Teacher: Rebecca Lostracco

Teacher: Rebecca Lostracco Grade: 11 Lesson: 5

Specific Expectation(s): Strand: Animals: Structure and Function: The Respiratory System (SBI 3U)

. E2.3 use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor the functional responses of the respiratory and circulatory systems to external stimuli (e.g., measure the change in breathing rate and heart rate after exercise) . E3.1 Explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange) . E3.4 describe some disorders related to the respiratory, digestive, and circulatory systems (e.g., asthma, emphysema, ulcers, colitis, cardiac arrest, arteriosclerosis)

Station 1: Examining X-Rays (McGraw-Hill Ryerson pg 401)

. Students will examine x-rays of the respiratory system (lungs and chest cavity) and attempt to sketch and label as many organs and body parts as they can. . Students will use their own knowledge to try to add functions to the organs they have identified.

Station 2: Modelling Your Lungs (McGraw-Hill Ryerson pg 441, Central Okanagan School District No. 23.)

. Students will investigate the causes of the movements of the lungs by building a model of the lungs. They will gain an understanding of how the volume of the lungs controls airflow into and out of the body. . Materials: Clear plastic cup with a small hole in the bottom, a clean straw, 2 Elastic bands, 2 balloons (one small and one large), modeling clay or putty. . Procedure: o (1) Place one end of the straw inside the small balloon and seal by tying an elastic band around the neck of the balloon. o (2) Place the free end of the straw through the small hole in the plastic cup so that the balloon ends up inside the cup. o (3) Seal the free end of the straw to the cup by covering the small hole in the cup with modeling clay. o (4) Cover the other end of the cup with the large balloon (tying with an elastic) . Students will draw their model of the respiratory system, making sure to show which part of their model represents the following: the diaphragm, the lung, the ribs, and the trachea. . Discussion questions: o Describe what happened to the balloon inside the cup if you pull on the outer balloon. o Would the balloons inflate if the system were not air-tight? Explain. o Make a flow chart to show how air moves into and out of the balloons. Start with the pull on the outer balloon. o Based on this model, how do you think your lungs fill with air?

Station 3: Breathing Rate and Oxygen Demand (McGraw-Hill Ryerson pg 453)

. Students will investigate the effect of exercise on the circulatory and respiratory system, and the interrelationships between these two systems. . Materials: graph paper and pencil, stopwatch . Procedure: o (1) Students create a table to record a group member’s (subject) heart rate and breathing rate. o (2) Students begin by measuring and recording a group member’s resting heart rate per minute by taking their pulse. (Completed 3 times and average taken) o (3) Next, students measure and record a group member’s resting breathing rate by counting the number of breaths (inhale and exhale= one breath) their group member takes. (Completed 3 times and average taken) o (4) Subjects will then walk around the room at a normal pace for 5 mins. Heart rate and breathing rate are measured and recorded after the 5 mins are up. o (5) Subjects will then walk around the room at a quick pace for 5 mins. Heart rate and breathing rate are measured and recorded after the 5 mins are up. . Students will create a graph to summarize their results and use their graph results to explain the relationship between the circulatory and respiratory systems. (i.e., As breathing rate increases, gas exchange in the lungs increases. How is this change in breathing rate related to heart rate?) Station 4: Measuring Respiratory Volumes (McGraw-Hill Ryerson pg 447)

. Students will measure their own respiratory volumes using a spirometer . Materials: spirometer with a disposable mouthpiece . Procedure: o (1) Students will set the spirometer gauge to zero. o (2) Students begin by taking a few relaxed breaths. o (3) Students then inhale normally and exhale normally into the spirometer. This reading on the spirometer is recorded as tidal volume. o (4) Students reset the spirometer gauge to zero. They then inhale and exhale normal, and at the end of the normal exhalation, they will exhale as deeply as possible. This reading on the spirometer is recorded as expiratory reserve volume. o (5) Students again reset the spirometer gauge to zero. Next, students will inhale as deeply as possible, and exhale normally into the spirometer. This reading on the spirometer is recorded as inspiratory capacity. o (6) Students reset the spirometer gauge to zero a final time. Lastly, students inhale as deeply as possible, and exhale as deeply as possible into the spirometer. This reading on the spirometer is recorded as vital capacity. . Students will calculate their inspiratory reserve volume by subtracting their tidal volume from their inspiratory capacity. They will also calculate their vital capacity by adding their inspiratory reserve volume, expiratory reserve volume, and tidal volume. They will then compare their calculated vital capacity to their experimental vital capacity. . Students will account for any difference between their inspiratory reserve volume and their expiratory reserve volume. . Students will compare their respiratory volumes with their classmate’s volumes. . Students predict how athletes might use this information to guide their athletic performance.

Station 5: You Diagnose It (McGraw-Hill Ryerson pg 461)

. Students will review 2 cases and list possible respiratory disorders that could be causing the symptoms outlined: . Case 1: Male, age 15, non-smoker. He is complaining of wheezing and trouble breathing. He started having episodes in which he had difficulty breathing last summer (and this summer, which is humid and smoggy), but the problem seemed to go away in the winter. . Case 2: Female, age 35, smokes 10-15 cigarettes a day. She has started having trouble exhaling and gets tried very easily. She is also coughing a lot and bringing up mucus when she coughs.

References:

McGraw-Hill Ryerson Limited. (2010). Biology 11. Whitby, Ontario: Author.

Central Okanagan School District No. 23. (n.d.) Lab-Building a Model of the Respiratory System. Retrieved July 11, 2011 from http://www.sd23.bc.ca/.