity 2. Differentiate between the roles of the conducting and respiratory zones, and the structures that compose each. 3. Describe the structure and organization of the lungs and the bronchi inside of them. 4. Sketch or create a flowchart to summarize the pathway air takes to enter the body and make its way to the alveoli. 5. Sketch and label a picture of the alveolar sacs and alveoli. 6. Describe the process of gas exchange in the lungs and in our tissues. 7. Summarize the role of the diaphragm. 8. Explain the relationship between volume, pressure, and air flow. 9. Describe how inspiration and expiration work together to allow us to breath. 10. Explain why, on a cellular level, we need to be able to breath to maintain homeostasis. 11. Be able to identify the name and function of a structure of the respiratory system when given a description, picture or physical specimen to reference. Transport Unit © It’s Not Rocket Science® 2019 2 Concept 1 Notes: Blood Questions/Vocabulary Overview Functions Structure Transport Unit © It’s Not Rocket Science® 2019 3 Erythrocytes (RBCs) Blood Formation Blood Clotting Transport Unit © It’s Not Rocket Science® 2019 4 Blood Types Summary Concept 1 Transport Unit Summarize the relationship between agglutinogens on RBCs and antibodies in plasma, based on the importance of having an appropriate blood type match. Include what can happen if not a match. © It’s Not Rocket Science® 2019 5 Real World Reading: Blood Transfusions Scan the QR code to the right (or Google search “Washington Post ‘Man with the Golden Arm’” and click the first link.) Read the article. Then answer the questions below. 1. What disease was linked to the deaths of thousands of Australian babies each year in the 20th century? Hemolytic disease of the newborn (HDN) 2. Why would having Rh-negative blood but being pregnant with an Rh-positive baby be an issue? The blood of the fetus is incompatible with the mother’s body, which would cause her to reject the fetus’s red blood cells. If the mom is Rh-negative, she is making anti-Rh antibodies which would recognize the fetus’s RBCs as foreign and tag them for destruction. 3. What does the Anti-D injection consist of and how does it save millions of lives? A plasma that has a rare antibody that prevents the Rh-negative moms from developing an immune response against their Rh-positive babies. 4. What percentage of pregnant women in Australia need Anti-D injections? Based on this number, how many babies are estimated to have been saved since the start of the Anti-D program? 17%; 2.4 million babies! 5. What motivated Harrison to begin donating blood in the first place? He was motivated after his own life was saved when he was 14-years old and had a chest operation that required him to need 13 units of donated blood. 6. Why do you think Australia has an upper age limit for blood donors? They are more likely to have medical conditions that make them ineligible for blood donation. 7. Look up the requirements for blood donations to the Red Cross, based on where you live. List them below. Next to each, explain why you think this requirement is put into place. Answers will vary depending on where you live, but here are the requirements for the United States (also be generous when discussing the reasoning the students come up with! This is just their best assumptions!) https://www.redcrossblood.org/donate-blood/how-to-donate/ eligibility-requirements.html a. Can only donate every 56 days – so that your body has time to regenerate the blood you have lost via donation b. Must be in good health and feeling well – so that your blood isn’t containing any pathogens, and so you don’t get more sick by losing blood! c. At least 16 or 17 years old (with parent permission) in most states – younger donors tend to have lower iron stores, so they need more time to replace iron if they are to donate their blood. Plus it adolescence is a critical time for growth and development, so we need all the blood we have to maximize nutrient transport to aid in that growth and development! d. Weigh at least 110 lbs – blood volume is proportional to body weight, and if you are smaller than 110 lbs, your body may not be able to tolerate the loss of blood required in a blood donation 8. What are common reasons why people aren’t able to donate blood? List them below. Next to each, explain why you think these reasons lead to restrictions? Answers will vary! These are based on what is listed at the link from #7: a. Cold, flu, or other types of illnesses – potentially just to make sure you are well enough to handle the loss of blood from the donation b. Certain medications they may be on – a variety of reasons, but if treating an illness that could be passed through the blood, that would be an issue! c. Low iron – your body needs to iron to make new blood cells to replace the ones lose through blood donations, so if you have low iron your body would have a hard time doing this! d. Traveling outside the U.S. – could be exposed to potential illness that would affect your blood (such as Malaria, Zika, or Ebola) Transport Unit © It’s Not Rocket Science® 2019 6 Discovery Stations: Cardiovascular System Assemble the Big Body Diagram (BBD) for the cardiovascular system. Then take your BBD and these questions around the room to read and discover more about this system. Do not leave the station until you have answered all of the questions below and have labeled your BBD, as needed. You do not have to go in order, just make sure you get to every station. Station 1: Overview 1. List the three main components of the cardiovascular system. Heart, blood vessels, blood 2. Define blood flow, blood pressure, and resistance. Blood flow = volume of blood flowing through a structure in a given period of time Blood pressure = the force per unit area exerted on a vessel wall by the blood inside it Resistance = the opposition to flow, measured by the amount of friction the blood encounters as it passes through the blood vessels. 3. Why does it make sense that blood flow varies throughout different organs? (Answers will vary) Because different organs have different nutritional needs at different times. 4. Blood will travel from areas of high pressure to areas of low pressure. 5. What two factors will increase blood flow? A greater pressure gradient (aka difference in blood pressure) and a lower resistance 6. List the three factors that affect blood flow’s resistance and explain how you think each one has an effect. (Their explanations may vary) Viscosity = the thicker the blood, the more resistance to flow Length of blood vessel = the longer the path, the more resistance to flow Diameter of blood vessel = the smaller the diameter, the more resistance to flow Station 2: Blood Vessels 7. All blood vessels begin and end at the heart. 8. Label the blood vessels shown in the picture in the bottom left corner of your BBD. 9. Differentiate between arteries and veins. Arteries = carry blood AWAY from the heart; Veins = carry blood TOWARDS the heart Transport Unit © It’s Not Rocket Science® 2019 7 10. Where are capillary beds located? In all our different organs and tissues. 11. How does the structure of capillaries dictate its critical function? They are the smallest with the thinnest walls in order to maximize the exchange of materials. 12. What key role do the venous valves play? Where in our bodies do they play the biggest role and why does this make sense? The venous valves prevent blood from flowing backward in our veins, so that blood only flows towards our heart in our veins. They play the biggest role in our limbs because this is where gravity really opposes the upward flow of blood. Station 3: The Heart – An Overview 13. Label each of the heart’s structures depicted on the external view of the heart on your BBD. 14. Summarize the location of the heart in the human body. It is in the thoracic cavity, protected by our rib cage. Between the sternum and the vertebral column (anteriorly and posteriorly) and the lungs on either side. It sits just above the diaphragm. 15. When the national anthem is sung or the pledge of allegiance is said, it is customary to place a hand over the heart. What is not completely anatomically accurate about where we are taught to place our hand? Where should we place our hand, based on where the heart is actually located? We often place our right hand over our left breast. We should really place our hand in the center of our chest, because that is where the heart is located (although the majority is on the left side!) 16. Explain the roles of the pericardium and pericardial cavity in the function of the heart. The pericardium is the sac the heart is enclosed in that protects the heart and anchors it to its surrounding structures. The pericardial cavity contains fluid so that the heart contracts in a frictionless environment. 17. Which layer of the heart is responsible for the contractions of the heart that give us a heartbeat and allow the heart to function as a pump? What type of tissue do you think this layer must be composed of? Myocardium – cardiac muscle tissue. Station 4: The Heart – A Closer Look 18. Label each of the heart’s structures depicted on the internal view of the heart on your BBD. 19. How does your heart utilize pressure gradients to circulate your blood? Your heart creates high pressure – low pressure gradients in order to move blood where it needs to circulate, since fluids move from areas of high pressure to areas of low pressure. 20. Why would the ventricles need thicker walls for contraction than the atria? The ventricles are trying to pump blood out of the heart to the rest of the body (a much longer pathway than the atria sends the blood) so they need to have the contraction strength to do that. Transport Unit © It’s Not Rocket Science® 2019 8 21. Differentiate between the roles of the superior vena cava and inferior vena cava. Superior takes in blood from above the diaphragm and the inferior takes in blood from below the diaphragm. 22. Differentiate between the roles of the pulmonary trunk and aorta. The pulmonary trunk sends blood to the lungs to be oxygenated. The aorta sends blood to the rest of the body. 23. Differentiate between the roles of the atrioventricular and semilunar valves. The AV valves prevent blood from flowing back into the atria when the ventricles contract while the SL valves prevent blood flowing back into the ventricles as it leaves the heart via the arteries. Station 5: Blood Flow 24. Read the station very carefully, then draw the pathway that blood flows onto your BBD. Then summarize the process in your own words below. (Pulmonary Circuit) Body tissues  superior vena cava, inferior vena cava, coronary sinus  right atrium  tricuspid valve  right ventricle  pulmonary valve  pulmonary trunk  pulmonary arteries  LUNGS. (Systemic Circuit) Lungs  pulmonary veins  left atrium  mitral valve  left ventricle  aortic valve  aorta  rest of the body. Station 6: Circulation 25. In systemic circulation, arteries carry blood from the heart blood from the body to the heart lungs. Veins carry. 26. In pulmonary circulation, arteries carry blood from the Veins carry blood from the body to the to the heart heart to the lungs.. 27. Take a peak back at Station 5. Which pathway (green or blue) was describing the systemic circuit? Which pathway (green or blue) was describing the pulmonary circuit? Green was the pulmonary circuit and blue was the systemic circuit. 28. Describe the role of coronary circulation below. Then look back at your BBD and make sure you labeled the key structures in this circuit on the external view of the heart (you should have at Station 3). Coronary circulation provides nutrients to the heart itself via blood. Transport Unit © It’s Not Rocket Science® 2019 9 Concept 2 Notes: The Cardiovascular System Questions/Vocabulary Overview The Heart Tissues Cells Transport Unit © It’s Not Rocket Science® 2019 10 Circulation Chambers Valves Transport Unit © It’s Not Rocket Science® 2019 11 Blood Vessels Heartbeat Cardiac Cycle Transport Unit © It’s Not Rocket Science® 2019 12 Regulation Summary Concept 2 Transport Unit Summarize the relationship between the electrical events and the mechanical events of the heart that make it possible for the heart to act as a pump to move blood through our blood vessels to the body. © It’s Not Rocket Science® 2019 13 Answers will vary depending on the materials the students use and how they choose to model it. Activity: Blood Flow Modeling Overview: You will work with a partner or within small group to create a simple model of the heart that can be used to show the path that blood flows through the heart during the pulmonary and systemic circuits. Each component must be clearly labeled and in the anatomically correct position. After, you will reflect on the effectiveness of your model. Required Model Components: 4 chambers 4 valves Pulmonary veins Superior vena cava and Inferior vena cava Aorta Pulmonary artery Reflection: 1. How does your model effectively represent the structure of the heart and the pathway of blood flow? 2. How does this model lack effectiveness in its representation of the structure of the heart and the pathway of blood flow? 3. Select one of the ways the model lacks effectiveness from your answer to #2 and describe a specific way that you could improve the model in the future to be a more accurate representation and/or learning tool. 4. What do you understand better now about the structure of the heart and the pathway of blood flow after creating this model? 5. What are you still struggling to understand about the structure of the heart and the pathway of blood flow, even after this activity today? Transport Unit © It’s Not Rocket Science® 2019 14 Research and Report: Major Blood Vessels What do we already know about this topic? Topic: Record notes from your research to share with your peers. Transport Unit © It’s Not Rocket Science® 2019 15 Label the “body map” below and record around it what you learn from your peers after they share their findings. Transport Unit © It’s Not Rocket Science® 2019 16 Lab Stations: Exploring the Cardiovascular System Answer the questions from each station in the boxes on the next two pages. Make sure you get to every station! Station 1 1. Age, gender, general health, and more! Pulse 2. 60-100 bpm 3. On your wrist where you radial artery is (but you can also show them how they can check it in their neck where their carotid artery is!) 4. Answers will vary. 5. Answers will vary. Should increase! 6. Should increase because their heart is pumping harder to get blood to those working muscles they just used! Heart rate is most likely lowest when we are asleep because our bodies are resting and not engaging in any cardiovascular activities. Station 2 Blood Pressure 1. Systole is during contraction, diastole is during relaxation. 2. Blood pressure measures the amount of strain your arteries feel as your heart moves your blood around. 3. The first is your systolic reading when your ventricles are contracting and your 2nd is your diastolic reading when they are relaxed. 4. There are SO many things they can say. A few examples: Weakened/damaged arteries which can lead to aneurysms, damage to the heart if your coronary arteries are damaged which can lead to heart attack or heart failure, brain damage such as stroke if your brain gets deprived of nutrients, etc. 5. Answers will vary! Station 3 Electrocardiograms (EKGs) 1. Action potential/nerve impulse sent (electrical event)  distributed  contraction (mechanical event)  pressure change  fluid movement 2. See picture to the right. 3. P wave = atrial depolarization, which corresponds to atrial contraction 4. QRS complex = ventricular depolarization, which corresponds to ventricular contraction 5. T wave = ventricular repolarization, which precedes the ventricles relaxing. 6. Should show high frequency of waves. 7. Should show low frequency of waves. 8. Should show a flat line. Transport Unit © It’s Not Rocket Science® 2019 17 Station 4 CPR 1. When someone’s heart isn’t beating – they have no pulse and aren’t breathing! Its purpose is to keep blood flowing out of the heart until an AED can be used or further medical attention provided. 2. Chest compressions! 3. Check the scene for safety and then see if the person is unresponsive. 4. Call (or send someone to call) for 911!! 5. If you can see they aren’t breathing. 6. Over the person’s chest, with your body positioned over them so you can use your weight in the compressions. 7. Their chest should go down about 2-inches. 8. Obvious signs of life-like breathing, the scene becomes unsafe, an AED is ready to be used, you are too exhausted to continue, or a trained responder takes over. Station 5 AED 1. When their heart stops beating or is beating irregularly. 2. The heart has to beat rhythmically and with coordination in order to function effectively. Resetting the heart by stopping it can get everything back in sync so it can function correctly. 3. Call 911 and begin CPR chest compressions – remember from Station 4, you don’t even need to administer breaths! 4. You simply follow the voice prompts once you turn it on! 5. On the chest – one above the right nipple on the right breast (upper right chest) and one below the left breast area (lower left chest). You need to remove any clothing and wipe the area dry before placing the pads on the person. 6. Continue with CPR for 2-minutes (with the pads still on the person’s chest), then use the AED again. Note: DON’T WORRY about having to remember all of this!! The important thing is that you remember to 1. Call 911 2. Send someone for the AED and 3. Start CPR chest compressions ASAP. The AED will verbally guide you through using it every step, plus has a picture for pad placement! Station 6 Tourniquets 1. Apply direct pressure! A tourniquet is necessary if pressure isn’t working and the person may potentially bleed out of their limb. 2. It can compress the artery to prevent the person from bleeding out before more advanced medical help can arrive. 3. She’s going to use a bandage (like an ACE bandage) and scissors. Answers will vary, but anything strong enough can be used to wind up the bandage. Instead of the bandage you can use a ripped up t-shirt! 4. At least 4 cm (think: the width of 3 of your fingers together) 5. That it is put on tight enough!! 6. If wound is below the elbow or knee joint, than just above the elbow or knee. If it is above the elbow or knee on the limb, then put it about 5 cm above the wound (think: the width of about 4 of your fingers together). 7. Tie the bandage/fabric in a knot. Then tie the winding object you will use (scissors, knife, a few pencils bunched together, drumsticks, etc.) in a knot on top of the first one. Then twist the winding object as hard as you can until the blood stops coming out. Last, use another piece of material or excess material to tie the winding object in place. Record the time the tourniquet was applied on the person. Transport Unit © It’s Not Rocket Science® 2019 18 Model Project: Defects and Diseases of the Cardiovascular System Task: The cardiovascular system is the heart of your body – literally. Your heart pumps blood through your blood vessels in order to transport essential nutrients and remove waste from all of your vital organs and tissues. Any defect or disease in the heart, vessels, or blood has a serious impact on the functioning of your body’s other systems. Your task will be to research a defect or disease of the cardiovascular system and communicate your findings by making an interactive model and short set of slides to teach your classmates about your topic. Requirements: ¨ 3-D interactive model that creatively and accurately represents the defect/disease. ¨ Set of 10 digital slides including the following: o Name of the defect/disease/health issue that is researched o Description of what causes the defect/disease o Description of symptoms, making sure to specifically address impact on the cardiovascular system o At least three examples of how systems other than the cardiovascular system are impacted o Diagnosis and prognosis o Relevant statistics about prevalence and impact o Treatment options o Ways (if any) that the health/issue can be prevented o Relevant diagrams, pictures, or charts so that the slides do not just have words o Overall, slides are colorful, neat, and visually appealing! Organization of information is well thought out and clear. ¨ Research is appropriately cited and included on a formal citation page on the last slide. ¨ Student can answer questions about the defect/disease and present their findings with confidence and clarity. ¨ Overall project demonstrates accuracy and student’s effort is evident. ¨ Must be submitted ON TIME, and be in the student’s OWN WORDS! Rubric: Interactive Model Digital Slides Research and References Presentation Overall Transport Unit Excellent (20 points) Satisfactory (19-16 points) Needs Improvement (15-10 points) Unacceptable (9-0 points) Model is 3-D and interactive. It goes above and beyond to creatively and accurately represent the topic. Model is 3-D and interactive. It creatively and accurately represents the topic. Model is 3-D and/or interactive. It somewhat represents the topic creatively and accurately. Model is not 3-D or interactive. It doesn’t represent the topic creatively or accurately. Slides are organized, research-based, and include all required information. Slides are mostly organized, researchbased, and include the majority of required information. Slides are somewhat organized, researchbased, and include some of the required information. Slides are not organized, research-based, and do not include the majority of required information. All research used is included in a correct formal citation format. Detailed notes were taken. Most research used is included in a correct formal citation format. Notes were taken. Research used is included but not in a correct formal citation format. Notes were somewhat taken. Research is not referenced or cited in any format. No notes were taken. Student can answer questions about the slides and model with confidence. Knowledge of topic is clearly evident. Student can answer questions about the slides and model. Knowledge of topic is evident. Student can somewhat answer questions about the slides and model. Knowledge of topic is somewhat evident. Student cannot answer questions about the slides and model. Knowledge of topic is not evident. Overall work is creative, visually appealing, and accurate. The content is thorough. Work stands out from the rest and shows evidence of extra effort. Overall work is mostly creative, visually appealing, and accurate. The content is mostly thorough. Work shows evidence of good effort. Overall work is somewhat colorful, visually appealing, and accurate. The content is somewhat thorough. More effort needed. Overall work is not colorful, visually appealing, and accurate. The content is not thorough. Lack of effort is evident. © It’s Not Rocket Science® 2019 19 Concept 3 Notes: The Respiratory System Questions/Vocabulary Overview Functional Zones Conducting zone Transport Unit © It’s Not Rocket Science® 2019 20 Respiratory zone Gas exchange Transport Unit © It’s Not Rocket Science® 2019 21 Breathing Transport Unit © It’s Not Rocket Science® 2019 22 Cellular Respiration Summary Concept 3 Transport Unit Summarize the pathway that oxygen travels as it enters the body and eventually gets to our tissues and cells. Then summarize how carbon dioxide leaves our cells and exits our bodies. © It’s Not Rocket Science® 2019 23 Activity: Journey of an Oxygen Molecule Overview: In this activity, you will pretend you are an oxygen molecule in the atmosphere. You were inhaled by a human and went on a crazy journey through the human body. This has been a crazy ride, and you’ve been through so much (including the two body systems we’ve been learning about!) and now you want to recount your adventures to all of your friends on social media. Task: Select one of the social media options below to share about your trip to all of your other molecule friends. If you choose Instagram to commemorate your journey, you will be writing #tbt posts, reminiscing on where you have been. Instagram is all about the pictures and hashtags, and you can use varying lengths of captions. Just be sure to include a minimum of 5 Instagram posts to reflect on your trip. Every post must include: a picture, caption, and at least 1 hashtag other than #tbt. If you choose Twitter to chronicle your journey, you will be “live tweeting” your journey from the atmosphere and through a human. You won’t have to include any pictures, but you do need to include appropriate hashtags and make sure each tweet is 140 characters or less. You must write a minimum of 20 tweets to capture your trip. If you choose Snapchat to chronicle your journey, it is all about the pictures on your Snapchat story. You will need to create a minimum of 10 Snapchats that would show your followers your journey through the body. Snapchats are all about the pictures, filters, and a very brief caption, so make sure to have excellent pictures if you choose this option. If you really aren’t into pictures at all, but would rather write a lengthy post about your emotional trials that have brought you where you are now, Facebook is the social media option for you. You have the option of including one picture in your post about your journey, but the emphasis on this choice is the writing, not the pictures. You will need to write between 350-500 words about your trip. Rubric: Excellent (10 points) Satisfactory (9-7 points) Needs Improvement (6-3 points) Unacceptable (2-0 points) Method Student uses their selected social media method accurately and effectively to communicate their molecule’s journey. Student mostly uses their selected social media method accurately and effectively to communicate their molecule’s journey. Student somewhat uses their selected social media method accurately and effectively to communicate their molecule’s journey. Student does not use their selected social media method accurately or effectively to communicate their molecule’s journey. Content (x2) The pathway oxygen takes through the body is clearly understood and communicated. The pathway oxygen takes through the body is mostly understood and communicated. The pathway oxygen takes through the body is somewhat understood and communicated. The pathway oxygen takes through the body is not understood or communicated in a way that shows understanding. Connections There is a clear understanding of the relationship between the structures and functions of the cardiovascular and respiratory systems. There is a mostly clear understanding of the relationship between the structures and functions of the cardiovascular and respiratory systems. There is somewhat of an understanding of the relationship between the structures and functions of the cardiovascular and respiratory systems. There isn’t an understanding of the relationship between the structures and functions of the cardiovascular and respiratory systems. Overall Overall work is colorful, visually appealing, organized, and accurate. Work stands out from the rest and shows evidence of extra effort. Overall work is mostly colorful, visually appealing, organized, and accurate. and shows evidence of good effort. Overall work is somewhat colorful, visually appealing, organized, and accurate. More effort needed. Overall work is not colorful, visually appealing, organized, and accurate. Lack of effort is evident. Transport Unit © It’s Not Rocket Science® 2019 24 Lab: Lung Capacity Guiding Question: What is lung capacity and what types of factors affect it? Purpose: To investigate factors (such as sex, age, height, or activity level) that affect lung capacity in humans. Overview: The amount of air that can be held in your lungs is often called your lung capacity. In order to assess someone’s respiratory health, it is necessary to analyze their lung capacity. This can be done by analyzing measurements of various respiratory volumes: tidal, inspiratory reserve, expiratory reserve, and residual. Tidal volume (TV) is the amount of air that moves in and out of your lungs with each breath when you are breathing normally. If you were to attempt to breath in as much as you possibly could, this would be considered your inspiratory reserve volume (IRV), while the amount of air you could force out after a normal tidal volume exhalation would be your expiratory reserve volume (ERV). The residual volume (RV) is the amount that stays in your lungs to keep your alveoli open and your lungs from collapsing. These volumes can be measured with a tool called a spirometer, but even more simply by measuring changes in the diameter of a balloon. Your lung capacity can be determined by looking at these different volumes. In this lab, we will specifically be calculating your vital capacity (VC), or the total volume of air that can be expelled from your lungs forcibly after you take your deepest breath. Thus, VC is often defined as the total amount exchangeable air. You will measure your tidal volume, expiratory reserve volume, and vital capacity using a balloon. You will then calculate your vital capacity and compare it to your measured vital capacity. We will then collect class data that you will use to graph, analyze for trends, and write a conclusion from. Pre-Lab Questions: Use the information from the overview above and your prior knowledge to answer the following questions. Feel free to conduct research as well if you get stuck on a question! 1. What is lung capacity? Why is an understanding of lung capacity important? Lung capacity is how much air can be held in the lungs. It is important to understand because it is a key metric in assessing someone's respiratory health. 2. Different lung volumes can be measured in order to determine someone’s lung capacity. Define each below in your own words. (Answers will vary, since they should be in the students' own word) Tidal Volume = amount of air in regular breathing IRV = max amount you could inhale ERV = max amount you could force out in an exhale Residual volume = amount of air that stays in your lungs to keep things open 3. What kind of factors do you think impact someone’s lung capacity? List at least five below. Answers will vary, but could be things like: Age, gender, amount they exercise, weight, if they are a smoker or not, if they have some sort of respiratory illness (like asthma or cystic fibrosis) Transport Unit © It’s Not Rocket Science® 2019 25 Hypotheses: Make predictions about the relationship between lung capacity and sex, age, height, and activity level. __________________________________________________________________________________________ Answers will vary, but should address sex, age, height, and activity level (I have students write 4 separate predictions - 1 for each! __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Materials: Balloon Ruler Procedures: Note: If you have any sort of breathing difficulties (such as asthma or another condition) you should not participate in collecting personal data for this lab. Part 1: Tidal Volume 1. Get a balloon and stretch it five times in order to loosen it up. 2. Take a normal breath. Exhale into the balloon how you normally would breath out (don’t force it!) Pinch the end of the balloon to keep the exhaled air inside. 3. Measure the diameter of the balloon in centimeters. This is best done by laying the balloon flat on a horizontal surface and then placing the ruler so it stands tall on one side, as pictured to the right. Record under “Tidal Volume” for Trial 1 in Data Table 1. 4. Repeat steps 2 and 3 for two more trials. Record the balloon’s diameter each time under “Tidal Volume” for Trials 2 and 3 in Data Table 1. Then calculate the Average Tidal Volume and record in Data Table 1. Part 2: Expiratory Reserve Volume 5. Now take a normal breath and exhale as you normally would, like you did in Part 1. Then place your mouth on the balloon and exhale as much additional air as you possible can. Do NOT take a breath in between! Pinch the end of the balloon to keep the exhaled air inside. 6. Measure the diameter of the balloon in centimeters. Record under “Expiratory Reserve Volume” for Trial 1 in Data Table 1. 7. Repeat steps 5 and 6 for two more trials, recording under “Expiratory Reserve Volume”. Calculate the average for all three trials after. Part 3: Vital Capacity 8. Now take as deep of a breath as you can and exhale as much as you can of it into the balloon. Pinch the end of the balloon to keep the exhaled air inside. 9. Measure the diameter of the balloon in centimeters. Record under “Vital Capacity” for Trial 1 in Data Table 1. 10. Repeat steps 8 and 9 for two more trials, recording under “Vital Capacity”. Calculate the average for all three trials after. Transport Unit © It’s Not Rocket Science® 2019 26 Part 4: Putting it All Together 11. Lung volume is expressed in milliliters or centimeters cubed (1 mL = 1 cm3). Figure 1 is a graph showing the relationship between balloon diameter and lung volume. Use the graph to look up the lung volume based on your average balloon diameters you calculated from Data Table 1 and record them in Data Table 2. 12. Fill in Data Table 3. a. Record your biological sex, height, and age. b. Classify your activity level as low, medium or high (as a class we will define what standards we want to use for these classifications in order to maintain consistency!) c. For “Vital Capacity Measured”, record the vital capacity from Data Table 2 that was based off of the balloon’s diameter and corresponding lung volume found using Figure 1. d. For “Vital Capacity Calculated”, use the formula below and your data from Data Table 2. For inspiratory reserve volume, use 3,100 mL for the average adult male or 1,900 mL for the average adult female. Vital Capacity = Tidal Volume + Inspiratory Reserve Volume + Expiratory Reserve Volume e. For “Vital Capacity Researched”, go to http://bit.ly/vitalcapacitycalculator and input your sex, age, and height. Click calculate. It will determine your vital capacity in liters. Convert to mL by multiplying this number by 1,000 (because there are 1,000 mL in 1 L), then record in Data Table 3. (Remember, 1 mL = 1 cm3!) 13. Add your personal data from Data Table 3 to the class data table spreadsheet. Transport Unit © It’s Not Rocket Science® 2019 27 Results: Data Table 1: Personal Data for Balloon Diameter Tidal Volume (cm) Expiratory Reserve Volume (cm) Vital Capacity (cm) Trial 1 Trial 2 Trial 3 Average Data Table 2: Personal Data for Lung Volume Tidal Volume (cm3) Expiratory Reserve Volume (cm3) Vital Capacity (cm3) Data Table 3: Personal Data Compiled Sex Height Age Activity Level (low, medium, high) Vital Capacity Measured (cm3) Vital Capacity Calculated (cm3) Vital Capacity Researched (cm3) Graph: On the next page, create a graph using the class data. Choose one factor (sex, height, age, or activity level) to graph and compare to lung capacity. If working in a group, have each group member choose a different factor so that you have each one represented within your group to reference when writing your analysis and conclusion. Make sure your graph has all necessary components, such as a title and labeled X and Y-axes with units. Graph should have one of the factors on the X-axis (sex, height, age, or activity level) and the vital capacity measured on the Y-axis. I wouldn't have anyone do age because more than likely ALL of your students are really close in age. Height would be a line graph, while sex and activity level would be bar graphs. Students can find the average vital capacity measured for males vs. females to have two bars if they are doing that graph, and three bars if they calculate the average vital capacity for low activity level vs. medium vs. high, using the class data. Transport Unit © It’s Not Rocket Science® 2019 28 It’s Not Rocket Science Transport Unit © It’s Not Rocket Science® 2019 29 Analysis: Write your analysis in the space below. The following topics need to be addressed: (1) Experimental set-up. Do NOT re-write the procedures, but do explain the experimental variables (like the independent and dependent) and any constants. (2) Refer to the data and graphs made from it and explain what they show you. Look for patterns/trends. a. Explain how each of the factors (sex, height, age, and activity level) relates to lung capacity, using the class data. b. Explain which of the four factors we weren’t able to properly investigate as a class and why. c. Look at your personal data from Data Table 2 and describe what you see in the vital capacities that you measured vs. calculated vs. researched. Account for any potential differences, if applicable. (3) Error analysis. Write out at least three ways the data may not be completely accurate. Include a specific solution to prevent this problem in the future for each error. The majority of the answers will vary based on the students' data collected and experiences during __________________________________________________________________________________________ the lab. However, the independent variable, what is being tested, is each of the factors (sex, height, __________________________________________________________________________________________ age, and/or activity level). The dependent variable, what is being measured, is the vital capacity __________________________________________________________________________________________ measured. Constants would be things that were held the same among each person collecting data __________________________________________________________________________________________ age may honestly be one of your constants since all students have similar age! Hopefully none of __________________________________________________________________________________________ your students have respiratory illnesses or are smokers, because those would be constants too. __________________________________________________________________________________________ Constants could also be procedural, like all using the same technique to measure the diameter, and __________________________________________________________________________________________ the same brand of balloon (so stretchiness of each is the same!) __________________________________________________________________________________________ We shouldn't be able to properly investigate age as a factor since the students are all around the __________________________________________________________________________________________ same age. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Transport Unit © It’s Not Rocket Science® 2019 30 Conclusion: Write your conclusion in the space below. The following topics need to be addressed: (1) Does the data support your hypotheses or not? (2) Provide a possible explanation, based on what we’ve learned, for why we got the results that we did. Include whether or not they make sense. (3) Real world application and reflection. a. Why is having a high lung capacity more important for athletes and singers than the average person? b. Explain the relationship between lung capacity and gas exchange in order to connect what we’ve investigated in this lab to what we’ve been learning about the respiratory system in class. c. What can someone do to increase their lung capacity? What are things we can do to actually make our lung capacity worse? d. Respiratory distress refers to any type of breathing difficulty one may experience. There are a variety of diseases that can cause respiratory distress, such as: asthma, emphysema, chronic obstructive pulmonary disease (COPD), chronic bronchitis, cystic fibrosis, pneumonia, and lung cancer. Research one of these diseases and describe how they cause respiratory distress and how you think someone with that disease’s lung capacity is impacted. e. What is one way this lab could be redesigned to investigate a different topic related to lung capacity? Answers will vary based on hypotheses made and data collected. However, here are potential __________________________________________________________________________________________ answers for the real world application and reflection portion: __________________________________________________________________________________________ a. Because they need to have efficient and maximum use of their lungs in order to get enough __________________________________________________________________________________________ oxygen to do what they do! __________________________________________________________________________________________ b. Students should talk about the greater the lung capacity, the more air you can take in that __________________________________________________________________________________________ contains oxygen from the atmosphere that can be used in gas exchange in the alveoli to oxygenate __________________________________________________________________________________________ our blood so that our cells have all the oxygen they need (and can get rid of all the carbon dioxide __________________________________________________________________________________________ waste from cellular respiration!) __________________________________________________________________________________________ __________________________________________________________________________________________ c. Exercise and do not smoke!! Smoking, poor diet, and lack of exercise can be harmful! __________________________________________________________________________________________ d. Answers will vary depending on what students research, but it is a great time to make __________________________________________________________________________________________ connections to respiratory diseases! __________________________________________________________________________________________ e. Answers will vary, but they could change the lab to see how their lung capacity changes __________________________________________________________________________________________ after they have exercised, or if they tried breathing through a straw to mimic what it can be like __________________________________________________________________________________________ breathing when in respiratory distress. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Transport Unit © It’s Not Rocket Science® 2019 31