Circulatory System

TEKS 10 A & B, 11C Circulatory System

TAKS Objective 2 – The student will demonstrate an understanding of living systems and the environment.

TEKS Science Concepts 10 A & B

The student knows that, at all level of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to:

(A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

(B) compare the interrelationships of organ systems to each other and to the body as a whole;

The student knows that organisms maintain homeostasis. The student is expected to:

(C) analyze the importance of nutrition, environmental conditions, and physical exercise on health

TEKS 7.9 A TAKS Objective 2 page 1 For Teacher’s Eyes Only

Teacher Background: There are twelve major organ systems in the human body (i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous, digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In this TEKS, we will introduce students to the common structures of each system and their basic functions. A brief description of these systems follows:

Circulatory System – The heart, blood and blood vessels (arteries, veins and capillaries) are the vital components of the circulatory system. The overall function of the circulatory system is to transport materials throughout the body to particular target organs and tissues. Gasses, nutrients, waste, hormones, and infection fighting cells are just some of the materials that the circulatory system transports. For example, white blood cells and antibodies are carried throughout the body using the circulatory and lymphatic systems. During respiration, the exchange of oxygen and carbon dioxide occurs through the walls of the capillaries that surround the alveoli in the lungs. The circulatory system also interacts with the excretory system as during filtration of body wastes in Bowman’s capsule, which is located in the nephron of the kidney. Many hormones associated with endocrine system and reproductive system (e.g., thyroid-stimulating hormone, Follicle-stimulating hormone, and insulin) are carried throughout the body via the circulatory system. These hormones act on specific target cells to coordinate body functions and bring about and maintain homeostasis. In the digestive system, nutrients are absorbed into the blood through capillaries surrounding the villi of the small intestine. Finally, lactic acid build up due to oxygen debt is carried away from the muscles via capillaries. The circulatory system also helps to maintain an internal homeostasis by stabilizing the pH and ionic concentration of the body fluids. Additionally, it helps maintain body temperature by distributing and transporting heat.

Student Prior Knowledge

Students should be familiar with the components associated with body systems TEKS 6.10 (C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations and the functions of these systems.

TEKS 7.9 A TAKS Objective 2 page 2 Gotta Have Heart 5 E’s

ENGAGE

Play song from St. Joseph’s Aspirin Commercial (originally in Happy Days episode #142) at:

http://www.stjosephaspirin.com/page.jhtml?id=/stjoseph/include/5_2.inc

You may also be able to find several different videos on www.utube.com using this song and heart animations.

LYRICS:

Pump, pump, pumps your Blood.

The right atrium’s where the process begins, where the CO2 Blood enters the heart.

Through the tricuspid valve, to the right ventricle, the pulmonary artery, and lungs.

Once inside the lungs, it dumps its carbon dioxide and picks up its oxygen supply.

Then it’s back to the heart through the pulmonary vein, through the atrium and left ventricle.

Pump, pump, pumps your Blood.

TEKS 7.9 A TAKS Objective 2 page 3 EXPLORE

Explore 1

How Does Exercise Affect Heart Rate? In Blackline Masters

Students will learn that as they exercise the muscle cells use more oxygen and food which must be replenished. The cells also produce more waste, which must be removed. They will determine that the heart responds to the change needs of body cells by pumping harder. Students will determine their heart rate by taking their pulse, hypothesize the effect of exercise on heart rate, and compare their heart rate during rest and during exercise.

Explore 2

Circulatory System Relay Simulation In Blackline Masters

Set up the relay course according to the directions at A Circulatory System Relay.

Review with students the parts of the circulatory system.

Organize students into teams of five and tell them they are going to have a relay race to see which team can complete a race of the circulatory system in the shortest amount of time.

Explain the rules of the race and demonstrate the path they will take.

Have each team run the race. Begin timing each team when the first student enters the left ventricle and stop when the last student enters the left atrium. Keep a record to see which team circulates through the system most efficiently.

Explore 3

Anatomy Coloring Sheet

Student will complete an anatomy coloring sheet over the circulatory system.

TEKS 7.9 A TAKS Objective 2 page 4 EXPLAIN

Complete the Circulatory System PowerPoint presentation and the blood simulation with discussion and the completion of the following questions.

Blood Simulation - What is Blood Made of? Teacher and students will make 'blood' out of candy. While performing the activity the teacher will teach the blood components' names and functions. Following each component introduction, the candy which represents the component will be brought up by students and added to a container. In the end, the mixture should represent a combination of all the components of the blood in their relative amounts.

A. What are the four components of blood and their relative amounts?

B. What is the function of each component?

CANDY RED HOTS 44%: Red Blood Cells (RBCs) - carry oxygen and carbon dioxide around body, RBCs only live for about 3 months but are continuously produced in the bone marrow. CORN SYRUP 55%: Plasma - syrupy, thick, clear, yellowish liquid that carries dissolved food and wastes. WHITE JELLY BEANS 1/2%: White Blood Cells (WBCs) - bigger than RBCs, oddly-shaped cells that 'eat' bits of old blood cells and attack germs. CANDY SPRINKLES 1/2%: Platelets - bits of cells and cytoplasm that help your blood clot.

Emphasize the relative amounts of the blood components. Mix the candy 'blood', dispense into small cups, and pass out one cup to each student. Supply spoons so that the students can eat the candy if they desire.

ELABORATE

Elaboration 1

Blood Typing: To Clump or Not to Clump? In Blackline Masters

Students will perform a blood typing simulation activity. This activity will reinforce the vocabulary such as antigens and antibodies.

TEKS 7.9 A TAKS Objective 2 page 5 EVALUATE

1. Working in a group and given 40 minutes, the student will design and implement an experiment to demonstrate the relationship between heart and respiration rates. A minimum score of 70% on the “Check Sheet for Independent Investigations is required.

Check Sheet for Independent Investigations i) Stating a problem to investigate I. Problem phrased as a research question 5 If…then hypothesis statement Develop a procedure to compare baseline heart and respiration rates to an after exercise heart and respiration rates. II. 15 All steps in sequential order and reproducible Multiple trials indicated Materials are appropriate and described Gathering respiration and heart rate data Data organized in table or chart Data has a title III. 15 Labels for manipulated & responding variables Units are stated Multiple trials, totals and averages are included Graphing data Appropriate graph type used Appropriate scale, range, and interval are used Graph has a title IV. 20 Descriptive label for variable on the x-axis and responding variable for the y-axis Graphed data matches data collected. Units indicated for each axis Data analysis V. Results from graph clearly stated 20 Inferences made about results Conclusion Conclusions based on results and inferences VI. 25 Hypothesis is restated Hypothesis is accepted or rejected

TEKS 7.9 A TAKS Objective 2 page 6 2. Using their textbook, in groups of two, student will draw and label the major components of the circulatory system. Student will also write any defining characteristics and functions of the circulatory system parts and describe two diseases of the circulatory system and way to prevent these diseases. A minimum score of 70% is required.

Revise and Resubmit 70-89 90-100

Less than 70% of the Most items (70-89%) 90-100% of the items that items that need to be that need to be need to be identified have a identified have labels identified have labels. label. It is clear which OR it is not clear It is clear which label label goes with which which label goes with goes with which structure. which item. structure.

There are several There are a few Lines are clear and not erasures, smudged erasures, smudged smudged. There are almost lines or stray marks on lines or stray marks on no erasures or stray marks the paper, which the paper, which on the paper. Color is used detract from the detract from the carefully to enhance the drawing. Overall, the drawing OR color is drawing. Stippling is used quality of the drawing not used carefully. instead of shading. Overall, is poor. Overall, the quality of the quality of the drawing the drawing is good. is excellent.

This rubric was created from the following website: http://rubistar.4teachers.org/index.php

TEKS 7.9 A TAKS Objective 2 page 7 TEKS 7.9 A TAKS Objective 2 page 8 Exercise vs. Heart Rate

Introduction:

The heart pumps blood to all the cells of the body. As you exercise, the muscle cells use more oxygen and food, which must be replenished. The cells also produce more wastes, which must be removed. The heart responds to the changing needs of body cells by pumping harder. In this lab you will determine your heartbeat rate by taking your pulse, you will compare your heartbeat rate during rest and during exercise, and you will hypothesize the effect of exercise on heartbeat rate during rest and during exercise.

Materials:

Stopwatch or clock with second hand Procedure:

Resting Pulse:

1. Locate your pulse by placing your index and middle fingers on the carotid artery. This artery is located in your neck, under the corner of your jaw. Figure 1shows the position your fingers should be in.

2. Press your fingers lightly against your neck to feel the pulse. Each pulse of blood is caused by one beat of the heart.

3. Work in pairs. Your partner will be the timekeeper. You will be the experimental subject.

4. Six quietly for 2 minutes.

5. Count you pulse for 15 seconds and record this number in Table 1.

6. Repeat step 5 twice more.

7. Calculate your heartbeat rate per minute by multiplying each of the 15- second counts by 4.

8. Calculate your average resting heartbeat rate per minute.

9. Make a hypothesis to explain how exercise will affect heartbeat rate. Write your hypothesis in the space provided.

TEKS 7.9 A TAKS Objective 2 page 9 Exercise:

1. Follow your teacher’s instructions for exercising. Remember that whatever exercise you do should be done at a steady rate throughout all exercise periods.

2. You will exercise for 30 seconds of each minute for 10 minutes. In between exercise periods, you will count your pulse for 15 seconds and record this count in Table 2. Figure 2 shows that each minute should be divided as follows.

a. 30 seconds – exercise b. 5 seconds – locate the pulse c. 15 seconds – count the pulse d. 10 seconds – record the count and prepare to exercise again Recovery:

1. Immediately after you finish the exercise period, sit down and begin the procedure for counting your pulse as you recover from exercising.

2. You will count your pulse twice each minute for 10 minutes. Each count lasts 15 seconds. Figure 3 shows that each minute should be divided as follows.

a. 15 seconds – count the pulse

b. 15 seconds – record the count and prepare for the next count

c. 15 seconds – count the pulse

d. 15 seconds – record the count and prepare for the next count

All counts should be recorded in Table 2.

3. Calculate the number of beats per minute for all counts recorded in Table 2.

Graphing:

1. Plot your heartbeat rates during exercise for minutes 1 through 10.

2. Plot your recovery pulse rates for minutes 11 to 20.

TEKS 7.9 A TAKS Objective 2 page 10 Data and Observations:

Table 1

Pulse Condition Trial Beats/15seconds Beats/minute

2 Rest 3

Average

Table 2

Pulse Condition Minutes Beats/15 seconds Beats/minute

6 Exercise 7

TEKS 7.9 A TAKS Objective 2 page 11 11:00

Recovery 15:30

TEKS 7.9 A TAKS Objective 2 page 12 Graph:

Analysis:

1. What was your average resting heartbeat rate?

2. What was you highest heartbeat rate?______When did this rate occur? ______

3. Did you return to your resting rate during Part C? ______If so, how many minutes did it take?______

4. Why do some classmates return to their resting rates more rapidly than others? ______

5. Describe the shape of your graph.______

6. What factors, other than exercise, would increase heartbeat rate? ______Conculsion:

Was you hypothesis supported by your data? Why or why not? ______

Compare the average heartbeat rate of the males with that of the females in your class.

Test the effect of lying down, standing up, and sitting on your resting heartbeat rate.

TEKS 7.9 A TAKS Objective 2 page 13 Circulatory System Relay Simulation

NASA Quest Cardiovascular Activity #9

http://quest.arc.nasa.gov/smore/teachers/act9.html

1. Students begin in the Left Ventricle as an oxygenated blood cell. 2. They travel through the Aorta. 3. After passing through the aorta students carry their oxygenated blood to the muscles. 4. From the muscles students carry carbon dioxide loaded blood to the Right Atrium. 5. From the Right Atrium students travel into the Right Ventricle. 6. Students travel through the Pulmonary Artery. 7. From the Pulmonary Artery students travel into the lungs where they exchange their carbon dioxide for oxygen. 8. Now carrying oxygenated blood students enter the Left Atrium and are ready to begin the circulatory cycle again.

TEKS 7.9 A TAKS Objective 2 page 14 Circulation Relay

1. Prior to beginning the activity, review the parts of the circulatory system with the students. 2. Show the students the relay course and review the circulatory pathway. You may wish to use a transparency of the relay to help in explaining. 3. Divide the students into teams. Explain to students that the red balloons will represent oxygenated blood cells. Meanwhile, the blue balloons will represent carbon dioxide loaded blood cells that have given away their oxygen and are now carrying away the cells' waste. 4. Demonstrate the path with one student. Walk the student slowly through this pathway:

a. Students begin in the Left Ventricle as an oxygenated blood cell. b. They travel through the Aorta. c. After passing through the aorta students carry their oxygenated blood to the muscles. d. From the muscles, students carry carbon dioxide loaded blood to the Right Atrium. e. From the Right Atrium students travel into the Right Ventricle. f. Students travel through the Pulmonary Artery. g. From the Pulmonary Artery students travel into the lungs where they exchange their carbon dioxide for oxygen. h. Now carrying oxygenated blood students enter the Left Atrium and are ready to begin the circulatory cycle again.

5. Once everyone seems to have the idea, tell the students they are going to have a relay race to see which group can complete the relay in the shortest amount of time. Explain that from the moment the heart begins beating until it stops, the heart works tirelessly, without ever pausing to rest. The average heart muscle will contract and relax about 70 to 80 times a minute. It takes one blood cell approximately 20 seconds to complete the journey through the circulatory system. 6. Blood cells go exactly where they are needed most in the body without ever stopping. Students should be prepared to take on the role of a blood cell and know exactly where to travel in the circulatory system. Have one group of 5 students demonstrate. One student must go through the entire circulatory system before the next blood cell may continue. Begin timing with a stop watch with the first student starting from the left ventricle, and end timing when the last student reenters the left atrium from the heart. If each blood cell only takes 20 seconds to complete the circuit a group should be able to complete the process in about 1 minute and 20 seconds. Keep a record of group times to see which group circulates through the system most time efficiently.

TEKS 7.9 A TAKS Objective 2 page 15 7. Have several students link together to form a blood clot and traverse the course. What are the health impacts of blood clots? What happens if the left ventricle pushes blood cells out inefficiently (i.e., too slow)? If the valves between the heart chambers allow back flow, rather than control flow in one direction? If the vessels or valves collect deposits that narrow or restrict them?

TEKS 7.9 A TAKS Objective 2 page 16 Blood Typing: To Clump or Not to Clump?

Introduction:

Blood type is determined by genetics. The primary blood group is ABO. This group contains 4 blood groups listed here from most to least common: A, B, O, or AB. The Rh group includes Rh+ and Rh-. This blood factor is named for the Rhesus monkeys in which the factor was first isolated. When certain blood types are combined, agglutination (or clumping) occurs. This is caused by an antigen- antibody interaction. Antibodies (if present) are found in the plasma and antigens (again, if present) are found on the membrane of the red blood cell. The presence or absence of antigens and antibodies of each blood type are listed below:

Problem:

What blood types may be transfused to other blood types and maintains homeostasis?

Hypothesis:

Type Antigen Antibody Receive From Donate To

A ______

B ______

AB ______

O ______

Procedure:

Part A:

1. Using pipettes and the correctly labeled blood samples, put 5 drops of sample blood types A, B, O, and AB in 4 separate spot plate wells.

2. Add a 5 drop sample of type O to each of the above samples.

3. Using a toothpick, mix the samples in each well. Be sure to use a new toothpick for each well to avoid contamination. Wait one minute. Observe. Record.

TEKS 7.9 A TAKS Objective 2 page 17 4. Add a 5 drop sample of type A to a 5 drop sample of type B. Stir with a clean toothpick. Observe. Record.

5. Add a 5 drop sample of Rh+ to a 5 drop sample of Rh-. Stir with a clean toothpick. Wait one minute. Observe. Record.

Part B

6. Obtain new samples from you instructor.

7. Add 5 drop samples of type O to 3 separate spot plate wells. Add a 5 drop sample of type A into one of the wells. Repeat with type B and AB. Stir each sample with a clean toothpick and let sit one minute. Observe.

8. Repeat step 7 changing the initial sample from O to AB.

9. CLEAN ALL MATERIALS AND THROW AWAY ALL USED TOOTHPICKS.

Data: Make a data table for Part A and Part B

TEKS 7.9 A TAKS Objective 2 page 18 Conclusion:

1. What is the independent variable?

2. What is the dependent variable?

3. What blood type is the universal donor?

4. What blood type is the universal acceptor?

5. Did your data support your hypothesis? Why or why not?

6. Based on our observations, fill in the following chart correctly:

Type Antigen Antibody Receive From Donate To

A ______

B ______

AB ______

O ______

TEKS 7.9 A TAKS Objective 2 page 19