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Homeostasis and Our Heart Rate
Category:
Resource Type:
Ministry
Expectations:
Skills of Inquiry & Communication
Wet Lab
Strand A
A1. demonstrate scientific investigation skills (related to both inquiry and
research) in the four areas of skills (initiating and planning, performing and
recording, analysing and interpreting, and communicating);
A1.1 formulate relevant scientific questions about observed relationships,
ideas, problems, or issues, make informed predictions, and/or formulate
educated hypotheses to focus inquiries or research
A1.5 conduct inquiries, controlling relevant variables, adapting or extending
procedures as required, and using appropriate materials and
equipment safely, accurately, and effectively, to collect observations and data
A1.6 compile accurate data from laboratory and other sources, and organize
and record the data, using appropriate formats, including
tables, flow charts, graphs, and/or diagrams
A1.8 synthesize, analyse, interpret, and evaluate qualitative and/or
quantitative data to determine whether the evidence supports or refutes
the initial prediction or hypothesis and whether it is consistent with scientific
theory; identify sources of bias and/or error; and suggest improvements to the
inquiry to reduce the likelihood of error
Sources:
Prior
Knowledge:
Suggestions:
Limitations:
Modifications
for Special
Student Needs:
Observing the Effects of Exercise on the Human body. (2011). Practical
Biology. Retrieved from
http://www.practicalbiology.org/areas/intermediate/control-andcommunication/homeostasis/observing-the-effects-of-exercise-on-the-humanbody,75,EXP.html
 Homeostasis and Control Systems
 Positive and negative feedback mechanisms.
 Thermoregulation, the Urinary System, & the Endocrine System
 Some hormones that effect blood sugar
 Teacher may suggest areas of investigation such as:
The affect of temperature on heart rate
The affect of calming music on heart rate
The affect of physical exercise on heart rate
The affect of being scared on heart rate
 Remember to teach the students how to locate and calculate their
heart rate in beats per minute.
 The teacher may bring in a laptop and stop watch for students to use.
 Students might not be familiar with certain homeostatic systems due
to this assignment being introduced on Day 5 & conducted on Day 6.
 Some students might not feel comfortable doing physical activity
suggest alternate investigations such as the affect of music,
temperature, viewing scary video clips etc
 Some students might have physical conditions that prevent them
from participating in a way that alters their heart rate. Have them be
recorders of data.
Students unable to physically participate in any treatment that alters heart
rate should be designated data recorders, and timers.
Strand E
E2. investigate the feedback
mechanisms that maintain
homeostasis in living organisms;
E2.3 plan and conduct an
investigation to study a
feedback system (e.g., stimulus
response loop)
[IP, PR, AI]
E3. demonstrate an
understanding of the anatomy
and physiology of human body
systems, and explain the
mechanisms that enable the body
to maintain homeostasis.
E3.2 explain how reproductive
hormones act in human feedback
mechanisms to maintain
homeostasis (e.g., the actions of
male and female reproductive
hormones on their respective
body systems)
TEACHER NOTES
Homeostasis and Our Heart Rate
Introduction: This highly investigative wet lab enables students to explore the different
factors that affect the human heart rate and to relate it with homeostatic systems. Over
two consecutive days your students in groups of 4 or 5 will conduct their own
investigation. At the end of the second class, the entire class will be able to share their
findings in an informal discussion. The teacher will assess the students for learning.
Groups will be formed on Day 5 so that they can decide their area of investigation and
decide what materials they need to bring to class on Day 6.
Revisit the Scientific Method
Safety Considerations: Teacher should ensure students who have physical health
issues are not one of the ‘subjects’ in the investigation. Do not allow students to
examine the effect of energy drinks, smoking on heart rate.
Purpose: Students will indicate the purpose of their investigation.
Hypothesis: Students will devise their own hypothesis
Materials: On Day 5 remind students to decide the materials they will bring to class on
Day 6.
Stopwatches for the students to time their heart rate
Method: Students may choose to display their methods in words or a flow chart.
Remind students that they may need a control variable.
Remind students to propose their method to the teacher and to proceed once the
method gets approval.
Results: Require students to display their results in the form of a table and/or graph
depending on what is appropriate. Have students display the results for controlled
variables.
Discussion: Students will write up a short discussion using their results. They will be
required to incorporate knowledge of homeostatic systems in their discussion. Remind
students that they will be sharing this component with their class in the informal group
discussion at the end of Day 6.
Conclusion: Students are required to clearly state their conclusion.
Questions for discussion:
What was the change in Heart Rate after the treatment?
Homeostasis aspect of the Wet Lab:
How long did it take for the heart rate to return to its basal level?
How did your body respond to the stress? (Hint: Cardiovascular system, Renal system,
hormone regulation?)
Assessment of Learning: A formal lab report can be written to assess learning. For a
more informal approach, students can submit their raw data and discussions for
evaluation.