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. Analyze the anatomy and physiology of the respiratory system.
Specific Objectives:
Describe the structure of the respiratory system.
Analyze the function of the respiratory system.
Identify characteristics and treatment of common respiratory
disorders.
Bell….
• Read pages 353-354 from the text.
• List the function of the respiratory system and 9
structures
Function
• Responsible for taking in oxygen, a gas needed
by all body cells. For removal of carbon
dioxide, a gas that is a metabolic waste product
produced by those cells.
• Responsible for the production of sound
• Includes the nasal cavity, sinuses, pharynx, larynx,
trachea, bronchi, bronchioles, alveoli, lungs, and pleura.
• NASAL SEPTUM = divides
nasal cavities into R and L
sides
• Turbinates are bones that
protrude into the nasal cavity
– they increase surface area
for filtering dust and dirt
particles by the mucous
membrane.
• CILIA – the hairs in your
nose, trap larger dirt particles
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• – cavities in the skull, ducts
connect them to the nasal
cavity, lined with mucous
membrane to warm and
moisten the air.
• Frontal
• Maxillary
• Ethmoid
• Sphenoid
• Sinuses give resonance to the
voice.
• Let’s label….(next slide)
Bell
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What are the functions?
Nasal septum
Turbinates
Cilia
Sinuses
• The throat
• Common passageway for air
and food
• 5” long
• When food is swallowed, the
EPIGLOTTIS closes over
the opening to the larynx,
preventing food from
entering the lungs.
• Voice box
• Triangular chamber
below pharynx
• Within the larynx are
vocal cords (GLOTTIS)
• Adam’s Apple
• ( see model)
• Windpipe
• 4 ½ in. long
• walls are alternate bands of
membrane and C-shaped
rings of hyaline cartilage – to
keep trachea open
• Lined with ciliated mucous
membrane
• Coughing and expectoration
gets rid of dust-laden
mucous
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Lower end of trachea divides into R
and L bronchus
As they enter lungs, subdivide into
bronchial tubes and bronchioles
Bronchi – similar to trachea with
ciliated mucous membrane and hyaline
cartilage
Bronchial tubes – cartilaginous plates
(instead of C-shaped rings)
Bronchioles – thinner walls of smooth
muscle, lined with ciliated epithelium
At the end, alveolar duct and cluster of
alveoli
• Composed of a single layer
of epithelial tissue
• Inner surfaces covered with
SURFACTANT – to keep
alveoli from collapsing
• Each alveolus surrounded by
capillaries
• O2 and CO2 exchange takes
place between the alveoli
• Diffusion: Scientific
principle responsible for O2
and CO2 exchange. Grater
concentration to lesser
concentration.
Bellringer
• Complete Respiratory Structures Worksheet
• Do: Easy Breather
• Should have labeled Sinuses and some of C
• LABEL THE WRITE ON WIPE OFF RESP
As the Air Goes
• Read about the structure you’ve been given in your
textbook. Write quick description on card.
• Your cards are mark with matching colors or markings.
Assemble yourselves according to color/mark, makes 2
teams.
• On a signal given by the teacher, the students arrange
themselves in a line in the order that air would pass
through them.
• Students will need to decide what to do with the mouth
and nose as air comes in both, and the right and left
bronchus as air goes thorough both. Leader only, tell
teacher when done.
Bell
• Get out your outline, starting with lungs…we
will resume lecture
• Text page 372
• Applying practice to theory
• 1-A
• Fill thoracic cavity
• Upper part = apex Lower part =
base
• Base fits snugly over diaphragm
• Lung tissue porous and spongy – it
floats
• R lung = larger and shorter
(displaced by the liver) and has 3
lobes
• L lung smaller (displaced by the
heart) and has 2 lobes
• Thin, moist slippery membrane that covers lungs
• Double-walled sac
– Visceral-covers lungs and between lobes
– Parietal-lines the thoracic cavity and the upper surface of the
diaphragm
• Space is pleural cavity – filled with pleural fluid to
prevent friction
• (transparency)
Bell…
• Make sure you have completed “Easy Breather”
• Complete (with washable marker) Write on
wipe off labeling
• Answer questions thru 4
External respiration-Exchange (O2/CO2) between lungs
and blood stream.
Internal respiration-Exchange of (O2/CO2) between cells
and blood stream.
Cellular respiration-use of oxygen to produce energy,
H2O, and carbon dioxide.
• Production of sound (vocal cords)
Model Lungs
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When you inhale, muscles cause the chest to expand, making the lungs do the same. When this
happens, air is sucked into the lungs. Make a model to demonstrate this. You will need:
Large clear, plastic bottle
Three-way hose connector
2 rubber bands
modeling clay
plastic tube
3 small balloons
scissors
Directions:
Push the plastic tube into one opening of the hose connector. Use modeling clay, if necessary, to
make an airtight seal. Fix the balloons tightly onto the other opening with rubber bands, making
sure that the joints between the connector and the balloons are airtight.
Carefully cut off the bottom 1 inch from the bottle, using the scissors. Make sure the
cut edge of the bottle is smooth. Place the balloons and connector inside. Seal the plastic tube
into the neck of the bottle with the modeling clay to make an airtight fit.
Tie a knot in the neck of the third balloon. Then carefully cut it in half, crossways.
Gently stretch the knotted part of the balloon over the lower end of the bottle, and pull it around
the sides. Make the balloon as taut as you can-like a drum skin. Now hold it by its knot.
The lower balloon represents the diaphragm, the main breathing muscle. Pull it down,
As though you were inhaling. This lowers the air pressure in the bottle. Air from outside rushes
in and makes the two balloons expand just like the real lungs in your chest.
Additional assignment:
Read pages 334 in Body Structures and Functions. In your own words, explain the process of
Bellringer
• Text page 346
• Applying practice to theory
• 1-A
The Race Is ON
• Your cards are marked with matching colors or
markings. Assemble yourselves according to
color/mark, makes 2 teams.
• On a signal given by the teacher, the students
arrange themselves in a line in the order that air
would pass through them.
• Students will need to decide what to do with the
mouth and nose as air comes in both, and the
right and left bronchus as air goes thorough
both. Leader only, tell teacher when done.
EXPIRATION
• Opposite action takes place
• Exhalation is a passive process
• Diaphrgam move up/relaxes
INSPIRATION
• Intercostals muscles lift ribs
outward, sternum rises and the
diaphragm contracts and moves
downward – this increases the
volume of the lungs and air
rushes in.
Mechanics of Breathing
• Breathing is due to the change in the pressure within
the thoracic cavity
• Normal pressure =negative, < atmospheric pressure,
keeps lungs expanded
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The trigger to breath will alter the pressure and a
mechanical change will occur
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Breathing controlled by neural and chemical factors.
Neural Factors
Respiratory center located in MEDULLA OBLONGATA
 on CO2 or  O2 in the blood will trigger respiratory center (pg 336)
– A) PHRENIC NERVE – stimulates the diaphragm and intercostals muscles
– B) VAGUS NERVE impulses from nose larynx, lungs, skin and abdominal
organs
• (Hering-Breuer –prevents overstretching)
• Chemical Factors
• Depends on the levels of CO2 in the blood (respiratory center in brain)
• Chemoreceptors in aorta and carotid arteries sensitive to the amount of
blood O2
• Sensory Impulses
– Nerve pathways carry sensory impulses from the nose, larynx, lungs, skin and
abdominal organs via the vagus nerve in the medulla.
Bell
• Fix question number 5 on Breathing Control
Worksheet
• Sensory Impulses
– “Nerve pathways carry sensory impulses from the
nose, larynx, lungs, skin and abdominal organs via
the vagus nerve in the medulla.”
– If you are on the track team…bring the completed
– Breathing Control Worksheet now
Bell
• Define External Respirations
• Define Internal Respirations
Respiratory Movements
• 1 inspiration + 1 expiration
= 1 respiration
• Normal adult = 14 - 20
respirations per minute
• Increases with exercise, body
temperature, certain diseases.
• Age - newborn = 40-60/min
• Sleep = respirations 
• Emotion can  or  rate
Bell….
• Complete 2nd ½ of Breathing control
worksheet
• Answer all 10 questions (using notes and
text…not each other) Resp. Structure worksheet
• Coughing – deep breath followed by
forceful expulsion of air – to clear lower
respiratory tract.
• Hiccups – spasm of the diaphragm and
spasmotic closure of the glottis –
irritation to diaphragm or phrenic nerve
• Sneezing – air forced through
nose to clear respiratory tract
• Yawning – deep prolonged breath that fills the
lungs, increases oxygen within the blood
Is yawning contagious?
• According to research performed
at New York State University,
between 40 and 60 percent of
the population seems to find
yawning contagious.
• Researchers from the State
University of New York
• in Albany tested people to find out
why some are susceptible to
contagious yawning and deduced
that self-aware or empathetic
people are more likely to catch
yawns.
• People even yawn when watching
animals, but not the other way!.
Breathing controlled by neural
and chemical factors.
• Neural Factors
• § Respiratory center located in
MEDULLA OBLONGATA
• §  on CO2 or  O2 in the
blood will trigger respiratory center
• Two pathways:
• 1) PHRENIC NERVE –
stimulates the diaphragm and
intercostal muscles
• 2) VEGUS NERVE-Sensory
impulses-from nose, larynx,skin
lung and abd.
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Hering-Breuer Reflex-not overextend the lungs.(Vegus nerve too)
• Chemical Factors
 § Depends on the
levels of CO2 in the blood
(respiratory center in
brain)
 § Chemoreceptors in
aorta and carotid arteries
sensitive to the amount of
blood O2 (Morphine)
Bell…
• Organ Donation/would you or would you
not?
– And the Essay results are in!
– Of the 22 submitted 18 would donate for others to
use
– Of 22 submitted 4 would donate for science
– Have in front of you the disease fact chart and your
outline
Breath In Breath Out
• Cut the Boy out…leave him in the ‘frame’
• Cut the slits
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top of head
a and b
Diaphragm
Cut out ‘pull’ strip
Cut out A and B ribs
Label…(L) and ® lung, pharynx, trachea, alveoli,
intercostal muscles, and diaphragm
Vital Lung Capacity
• Total amount of air insp. And exp reserve
• (page 364)
COMMON COLD
Contagious viral respiratory infection
Indirect causes - chilling, fatigue, lack of proper food, and not enough sleep
Rx – stay in bed, drink warm liquids and fruit juice, good nutrition
Also called an Upper Respiratory Infection (URI)
Handwashing – best preventative measure
LARYNGITIS
Inflammation of larynx or voice box
Often secondary to other respiratory infections
Symptoms – sore throat, hoarseness or loss of voice, dysphagia (difficulty swallowing)
Employability Skills
•  Find the person in this class with the same
disorder on the card. Do not trade/switch=0. Assign
the following roles: respiratory therapist or doctor and
patient, or family member, etc. MUST HAVE EQUAL
PARTICIPATION! The patient is diagnosed with a
respiratory disorder (describe their symptoms) and the
therapist must explain the disease and treatment to the
patient and the family.
• .***You have 10 minutes to research and prepare your skits. You can use your
notes during skit!***
Diseases of Respiratory System
• SINUSITIS
• Infection of mucous membrane that lines sinus
cavities
• Caused by bacteria or virus
• Symptoms – headache or pressure, thick nasal
discharge, loss of voice resonance
• Rx – symptomatic, surgery for chronic sinusitis
• PHARYNGITIS – red, inflamed throat
• Inflammation of the mucous
membrane of the trachea and
bronchial tubes, producing excessive
mucous
• May be acute or chronic
• Acute bronchitis characterized by
cough,
• fever, substernal pain and RALES
(raspy sound)
• Chronic bronchitis – middle or old
age, cigarette smoking most
common cause
• Viral infection causing inflammation of the
mucous membrane
• Fever, mucopurulent discharge, muscular pain,
extreme exhaustion
• Complications – pneumonia, neuritis, otitis
media and pleurisy
• Rx – treat the symptoms
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Infection of the lung
Caused by bacteria or virus
Alveoli fill with exudates (thick fluid)
Symptoms – chest pain, fever, chills, dyspnea
Rx – O2 and antibiotics
• Infectious bacterial lung disease
• Tubercles (lesions) form in the lungs
• Symptoms: cough, low grade fever in the
afternoon, weight loss, night sweats
• Diagnosis – TB skin test
• If skin test positive – follow up with chest x-ray
and sputum sample
• RX – antibiotic
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Inflammatory airway obstruction
Caused by allergen or psychological stress
5% of Americans have asthma
Symptoms: difficulty exhaling, dyspnea, wheezing,
tightness in chest
• Rx: anti-inflammatory drugs, inhaled bronchodilator
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• Alveoli become over-dilated,
lose their elasticity, can’t
rebound, may eventually rupture
• Air becomes trapped, can’t
exhale – forced exhalation
required
• Reduced exchange of O2 and
CO2
• Dyspnea increases as disease
progresses
• Rx – alleviate the symptoms,
decrease exposure to respiratory
irritants, prevent infections,
restructure activities to prevent
need for O2
Bell
• Fill in all blanks on the Respiratory Disorder
Chart
Bell….Use NC Careers book
• to discover the career of Respiratory Care
Practitioner
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Describe job duties
H.S. class preparation
List at least 5 places you could work
Describe academic requirements (college)
$$$$
List at least 5 colleges
Bell..
• Complete P on page 224/workbook.
• Review for Respiratory test/labeling
• Bring (clean) write on/wipe off lungs up to the
front.
• Put your packet on the front table; Make sure
your name is on it!
• Test will start at 1:45