Transport Unit - 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? 2. Why would having Rh-negative blood but being pregnant with an Rh-positive baby be an issue? 3. What does the Anti-D injection consist of and how does it save millions of lives? 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? 5. What motivated Harrison to begin donating blood in the first place? 6. Why do you think Australia has an upper age limit for blood donors? 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. 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? 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. 2. Define blood flow, blood pressure, and resistance. 3. Why does it make sense that blood flow varies throughout different organs? 4. Blood will travel from areas of to areas of. 5. What two factors will increase blood flow? 6. List the three factors that affect blood flow’s resistance and explain how you think each one has an effect. Station 2: Blood Vessels 7. All blood vessels begin and end at the. 8. Label the blood vessels shown in the picture in the bottom left corner of your BBD. 9. Differentiate between arteries and veins. Transport Unit © It’s Not Rocket Science® 2019 7 10. Where are capillary beds located? 11. How does the structure of capillaries dictate its critical function? 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? 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. 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? 16. Explain the roles of the pericardium and pericardial cavity in the function of the heart. 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? 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? 20. Why would the ventricles need thicker walls for contraction than the atria? Transport Unit © It’s Not Rocket Science® 2019 8 21. Differentiate between the roles of the superior vena cava and inferior vena cava. 22. Differentiate between the roles of the pulmonary trunk and aorta. 23. Differentiate between the roles of the atrioventricular and semilunar valves. 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. Station 6: Circulation 25. In systemic circulation, arteries carry blood from the blood from the to the to the. 26. In pulmonary circulation, arteries carry blood from the Veins carry blood from the. Veins carry to the to the.. 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? 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). 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 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 Pulse Station 2 Blood Pressure Station 3 Electrocardiograms (EKGs) Transport Unit © It’s Not Rocket Science® 2019 17 Station 4 CPR Station 5 AED Station 6 Tourniquets 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? 2. Different lung volumes can be measured in order to determine someone’s lung capacity. Define each below in your own words. 3. What kind of factors do you think impact someone’s lung capacity? List at least five below. 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. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 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. 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. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 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? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Transport Unit © It’s Not Rocket Science® 2019 31