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Process of Respiration, the Relationship of Air to Diseases of the the Impact on Air Quality of Human Activities and the Effect

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Process of Respiration, the Relationship of Air to Diseases of the the Impact on Air Quality of Human Activities and the Effect DOCUMENT EESUME ED 174 411 SE 027 980 TITLE Biomedical Science, Unit I: Respiration in Health and Medicine. Respiratory Anatomy, Physiology and Pathology; The Behavior of Gases; Introductory Chemistry; and Air Pollution. Student Text. Revised Version, 1975. INSTITUTION Biomedical Interdisciplinary Curriculum Project, Berkeley, Calif. SPCNS AGENCY National Science Foundation, hashington, D.C. PUB DATE 75 NOTE 274p.; For related documents, see SE 027 978-999 and SE 028 510-516; Not available in hard copy due to copyright restrictions EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTCRS Anatomy; Chemistry; Environment; *Health; *Health Education; Higher Education; Medical Education; Pathology; Physics; *Physiology; *Science Education; Secondary Education IDENTIFIERS *Respiration ABSTRACT This student text deals with the human respiratory system and its relation to the environment. Topics include the process of respiration, the relationship of air to diseases of the respiratory system, the chemical and physical properties of gases, the impact on air quality of human activities and the effect of this air pollution on health. Superimposed on the lessons in scientific principles throughout the text is a continuing case study of a man's life span using respiratory health as the concept under analysis in this context. (RE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIALIN MICROFICHE ONLY HAS BEEN GRANTED BY har NsF TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AND USERS OF THE ERIC SYSTEM." U S DEPARTMENT OF HEALTH. EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION "(KIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR PCLiCY BIOMEDICAL SCIENCE UNIT I RESPIRATION IN HEALTH AND MEDICINE RESPIRATORY ANATOMY, PHYSIOLOGY AND PATHOLOGY) THE BEHAVIOR OF GASES; INTRODUCTORY CHEMISTRY; AND AIR POLLUTION STUDENT TEXT REVISED VERSION, 1975 THE BIOMEDICAL INTERDISCIPLINARY CURRICULUM PROJECT SUPPORTED BY THE NATIONAL SCIENCE FOUNDATION Any opinions, findings, conclusions or recommendations expressed herein are those of the author and do not necessarily reflect the views of the National Science Foundation. Copyright 0 California Committee on Regional Medical Programs, 1975 TABLE OF CONTENTS Page SECTION 1-1 Why a "Biomedical" Curriculum? 1 1-2 Why an "Interdisciplinary" Cur :iculum? 3 1-3 The Biomedical Science Curriculum--A Bird's Eye View 3 SECTION 2-1 Biomedicine and the Balance 5 2-2 King Toot and his Glurk of Silver 5 2-3 What Does a Laboratory Balance Measure? 7 SECTION 3-1 The Limitations of Measurement 10 3-2 Accuracy and Precision 10 3-3The Measurement of Space 12 SECTION 4-1 Density 14 4-2 Averaging Measurements 15 SECTION 5-1 Length 17 5-2 Area 20 5-3 Volume 21 5-4 Specific Gravity 21 SECTION 6-1 Temperature Scales 22 6-2 How Does a Thermometer Work? 24 25 PROBLEM SET 6 27 REVIEW SET 7 28 SECTION 8-1 Tommy's Case Record--Age 0 32 8-2 The Nature of Respiration 8-3The Air You Breathe In 32 34 SECTION 9-1 How Our Lungs Get Air 36 9-2 The Air You Breathe Out SECTION 10-1 Tommy's Case Record--Age 3 38 40 10-2 Tommy's Trouble 10-3 From Organs to Cells 43 TABLE OF CONTENTS (continued) Page SECTION 11-1 Bacterial Respiratory Diseases 47 11-2Viral Respiratory Diseases 47 11-3 Influenza 48 REVIEW SET 12 53 SECTION 13-1 Tommy's Case Record--Age 14 54 13-2 Pressure 55 13-3Pressure in a Fluid 58 13-4Measuring Pressure 60 SECTION 14-1 Where Air and Blood Meet 63 14-2Aerobic Capacity 66 SECTION 15-1Tom's Case Record--Age 16 68 15-2Hypoxia 72 15-3The Air at High Altitudes 73 15-4 Differences in Substances 73 15-5 Pressure in a Gas 75 15-6Temperature in a Gas 76 SECTION 16-1 The Pressure of the Atmosphere 79 16-2 Respiration at High. Altitude 81 16-3 Adaptation to Altitude 81 SECTION 17-1 Tom's Case Record--Age 17 83 17-2 The Neural Control of Breathing 85 17-3 Respiratory Response to Cold 86 SECTION 18-1 Lung Volumes and Capacities 87 18-2 The Breaking-Point Reflex 88 SECTION 19-1 Tom's Case Record--Age 18 89 19-2 The Mechanics of Breathing 92 19-3Collapse of the Lung 92 TABLE OF CONTENTS (continued) Page REVIEW SET 19 96 SECTION 20-1 Tom's Case Record--Age 21 98 20-2 Attraction and Repulsion 101 20-3Current and Voltage 104 20-4 Artificial Respiration 107 SECTION 21-1Chemistry and Biomedicine 110 21-2 Atoms and Ions 110 21-3Elements 113 21-4 Electron Orbitals 115 PROBLEM SET 21 119 SECTION 22-1 Ionic Bonding 120 22-2 Electron-Dot Formulas 122 22-3The Periodic Table 123 22-4 Ions in Solution 126 PROBLEM SET 22 128 SECTION 23-1Covalent Bonding 129 23-2 Structural Formulas and Molecular Formulas 132 23-2 More Examples of Covalent Bonding 134 23-4 Molecules 135 SECTION 24-1Double and Triple Bonds 136 24-2 Polyatomic Ions 139 24-3Tom's Case Record--Age 28 140 24-4 Drowning 144 PROBLEM SET 24 146 SECTION 25-1 Chemical Reactions 147 25-2 Reversible Reactions 149 25-3 Reactions Involving Ions 149 TABLE OF CONTENTS (continued) Page PROBLEM SET 25 151 SECTION 26-1Molecular Weights 154 26-2 Quantities in Chemical Reactions 156 PROBLEM SET 26 159 SECTION 27-1 Tom's Case Record--Age 33 161 27-2Asthma 164 27-3 Units for Chemical Quantities 166 27-4 The Unit Called the Mole. .... 167 27-5 Converting Between Units of Mass and Moles 169 PROBLEM SET 27 172 SECTION 28-1 The Concentration of a Solution 174 PROBLEM SET 28 177 REVIEW SET 28 178 SECTION 29-1 Tom's Case Record--Age 17 180 29-2 Acids 184 29-3 Bases 186 29-4 Neutralization and Salts 186 29-5 Indicators and Titration 188 PROBLEM SET 29 190 SECTION 30-1pH as a Measure of Acidity 191 SECTION 31-1Carbon Dioxide and the pH of Blood 195 31-2 The Chemical Regulation of Breathing 196 31-3 Respiratory Alkalosis 198 SECTION 33-1 Alveoli 201 33-2Diffusion 202 33-3 The Transport of Oxygen from the Lungs to the Body 204 TABLE OF CONTENTS (continued) Page SECTION 34 -1 Bumps, Runny Noses and the Movement of Water 207 34-2 Osmosis and the Movement of Water 207 34-3Osmosis in Cells and Tissues 209 SECTION 35-1Avogadro's Principle 210 35-2 The Volume of One Mole of Gas . 213 PROBLEM SET 35 215 SECTION 36-1The Universal Gas Law 216 PROBLEM SET 36 220 SECTION 37-1Partial Pressure 220 37-2 Decompression Sickness, or "The Bends" 222 37-3 Partial Pressure, Gas Transport and Altitude 223 PROBLEM SET 37 224 REVIEW SET 37 225 SECTION 38-1Tom's Case Record--Age 42 227 38-2 Surface Area and Respiration 230 38-3 Chronic Bronchitis 234 SECTION 39-1 Air Pollution 236 39-2 Air Pollutants 237 PROBLEM SET 39 240 SECTION 40-1The Movement of Air 241 40-2 Inversions 243 SECTION 41-1Tom's Case Record--Age 45 245 41-2 Emphysema 249 SECTION 42-1 Air Pollution and Health 251 42-2 Self-Induced Air Pollution 253 42-3What Can Be Done About Air Pollution 254 TABLE OF CONTENTS (continued) Page SECTION 43-1 Tom's Case Record--Epilogue 256 43-2 Tom's Death 262 43-3Emphysema Statistics 263 REVIEW SET 43 265 UNIT REVIEW SET 266 SECTION 1: Welcome. We wish we writers could be in a big meeting room together with all of you who are about to begin the Biomedical Interdisciplinary Curriculum. You could tell us about your interests and aspirations. In turn, we could introduce ourselves, explain our views on the curriculum and tell you how the curriculum will respond to your goals. You would probably be surprised at the number of us in the meeting room. Perhaps fifty or more individuals have made a significant contribution to the product--teachers, .scientists, medical professionals, social scientists, mathematicians and others. The assortment of "creators" includes many different backgrounds and viewpoints. Each of us might not explain the curriculum in the same terms, yet each would agree on at least two points. First, there is a pressing need for a curriculum specifically designed for young people interested in careers in medicine and health. Secondly, this biomedical curriculum should be "interdisciplinary."That is, it should discuss the important medical problems in relation to what- ever concepts are needed to solve them--whether these principles come from physiology, mathematics, chemistry, social sciences or wherever. 1-1 Why a "Biomedical" Curriculum? Perhaps you may wonder why we feel that there is such a need for a medically-oriented curriculum. After all, we live in the United States, a country with a high standard of living and with some of the world's finest medical institutions. We have certainly benefited from the great international developments in medical technology made during the last fifty years or so. These developments have dramatical- ly changed the relation between man and disease. Defective hearts may be repaired through cardiovascular sur- gery. Perhaps most spectacular has been the replacement of defec- tive organs through transplantation. Insulin is now used to con- trol diabetes. Vaccines have been developed to prevent polio and many other diseases. Malaria and typhoid fever are far less com- mon than they were formerly, and tuberculosis has been almost com- pletely eliminated in the United States.
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