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Physiology of the human body - Instructions and results page
Delivery system:
Listening to the heart sounds:
1. Listen to the sounds of your heart using a stethoscope. You should sit down and lean
with your hands on the table while bending your body forward (in order to increase the
direct pressure of the heart on the chest wall). Place the stethoscope facing the left side
of your chest. The best location is the cutting point received between 2 lines: a
horizontal line at the distance of 10 cm above the bottom rip, and a vertical line
descending from the middle of the left collarbone. You should hold the stethoscope
gently in order to prevent background noises, and even then you will hear only weak
sounds.
Write down the heart rate for each one of you, in heart beats per minute (bpm):
Name: _______________________________________ Heart rate: ______________
Name: _______________________________________ Heart rate: ______________
Name: _______________________________________ Heart rate: ______________
Name: _______________________________________ Heart rate: ______________
Name: _______________________________________ Heart rate: ______________
Name: _______________________________________ Heart rate: ______________
• What causes the sound of the heart beat?
• Can you find any correlation between the heart rate of students in your group and
different factors that were mentioned in the theoretical background?
Measuring blood pressure:
2. Put the cuff of the blood pressure manometer on your upper arm.
Press START button. The cuff will be inflated and will press on the upper arm blood
vessels till they occlude. After reaching maximum pressure the air is released slowly
from the cuff, while you are listening to turbulences in the blood flow. At the end of the
measurement you will see the systolic pressure, diastolic pressure and heart rate on the
display.
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Write down the blood pressure of each group member; systolic pressure (the peak) / diastolic
pressure (the lowest).
Name: ____________________________________ Blood Pressure: ______________
Name: ____________________________________ Blood Pressure: ______________
Name: ____________________________________ Blood Pressure: ______________
Name: ____________________________________ Blood Pressure: ______________
Name: ____________________________________ Blood Pressure: ______________
Name: ____________________________________ Blood Pressure: ______________
• What causes the turbulent flow when the pressure in the cuff is released?
• What causes the halting of the turbulent flow when the pressure in the cuff is further
released?
Operating a heart
3. Look at the heart from the outside. Do you identify the coronary blood vessels? What is
their function?
4. Identify the atriums and the aorta with the instructor’s help. Pay attention –the atriums
may have been damaged in the process of the separation from the body.
Right atrium
Possible cutting
line in the heart
you receive
Left atrium
Right ventricle
Left ventricle
5. Look at the picture below:
What is the difference between the way we drew the heart above and the way it is
located in the body?
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6. Insert carefully two toothpicks (avoid applying strength) - one from the right atrium to
the lower part of the right ventricle, and another one - from the left atrium to the lower
part of the left ventricle (see marking on the attached illustration).
7. Place the heart with its front in your direction (meaning, right ventricle is on your left
and left ventricle is on your right). Cut the heart from its lower part in upward direction
until you can see the ends of both toothpicks.
8. Now you can distinguish the two ventricles and the partition between them.
Using ruler, take measurements of the thickness of right ventricle, left ventricle and the
partition.
Width of right ventricle wall: ___________________________________
Width of left ventricle wall: ____________________________________
Width of partition: ___________________________________________
How does the structure of each one of the ventricles match its function?
9. Compare the atrium wall width and the ventricle wall width. Which one is thicker and
why?
10. Continue to cut the external wall of the left ventricle in upward direction. With the
instructor’s help identify the valve between the atrium and the ventricle. What is the
function of this valve?
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11. Penetrate toothpick from the left ventricle to aorta. If you tried to penetrate the toothpick
in the opposite direction, would the penetration be possible to the same extent?
12. Check the flexibility of the aorta. What is the importance of this property?
13. Make a long cut in aorta.
Identify the valve between the ventricle and the aorta. What is its function?
Breathing system:
Pig lungs:
In front of you there are preserved pig lungs that can be inflated. From the anatomical and
physiological point of view, it is almost impossible to distinguish them from the lungs of
human being of average weight.
In addition, you can see in front of you a dried slice of a lung.
These will make it possible for you to observe in details the anatomical internal structure,
and the spongy texture, of the lung.
Do not touch the lungs with bare hands! In case of direct contact please wash your hands
thoroughly.
1.
Look at the pig lungs:
What is the difference between the right and the left lung?
The trachea is made of open cartilaginous rings. What is the function of these rings?
Why is the trachea made of approximately 20 rings and not as a continuous tube?
What is the function of the opening in the cartilaginous rings?
Try to estimate how many liters of air can enter the lungs.
2. Inflate the lungs with the bellows. What is the difference between the way you
inflated the pig lungs and how the lungs are inflated in the full body?
3. As you have seen, lungs have the ability of expanding to a great extent. Are the lungs
hollow like a balloon? Look at a slice of a lung.
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Measuring the capacity of a lung:
Spirometer has 2 components; one of them is a measuring device which is made up of a bath
filled with water with a tube penetrated inside it. The tube end is entering an open box placed
upside down in the bath. Air entering the open box causes it to rise up. The second
component is an electric device that records the movements of the open box placed upside
down in the water.
With the instructor’s help measure the capacity of lungs of other group members.
4. Fill in the table below according to the results of spirometer measurements:
Name
A single breath
volume
The inspiratory
reserve volume
The expiratory
reserve volume
The vital
volume
• Supposing that the marginal volume in the lungs is 1 liter, what is the total volume of
the lungs?
• Can you find a relationship between the received results and different factors (gender,
weight)?
5. Attach the spirometer records to the results page: mark on the graph the area displaying
the single breath volume, the area displaying the inspiratory reserve volume and the area
displaying the expiratory reserve volume.
Breathing regulation:
6. The students will sit down and breathe naturally. Check that the stopwatch is reset.
After regular exhalation the students will hold his breath, and the instructor will press the
"start" button on the stopwatch at the same time. Each student should make an effort and
continue to hold his/her breath as much as possible.
When he/she stops, they should tell the instructor and he will press the button to stop the
watch. Record the time in the table below.
After a minute of rest the students will make very deep breaths in the normal breathing rate
for one minute.
Immediately at the end of the excessive breathing the students will measure again the
duration of breath holding. Record the time in the table below.
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After a minute of rest the students will run for one minute.
Immediately at the end of the running the students will measure again the duration of breath
holding. Record the time in the table below
Name
Normal
Duration of breath holding
After deep
After physical
breathing
strain
7. What is the connection between the different actions and duration of breath holding?
The body under physical strain:
At this station it is assumed that you will not have enough time to perform the measurements
and the calculations for more then two – three students.
With the instructor’s help measure the different parameters during the resting time and the
time under physical strain.
Results:
Student name: ___________________________________________
Resting
Blood system
Heart rate
(beats per minute)
Temperature
regulation
Skin temperature
Breathing rate
(breaths per minute)
Breathing system
Volume of one breath
Air volume of a single breath per
minute
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Strain
Difference
Student name: ___________________________________________
Resting Strain
Blood system
Heart rate
(beats per minute)
Temperature
regulation
Skin temperature
Difference
Breathing rate
(breaths per minute)
Breathing system
Volume of one breath
Air volume of a single breath per
minute
Student name: ___________________________________________
Resting Strain
Blood system
Heart rate
(beats per minute)
Temperature
regulation
Skin temperature
Difference
Breathing rate
(breaths per minute)
Breathing system
Volume of one breath
Air volume of a single breath per
minute
Explain the connection between the different measures you have checked:
What is the connection between the physical activity and breathing system activity?
What is the connection between the above activities and the heart rate changes?
What happens to the skin temperature in time of physical strain, and why?
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