Download Respiratory System Activities 2012 File

Human Biology- Respiratory system
Name:______________________ Block:______
Chapter 47.3 – Respiratory
System Activities
Late Box
_____ Absent on due date
_____ Just late (60%)
Assigned: 3/28 (R), 3/29 (W)
Due: 4/3 (R), 4/4 (W)
Use your textbook, Chapter 47-3 beginning on page 944, as you learn about the respiratory system
through the following diagrams and activities.
A. The Lungs and Passage of Air
1. Label those structures on the diagram below.
2. Number the following terms below fro 1-7 to show the correct order in which air/oxygen encounters
them as it travels into the body.
___trachea ___alveoli ___bronchioles ___capillaries ___mouth/nose ___bronchi ___pharynx
B. Determining Lung Capacity
Health workers accurately measure lung capacity using an instrument called a spirometer. These
measurements provide one source of information about the general health of the lungs. In this activity,
we will use a wet spirometer (water is used to measure volume) to determine the tidal volume,
expiratory reserve volume, inspiratory reserve volume, and vital capacity for members of our class.
Vocabulary:
Tidal volume: normal amount of air you inhale and exhale under normal conditions.
Expiratory Reserve Volume: amount of air that can forcibly be exhaled AFTER exhaling normally.
Inspiratory Reserve Volume: amount of air forcibly inhaled AFTER inhaling normally.
Vital Capacity: maximum TOTAL amount of air a person can inhale and exhale.
Procedures:
1. Follow the instructions given by your teacher at this station. Do NOT use this device without a
teacher’s supervision.
2. Fill out the data table with the information measured for you or a member of your group.
Data Table
Measurement
Trial 1
Volume
Trial 2
Volume
Average
Volume
Tidal Volume (liters)
Expiratory Reserve Volume (liters)
Inspiratory Reserve Volume (liters)
Vital Capacity (liters)
1. Compare your results to other classmates. Why is there such a variation between results?
2. Why would the lung volume values be different for athletes? (How does their activity affect
their lungs, and why?)
3. What are the respiratory benefits of exercise?
4. Explain gas exchange in the lungs. Why does oxygen move into the blood and carbon dioxide
move out of the blood at the alveoli? (Hint: concentration gradient)
5. How is oxygen carried in the blood? How does it leave the blood?
6. How is carbon dioxide carried in the blood? How does it leave the blood? Explain thoroughly.
7. Explain how the diaphragm and ribs work to produce inspiration and expiration.
8. Polio is a disease that paralyzes muscles by affecting the nerves that make them move. Before
the polio vaccine was developed, many people who had polio died because they could not
breathe. Some of the survivors had to be placed in an “iron lung” that breathed for them. From
what you know about the respiratory system, explain why people stricken with polio could no
longer breathe on their own.
C. Take a breath!!
Objective: This activity attempts to simulate how difficult it is to breathe with a respiratory disease,
such as emphysema or asthma.
Materials:
one coffee stirrer
one watch or clock with second hand
Procedures:
1. Obtain one coffee stirrer.
2. Put the straw in your mouth and breathe only through the straw for one full minute.
3. Watch the clock and note when breathing becomes difficult or uncomfortable. If breathing
becomes too uncomfortable, remove the straw.
1. How did it feel to breathe with this apparatus?
2. At what time did your breathing become difficult or uncomfortable?
3. Which gas in your blood does the brain monitor in order to regulate breathing?
4. Emphysema is a degenerative lung disease caused from long term smoking. With emphysema, the
alveoli lose their elasticity and eventually rupture. Why would this make breathing more difficult?
D. Hold It!!
Objective: In this activity, we will observe the effect(s) of hypoventilation and hyperventilation on
the ability to hold your breath.
Procedures:
1. Normal conditions: Take a normal breath and hold it in your lungs for as long as you feel
comfortable. Have a partner note how long you held your breath under these “normal”
conditions. Record your results.
2. Hypoventilation: Exhale normally, and have a partner time how long you can hold your breath
under these conditions. Record your results.
3. Hyperventilation: Take 8-10 slow, deep, cleansing breaths. After your last deep breath, take a
normal breath and hold it for as long as you feel comfortable. Again, have a partner monitor the
time, and record your results.
Data:
Conditions
Normal
Elapsed Time
Hypoventilation
Hyperventilation
1. What do the prefixes hyper and hypo mean?
2. Under which condition(s) could you hold your breath the longest? Does this seem logical, and why?
3. Under which condition(s) could you hold your breath for the least amount of time? Does this seem
logical, and why?
4. Why do athletes often train at high altitudes? (Recall that the air is thinner – what does this force
them to do during respiration? What is the effect? How else do their bodies adapt? Research!)
E. Look At This!
Typical Pulmonary Cells Slide
1. Examine the prepared slide of human pulmonary cells under low power of the microscope.
Change the position of the slide and continue your examination.
2. Switch to high power and focus clearly on the cells. Draw a pulmonary cell below.
Emphysema Slide
1. Examine the prepared slide of human emphysema cells under low power of the microscope.
Change the position of the slide and continue your examination.
2. Switch to high power and focus clearly on the cells. Draw an emphysema cells below.
Normal Pulmonary Tissue Drawing
Emphysema Lung Tissue Drawing
1. How do the cells differ between the two slides?
2. What respiratory structure is deformed in emphysema patients?
3. How does this affect their breathing capacity?
F. Respiratory Vocabulary
Alveolus/Alveoli
Asthma
Bicarbonate ion
Bronchiole
Bronchus
Capillaries
Cilia
Diaphragm
Diffusion
Emphysema
Epiglottis
Expiration
Expiratory Reserve Volume
External Respiration
Hemoglobin
Hyperventilation
Hypoventilation
Inspiration
Inspiratory Reserve Volume
Internal (Cellular) Respiration
Mucous Membranes
Larynx
Pharynx
Pleural Membrane
Pulmonary
Pulmonary Arteries/Arterioles
Pulmonary Veins/Venules
Spirometer
Tidal Volume
Trachea
Vital Capacity