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CardioHEADS Level I: The Heart and Exercise
Unit Introduction: “The Heart – What Do You Know?”
Name: _______________________________________Date:________Period:________
In this CardioHEADS unit, you will learn about the heart, heart rate, and the effects of
exercise on the heart. Throughout the course of this unit, you will conduct various
experiments. However, before you begin, it is important to think about all of the things
you already know about the topics you will be studying. Do your best to answer the
questions below. When you finish the unit, you will have the opportunity to review your
answers and see how much you have learned!
Prior Knowledge Questions:
1.) What is the heart’s job?__________________________________________________
________________________________________________________________________
________________________________________________________________________
2.) Can a person live without a heart? Explain your answer.________________________
________________________________________________________________________
________________________________________________________________________
3.) What else do you know about the heart?_____________________________________
________________________________________________________________________
________________________________________________________________________
4.) How many times does a heart beat per minute, if one counts 18 beats in 15 seconds?
Show your math.
5.) What is “heart rate”?____________________________________________________
________________________________________________________________________
________________________________________________________________________
6.) In the picture of the boy to the right, draw the heart. Think
about where it should go, what shape it should be and what
size it should be relative to the rest of the boy.
7.) On a separate sheet of paper draw what you think your own
heart looks like—make it the same size as your own heart.
Introduction:
Now that you have recorded everything you know about the heart, read the information
below and compare it to what you already know.
HEART INFORMATION
“You gotta have heart!” This well known phrase is meant to encourage people to believe
in themselves and try their best. All over the world, the heart is used as a symbol for love
and kindness.
The heart is an organ made of muscle tissue. Most of the cells of the heart are muscle
cells. The heart’s function is to pump blood throughout the body. It is located in the
center of chest, behind the breastbone or sternum. This location allows the heart to be
protected by both the sternum and the ribcage. The center of the chest is also a good
location for the heart because it is located near the middle of the body. Thus, the blood
does not have to travel as far to get to body’s extremities like the hands and feet. The
heart sits slightly above the center of the body. This is a good location because it is harder
to pump the blood up than to pump the blood down. Being closer to the brain helps
ensure that this vital organ receives blood. If blood cannot get to a part of the body, like
the brain, the cells in that part of the body will die.
The human heart is about the size of that person’s clenched fist. It has four chambers and
is attached to several major blood vessels, which carry blood to and from the body. On
average, the human heart beats about 60-80 times per minute. This is called the heart
rate. Every time the heart beats, it has to generate enough force to move blood through
the entire body.
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Activity Procedures:
The Squeeze
To get an idea of how hard the heart works, try squeezing a tennis ball 60 times in one
minute. Does your hand get tired? Your heart works this hard for your entire life without
stopping.
Heart Rate
If your heart beats 15 times in 15 seconds, how many times would it beat in a minute?
An hour? A day? A year? A lifetime (75 years)? Do the math and figure it out! Write
your answers in the spaces below. Show your math.
Heart Rates:
____________ beats/minute (most common)
____________ beats/hour
____________ beats/day
____________ beats/year
____________ beats/lifetime
This is your heart rate - the number of times your heart beats in a specific period of time.
Generally, heart rate is given in the number of beats per minute.
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CardioHEADS Level I: The Heart and Exercise
Activity 1: “Organ Donation”
Name: _______________________________________Date:________Period:________
Introduction:
Lub-Dub, Lub-Dub, Lub-Dub - Have you ever heard that sound before? It is the sound of
your heart beating. Like the fuel pump on a car that pumps gasoline to the carburetor, the
heart pumps blood throughout the body. What would happen to a car if the fuel pump
became damaged? How could the pump be repaired? One option would be replacing the
fuel pump. Similarly, damaged hearts can sometimes be replaced with healthy hearts.
This is called a heart transplant. In this activity you will learn more about donating hearts
and other organs. You will discuss what you learn with your class and have an
opportunity to form your own opinions about organ donation.
Do you happen to know anyone who’s needed an organ transplant? Do you know if your
parent or parents have volunteered to be organ donor on their driver’s license?
Organ Donation Fact Sheet
¾ Every year, hundreds of lives are saved with the help of donated organs.
¾ 89,000 people are currently waiting for an organ; 17 people die each day while
waiting.
¾ In addition to the heart, many other organs and tissues may be donated including
skin, bone and cartilage, ligaments and tendons, bone marrow, cornea, kidney,
liver, lung, small intestine and pancreas.
¾ Organ transplant recipients are selected based on the seriousness of their medical
condition and compatible body size and blood chemistry. A person’s race, sex, or
religion does not matter when finding a match.
¾ Organs must be removed from the donor within 8-16 hours after brain death.
Brain death is when the brain permanently stops working. It is not the same thing
as a coma. A person cannot recover from being brain dead. A doctor is required
to declare a person brain dead before any organs can be removed for
transplantation.
¾ A transplanted heart may be preserved for 4-6 hours between donation and
transplantation in the recipient.
¾ While most major religions support organ donation, some do not. You can read
about how specific religions feel about organ donation at the following website:
http://www.donor-awareness.org/info.religious.html
I. Organ Donation - Your Opinions:
This is an opportunity for you to state your opinion based on what you believe. Opinions
are different from facts. While facts require evidence to back them up, opinions are
based on values and beliefs (how you feel about an issue). For each of the statements
below, decide whether you agree or disagree with the statement and then circle the word
“agree” or “disagree,” depending upon your opinion. There is no right or wrong answer.
1) Being an organ donor is a good way to help other people, even after you die.
Agree/Disagree
2) If a person has agreed to be an organ donor, doctors will not try as hard to save that
person’s life if they are injured.
Agree/Disagree
3) To have a proper burial, a person’s body needs to be buried intact (with all of their
organs).
Agree/Disagree
4) The people who should be first on the list to get an organ transplant should be the
people who are the sickest.
Agree/Disagree
5) A person who is 80 years old should have the same chance of having a transplant as
someone who is 8 years old.
Agree/Disagree
II. Graphing Your Opinions:
As a class, make a bar graph of your data that shows the number of people who agree or
disagree with each statement.
III. Conclusions:
Look at the graph that you made and answer the following questions.
1) With which statement did the largest number of people agree?
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2) With which statement did the largest number of people disagree?
3) Is the data from the graph based on opinion or fact? Give two reasons to support your
answer.
4) List two organs a person could donate. Using data from the graph, would most people
donate these organs? Support your answer.
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CardioHEADS Level I: The Heart and Exercise
Activity 2: “Heart Parts” Heart Game
Name: _________________________________________________Date:________Period:________
Introduction:
Lub-Dub, lub-Dub, lub-Dub – there is the sound of your heart beating again. But, do you know what
makes the lub sound? What makes the Dub sound? These sounds are made from parts inside your
heart. Like water moving through pipes in your house, the heart pumps blood to all areas of your
body.
Warm-Up:
On a separate piece of paper, draw a diagram of water moving through pipes to different places in your
home. Now, think about your city’s water supply. How does it get to your school and your home?
Blood in your body moves in vessels just like water moves in pipes throughout the city to homes,
schools, and other locations.
Heart Parts - Preparation for Playing the Heart Game:
In this activity, you will study the main components of the heart and the pathway of blood through the
heart. This information will prepare you to compete with your classmates in the HEART PARTS
game. The winning team will correctly label the heart and trace the flow of the blood through the heart
diagram.
Heart Basics:
Even though the heart acts like a pump, it’s not a mechanical pump; it is a muscle. The heart is about
the size of your fist, and is located near the center of your chest, behind your sternum or breastbone.
The heart has four chambers (sections or compartments):
• Right atrium
• Left atrium
• Right ventricle
• Left ventricle
FIGURE 1
The heart has several blood vessels (tubes, hoses, or pipes) that direct blood to it and
away from it:
• Vena cava – carries blood to the right atrium from the body
• Pulmonary artery – carries blood away from the right ventricle and into the lungs
•
•
Pulmonary vein – carries blood from the lungs to the left atrium
Aorta – carries blood away from the left ventricle to the rest of body
FIGURE 2
Another important group of structures in the heart are the valves. Valves are like one-way doors that
only allow blood to flow in one direction. They prevent blood from flowing backwards through the
heart. The heartbeat sound is the valves closing.
The heart has four valves:
• Tricuspid valve – controls flow of blood from the right atrium to the right ventricle
• Pulmonary valve – controls flow of blood from the right ventricle to the pulmonary artery
• Mitral valve – controls flow of blood from the left atrium to the left ventricle
• Aortic valve – controls flow of blood from the left ventricle to the aorta
Discussion:
How would you describe a valve?
Besides a door, what are other everyday objects that carry out a similar job as a heart valve?
What do you think would happen if the tricuspid valve stopped working and remained open?
The Pathway of Blood:
Blood that has traveled through the body returns to the heart through the superior and inferior vena
cava. The blood empties into the right atrium of the heart. It then passes through the tricuspid valve
and into the right ventricle. From the right ventricle, the blood is pumped through the pulmonary valve
into the pulmonary artery. The pulmonary artery takes the blood to the lungs where it picks up
oxygen. Blood returns to heart through the pulmonary veins. It empties into the left atrium. From the
left atrium, the blood travels through the mitral valve into the left ventricle. Blood is pumped out of
the left ventricle, through the aortic valve into the aorta. The aorta takes blood back to the rest of the
body.
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Institutes of Health
Student Worksheet:
1. Using the words in the word bank, fill in the squares to indicate the pathway of blood through
the heart.
2. Draw a line from the label in the square to the appropriate heart structure.
3. Using your red and blue colored pencils, draw arrows indicating the flow of oxygenated and
deoxygenated blood through the heart
Word Bank
Right atrium
Left atrium
Right ventricle
Left ventricle
Vena cava
Pulmonary artery
Pulmonary vein
Aorta
Tricuspid valve
Pulmonary valve
Mitral valve
Aortic valve
Lungs
Body
FIGURE 3
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Institutes of Health
Heart Diagrams Continued:
4. Before playing the heart game, test your knowledge of the heart parts and label
the heart below with the same labels you used for the last worksheet. Use arrows
to indicate the pathway of blood through the heart. Use red arrows to represent
oxygenated blood returning from the lungs and blue arrows to represent
deoxygenated blood going to the lungs.
FIGURE 4
You are now ready to demonstrate your knowledge by playing the “Heart Game.” You
will notice that the more you practice and play the game, the better and faster you will
become at completing the game course. You might make a few mistakes when you first
begin, but within a few weeks you will be an expert. So have fun, keep track of your
times, and marvel at your improvement as you become better acquainted with the parts of
the heart!
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CardioHEADS Level I: The Heart and Exercise
Activity 3: “A Measure of the Heart”
Name: _______________________________________Date:________Period:________
I. Introduction to Asking a Scientific Question:
Use your knowledge of the human heart to consider the following
questions: What size is your heart? Do you think other animal
hearts are the same size as the human heart? If the heart’s
purpose is to pump blood to all regions of the body, then will
larger animals require a larger heart? Do you think elephants
have a heart the size of a fist? Why or why not?
Scientists ask questions about the topics they research and form hypotheses to guide their
investigations. In this activity, you will take on the role of a scientist who studies the
heart and form your own hypothesis about the following question:
How does the size of an animal relate to the size of the animal’s heart?
II. Investigating Animal Hearts - Forming a Hypothesis Using The Question:
Using your knowledge about hearts, form a hypothesis to guide your investigation. The
hypothesis is your predicted answer to the scientific question above. Often, scientists use
the words “if” and “then” to form a sentence about their predicted answer. Using those
words as a guideline, write your hypothesis below:
If______________________________________________________________________,
then____________________________________________________________________.
III. Determining If Your Hypothesis is Supported - How Would You Measure the
“Size “ of the Animal’s Heart:
1. Think about ways to measure an animal heart (one that has been taken out of an animal
and preserved) to help you determine if your hypothesis is supported. Write your ideas
below in complete sentences or brainstorm these ideas as a class.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
2. Based on your class discussion, what type of measuring system do scientists generally
use (circle one)? English System / Metric System
IV. Recording Heart Measurements on the Data Table:
The teacher will demonstrate how to measure the circumference, mass, and volume of the
hearts. Record the measurements in the table below. The human heart measurements are
included on the table to help you make additional conclusions about whether your
hypothesis is supported.
Type of
Animal Heart
Human
Mass of
Animal (kg)
70
Sheep
100
Cow
650
Pig
Chicken
140-200
1
Circumference
(cm)
29.5
Mass of Heart
(kg)
0.35
Volume (ml)
296
V. Examining the Data:
a). When your classmates measured the same animal, were their results similar to yours?
If not, explain the differences.
________________________________________________________________________
________________________________________________________________________
b). What is the relationship between the mass of the animal and the mass of the animal’s
heart?
_____________________________________________________________________
_____________________________________________________________________
c). What is the relationship between the mass of the animal and the circumference of the
heart?
_____________________________________________________________________
_____________________________________________________________________
d). What is the relationship between the mass of the animal and the volume of the heart?
_____________________________________________________________________
_____________________________________________________________________
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VI. Conclusions:
a). Review your original hypothesis and your responses to the previous questions. Did
the data that you collected support your hypothesis? Why or why not? Write your
response in complete sentences.
_____________________________________________________________________
_____________________________________________________________________
b). Did you find an example from any animal that did not support your hypothesis? If so,
which one?
_____________________________________________________________________
_____________________________________________________________________
Extra Credit – The Metric System (1 point for each correct answer)
1.) What metric unit would you use to measure how tall you are?
____________________
2.) What metric unit would you use to measure how much you weigh?
_________________
3.) What metric unit would you use to measure how much water is in a container?
____________________
4.) What is the circumference of the heart you measured in centimeters? ______ .
_______ cm
Convert this measurement into meters (m).
Remember that there are 100 cm in a meter.
_____________ cm ÷ 100 = ____________ m
5.) What is the mass of the heart you measured in grams? ______ . _______ g
Convert this measurement into kilograms (kg).
Remember that there are 1000 g in one kg.
_____________ g ÷ 1000 = ____________ kg
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CardioHEADS Level I: The Heart and Exercise
Activity 4: “Pump it Up”
Name: _______________________________________Date:________Period:________
I. Introduction and Warm-Up:
In Activity 3, you formed a hypothesis to give your predicted answer to the scientific
question relating the size of an animals’ body to the size of their hearts. You investigated
the size of the heart by measuring the volume, circumference, and mass to see if your
hypothesis was supported. In this activity, you will form a scientific question and
hypothesis about whether exercise influences heart rate.
The heart is an amazing organ that works continuously. Whether you are sleeping,
watching TV, playing video games, or walking to school, the heart keeps pumping blood,
non-stop, to all parts of the body. The heart pumps blood to all the other organs and
tissues of the body. The heart does this by contracting (becoming smaller—think of it as
if balling your fist tightly) and forcing blood into the blood vessels. The average adult
human resting heart rate contracts about 70-80 times every minute. What if a person is
not resting? What if a person is exercising?
Review, Show What You Know, and Form a Question: Answer the following
questions to help you review what you know about the heart and what you may already
know about heart rate. Form a question in the last column.
Describe the
When the blood Does the heart
Below, formulate a question
main function flows from the
pump at the
that asks what happens to a
of the heart.
heart to the
same rate for
person’s heart rate after
exercising. Using the
lungs, what does any level of
it carry back to
activity?
structure below, form
simple question.
the heart?
________________________
________________________
________________________
________________________
_______________________?
II. Valentine’s Day Rose Experiment Example:
Writing a question is the first step in an inquiry lab
experiment. Designing an experiment is one way that
you can answer questions about the world around
you. To help you become familiar with the scientific process, an example of an
experiment is provided below. As you read the story, answer the questions in the column
on the right. Soon, you will be able to design your own experiments!
Valentine’s Day Rose Experiment:
Imagine that you are going to sell roses for
Valentine’s Day to raise funds for your
school. You want your roses to live as
long as possible, so you want to know
whether storing them in the refrigerator
will make them live longer. Long before
Valentine’s Day, you buy two-dozen roses
to investigate your question. Your
scientific question is: “Will the roses live
longer if I store them in the refrigerator
than roses that are kept at room
temperature?”
Answer the questions below.
Formulating a Question and Hypothesis
About What You Predict Will be the
Answer to the Question:
In the story, what is the scientific question?
What is the hypothesis that leads to
designing the rose experiment?
Based on your knowledge from past
experiences with cut roses, you formed a
hypothesis - a predicted answer to your
question: “If the roses are stored in the
refrigerator, then they will live longer than
roses that are not stored in the refrigerator.”
The temperature is the independent
Identifying the Variables:
variable because it is the thing you’re
What is the independent variable in this
changing or manipulating.
experiment?
You will observe or measure the number of
limp petals of each rose in the experiment.
For this experiment, the number of limp
petals is the dependent variable.
What is the dependent variable in this rose
experiment?
Extra Credit: It’s important that both the
scientific question and hypothesis mention
both the independent and dependent
variable. Do both the question and the
hypothesis above mention both variables?
Yes/No (circle one)
If you answered no, how could you reword
both the question and hypothesis to contain
both variables?
Valentine’s Day Rose Experiment
Example – Continued:
A control is part of the experiment that is
used for comparison.
Continue reading the story on the left
and answering the questions below.
Designing the Experiment – Defining the
Control and Experimental
Group/Subjects:
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The roses that you decide to leave at room
temperature should be designated as your
control group/subjects, because this will
give you a group of roses to compare to the
refrigerated roses.
The roses that you put into the refrigerator
undergo one change – the temperature.
The refrigerated roses are your
experimental group/subjects. Making just
one change between the two groups of
roses allows you to see if the change
(temperature) has any affect when you
compare the roses at the end of your
experiment.
Everything between the groups in the
experiment is kept the same except the
independent variable (the one thing you are
changing). To Keep Things the Same or
Fair in this experiment, you first, write
down your observation of the number of
limp petals (your dependent variable) of
each rose before placing the roses in the
refrigerator. If you don’t write down the
number of limp petals of each rose before
you make the temperature change, you
won’t know if the change made the
difference.
What will be the control group/subjects for
this experiment?
Why is it important to have the control
group/subjects for the experiment? In other
words, what is the purpose for the control
group/subjects?
What will be the experimental
group/subjects for this experiment?
Finishing the Experimental Design –
Keeping Things the Same or Fair:
Why is it important to observe the roses
before you make the temperature change?
Why is it important to label each rose?
To help you distinguish between each rose,
you place numbered labels (#’s 1-12) on
the stems of each control and each
experimental rose.
Valentine’s Day Rose Experiment
Example – Continued:
As part of your experimental design,
you’ve decided to record your observations
of the number of limp petals after 3 days.
Continue Reading the story on the left
and answering the questions below.
Finishing the Experimental Design –
Keeping Things the Same or Fair:
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This means that you will count the number
of limp petals in both sets of roses before
and then you’ll observe both sets after the
same amount of time.
Why is it important to make your
observations of both the control and
experimental groups of roses after the same
length of time?
In your own words, explain why
observations before and after are
important?
Below, make a list of everything that is
kept the same or fair in the experiment
(you’re list may be smaller than the
number of lines available):
On a sheet of paper, you made a table and
recorded number of limp petals of each
control and each experimental rose.
After 3 days, you record the number of
limp petals once again in another column
on your table for each control and each
experimental rose.
At the end of your experiment, you
discover that roses that are kept in the
refrigerator lived longer than the roses
placed on the table. You have now,
scientifically, answered your question
about whether roses live longer when they
are stored in the refrigerator.
___________________________________
Making Observations and Recording
Your Data:
What might happen if you didn’t record
your observations both before and after the
experiment?
Conclusions:
When you buy the roses for your school
sale, will you store them in the refrigerator
before you sell them? Why or why not?
Was the hypothesis supported?
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III. Background Information – Formulating Your Scientific Question:
To formulate your question below, it is important to recall what
you learned about the heart. You already know that the heart
pumps blood to through the body, delivering oxygen and
nutrients to all cells. When people exercise, the muscle cells
work hard and need more oxygen and nutrients. Can you think of
a way that the heart can get more oxygen and nutrients to these
exercising muscle cells? Write a scientific question about the
heart rate based on these facts.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
IV. Hypothesis: Now, write your hypothesis about what you predict will be the answer
to your question.
If _______________________________________________________________,
then ______________________________________________________________.
V. Identifying Variables:
An important component of designing an experiment is identifying variables. The
independent variable is the thing that we will change in our experiment. The dependent
variable is the thing that we will measure or observe that responds to the independent
variable. What are the independent and dependent variables in this experiment?
Independent Variable:
We will change
Dependent Variable:
We will measure
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VI. Defining the Control in the Experiment:
In the example of the rose experiment, the roses were divided into two groups. The
control group/subject of roses was left on the table in “normal” conditions. The
experimental group/subject of roses was placed in the refrigerator after the first
observation. In this investigation you will divide up your classmates into two groups—a
control group and an experimental group—to determine if exercise has an affect on the
heart rate. What will each group do?
Control Group/Subjects:__________________________________________________
_______________________________________________________________________
Experimental Group/Subjects:_____________________________________________
_______________________________________________________________________
Now, you and your group will decide who will be the control subjects and who will be
the experimental subjects. List them below:
Control Subjects
Experimental Subjects
______________
____________________
______________
____________________
VIII. Keeping Things the Same or Fair:
Think about all the things you will be keeping the same or fair in your experiment. To be
fair, you can only change one thing in your experiment (your independent variable).
Everything else must stay the same. What things will you keep the same in your
experiment (fill in the boxes below)?
We will keep the same:
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This experimental design has been approved by the teacher.
Student Worksheet - Experimental Procedures:
I.
Your teacher will demonstrate how to do your experiment. To manually
measure your heart rate, feel your pulse and count the number of beats in a
minute (you may count your pulse for 15 seconds and multiply it by 4).
II.
Your group or the entire class will conduct the experiment and record the
results on the data tables below. There is one table for the control subjects in
your group and there is one table for the experimental subjects in your group.
Control Subject Table:
Heart Rate (# of Heartbeats Per Minute)
Control Subjects: Before and After RESTING
Name
Heart Rate
Amount of Time
Heart Rate
Before Resting Spent Resting (# After Resting
of Minutes)
After - Before
Total Difference in Heart Rate (After–Before):
Average Difference (Total Difference ÷ Total # of
Control Subjects):
Experimental Subject Table:
Heart Rate (# of Heartbeats Per Minute)
Experimental Subjects: Before and After EXERCISE
Name
Heart Rate
Amount of Time
Heart Rate
After - Before
Before
Spent Exercising
After
Exercise
(# of Minutes)
Exercise
Total Difference in Heart Rate (After–Before):
Average Difference (Total Difference ÷ Total # of
Experimental Subjects):
III.
Conclusions:
Based on these data, was your hypothesis supported? ___________
State your conclusion in a complete sentence:___________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
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CardioHEADS Level I: The Heart and Exercise
Activity 5: “Are You In Shape?”
Name:__________________________ Date:_________________ Period:___________
I. Warm-up:
Review and Think More About the Heart Rate: Answer the following questions to
help you review what you know about the heart and what you may already know about
the heart rate.
What is the
What is the
If exercise
Imagine you and your
average heart
average heart
increases
grandfather are visiting a
rate for an
rate for
the heart
relative. Unfortunately, the
adult (include
someone your
rate, how
apartment complex does not
the units of
age (include the does that
have an elevator. You and your
measurement)? units of
make the
grandfather walk up 5 flights of
measurement)? heart
stairs. Your grandfather
healthy?
becomes short of breath and his
heart is beating very fast. At
What kind first, you felt the same way, but
of physical a few minutes later, you feel
activities
fine. However, your
might be
grandfather is still holding his
good for
chest due to his heart beating so
the heart?
fast. Whose heart is healthier?
Why?
II. Introduction:
In a previous activity, you were introduced to the heart rate. Most of the time, throughout
our lives, our heart runs smoothly, but if we don’t take care of ourselves and stay in
shape, it may malfunction. What does it really mean to be “in shape”? In this next part,
you will discover how quickly your own heart recovers and why regular exercise can help
make your heart function better.
The sound of the recovery of the heart is similar to a mechanic revving up a car engine
and then listening to the engine idling. When the car idles smoothly, the mechanic knows
the car's engine is in good shape. Similarly, if a heart recovers to a normal heart beat
shortly after exercise, it is considered to be in good shape.
III. Four Categories of Physical Fitness:
With your group or as a class, read the descriptions of the four categories of fitness.
Then, list three sports or activities that would develop each category of fitness.
Cardiovascular fitness – describes how well your heart and lungs function to supply
oxygen to your body during exercise, such as how long and how hard you can exercise
without feeling “out of breath.”
Muscle strength – the ability of the muscles to exert force, such as lifting a weight.
Muscle endurance – the ability of muscles to keep exerting force, such as lifting a
weight many times in a row.
Flexibility – the ability to move the muscles and joints through a full range of motion,
such as stretching down to reach your toes.
Cardiovascular fitness: ________________, ________________, ________________
Muscle strength: ________________, ________________, ________________
Muscle endurance: ________________, ________________, ________________
Flexibility: ________________, ________________, ________________
IV. Activity – Determining if You Are “In Shape”
1. Calculating Recovery of Heart Rate:
Now, you will measure your recovery of heart rate. You and your classmates are going
to compete to see who gets the highest recovery rate. A high recovery heart rate is an
indicator (a sign) of who is in the best cardiovascular shape. Who do you think is in the
best shape – you, or one of your classmates?
As a class, you will follow these procedures in the order they are listed. Note: It is
important to do all of the procedures and to do each step in each procedure to
complete the entire process of measuring the recovery of your heart rate.
Procedure #1:
1. Walk in place for one minute.
2. Jog in place for two minutes.
3. Do jumping jacks for one minute.
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4. Measure heart rate (immediately after step #3). (This is the same procedure as
when you measured your resting heart rate above, except you are now calculating
it after you do the above exercises.) This is your peak intensity heart rate.
Peak intensity heart rate: _______________
Procedure #2:
To calculate your post-exercise heart rate, it is important to do all of the following steps:
1. Jog in place for one minute.
2. Stop exercising, but remain standing for two minutes.
3. Measure heart rate again immediately after standing for two minutes (immediately
after step #2). This is your post-exercise heart rate.
Post exercise heart rate: _______________
Procedure #3:
Calculate your recovery of heart rate. Subtract your post-exercise heart rate from your
peak intensity heart rate. A high number indicates better cardiovascular fitness than a
lower number. Your recovery heart rate will be compared to the rest of your class to
see if you are “in shape.”
Peak intensity heart rate: ____________ – Post-exercise heart rate: _____________
= Recovery of heart rate: ______________
4. Conclusions:
What was your peak intensity heart rate? _________ (beats per minute)
How did your recovery heart rate compare to your classmates’ (was it higher, lower, or
about the same – circle one)?
Do you think your heart rate recovery indicates that you are “in shape”? Why or why
not? Give your answer in a complete sentence.
_____________________________________________________________________
_____________________________________________________________________
What are the four categories of physical fitness?
________________________________________________________________________
________________________________________________________________________
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In a complete sentence, why is the recovery heart rate a measure of cardiovascular
fitness?
________________________________________________________________________
________________________________________________________________________
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CardioHEADS Level I: The Heart and Exercise
Activity 6: “Under Pressure”
Name: _______________________________________Date:________Period:________
I. Introduction:
In this activity you will design and conduct an experiment about how exercise might
affect blood pressure. Before you can begin, you'll need to know a little bit more about
blood pressure.
As you’ve learned, the heart functions like a fuel pump of a car, pushing blood through
the body. When a person has high blood pressure, it’s as if the pipes carrying their blood
(which are called blood vessels) are too small. The person’s heart has to work really hard
and that puts extra pressure on the blood vessels. When the pressure gets too high, it
damages the blood vessels. Therefore, it’s important to bring the pressure down through
adopting healthy lifestyle habits.
II. Warm-Up:
In the blank space around the words “blood pressure,” write some everyday analogies
(comparisons) to blood pressure. For example, high blood pressure is like pumping up a
bike tire so much that the inner tube explodes from too much pressure.
Ï
ÍBLOOD PRESSUREÎ
Ð
III. Background Information:
Blood pressure is the force created by the heart as it pushes blood into the arteries of the
circulatory system.
Blood pressure is measured in units of millimeters of mercury (mm Hg).
It is usually written as a ratio of two numbers, such as 120/75 mm Hg, which represent
systolic and diastolic pressure.
Systolic
blood
pressure
120
75 mm Hg
Diastolic
blood
pressure
Systolic blood pressure describes the surge of pressure in the arteries as the heart pumps
blood out of the left ventricle. As the diagram shows, the systolic blood pressure is
reported as the top number in the ratio.
Diastolic blood pressure is the pressure in the arteries when the heart relaxes between
beats. As the diagram shows, the diastolic blood pressure is reported as the bottom
number in the ratio.
As you may have heard, not everyone has the same blood pressure. Normal resting blood
pressure varies between people based upon their gender, age, and physical condition.
(Even the same person can have variations in their blood pressure based on the time of
day or whether they are nervous or excited.)
High blood pressure can be dangerous and lead to many different kinds of medical
problems. Therefore it is important to maintain a healthy blood pressure through good
eating habits and regular exercise.
IV. Scientific Question:
In this activity you will conduct an experiment about the effects of
exercise on blood pressure. To begin, think of a scientific question you
could ask about blood pressure and exercise and write it on the lines
below.
________________________________________________________________________
_______________________________________________________________________?
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V. Hypothesis:
Based on what you know about blood pressure and your question above, what do you
think will happen in the experiment? Write your hypothesis in the spaces below.
_______________________________________________________________________
_______________________________________________________________________.
VI. Experimental Design - Identifying Variables:
An important component of designing an experiment is identifying variables. The
independent variable is the thing that we will change in our experiment. The dependent
variable is the thing that we will measure or observe that responds to the independent
variable. What are the independent and dependent variables in this experiment?
Independent variable:
Dependent variable:
We will change
We will measure
VII. Defining the Control and Experimental Group/Subjects:
Now, you and your group will decide who will be the control subjects and who will be
the experimental subjects. Write their names in the spaces below.
Control Subjects
Experimental Subjects
______________
____________________
______________
____________________
In your own words, describe what each subject is expected to do in your experiment.
Control Subjects:________________________________________________________
_______________________________________________________________________
Experimental Subjects:___________________________________________________
_______________________________________________________________________
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VIII. Keeping Things the Same or Fair:
Think about all the things you will be keeping the same or fair in your experiment. To be
fair, you can only change one thing in your experiment (your independent variable).
Everything else must stay the same. What things will you keep the same in your
experiment (fill in the boxes below)?
We will keep the same:
This experimental design has been approved by the teacher.
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Experimental Procedures:
I.
Your teacher will demonstrate how to measure your blood pressure with the
blood pressure monitor. It is important to have the blood pressure cuff on
your arm positioned correctly. Your teacher will direct you to write down only
the top number, the systolic blood pressure number, in the tables below.
II.
Your group or the entire class will conduct the experiment and record the
results on the data tables below.
Control Subject Table:
Blood Pressure
Control Subjects: Before and After RESTING
Systolic Blood Amount of Time
Systolic
Pressure (top
Spent Resting
Blood
number)
(# of Minutes)
Pressure (top
Before Resting
number)
After Resting
Name
After - Before
Total Difference in Blood Pressure (After–Before):
Average Difference (Total Difference ÷ Total # of
Control Subjects):
Experimental Subject Table:
Name
Blood Pressure
Experimental Subjects: Before and After EXERCISE
Systolic Blood Amount of Time
Systolic
After - Before
Pressure (top
Spent Exercising
Blood
number)
(# of Minutes)
Pressure (top
Before Exercise
number)
After Exercise
Total Difference in Blood Pressure (After–Before):
Average Difference (Total Difference ÷ Total # of
Experimental Subjects):
III. Conclusions:
Based on your data, what is the affect of exercise on systolic blood pressure?
______________________________________________________________________
Based on these data, was your hypothesis supported? Write your answer in a complete
sentence:________________________________________________________________
_______________________________________________________________________.
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CardioHEADS Level I: The Heart and Exercise
Activity 7: “Open Heart Inquiry”
Name: _______________________________________Date:________Period:________
I. Introduction:
Without even having to think about it, your heart beats non-stop. It is not under your
conscious control, which means you do not have to tell your heart to beat each time. Do
you think running, walking, or sleeping will change how hard and how fast your heart has
to pump? Does your blood pressure stay the same all the time or will it change during
different things you might do?
In this activity you will (as a class) brainstorm ideas about the different conditions that
can affect heart rate and blood pressure. You will use this information to help you design
your own experiment. You will be able to choose the variables that you will change and
measure, formulate a question, form a hypothesis, design an experiment, collect the data,
and analyze your results.
II. Selecting Your Dependent Variable:
In previous activities, you began by asking your scientific
question which contained both independent and dependent
variables. Scientists do not always think of their question first;
sometimes scientists begin by considering the variables that they
will manipulate. In this experiment, you will make choices about
what you want to measure and what you will change and then
form your question for an experiment.
In this experiment you and your group will choose between measuring heart rate or blood
pressure. With the other members of your group, choose a dependent variable and write
it on a sticky note and place it in the square below.
Dependent variable:
We will measure
III. Brainstorming Independent Variables
As a class, you have brainstormed ideas about what might affect heart rate or blood
pressure. Your group has also decided to measure heart rate or blood pressure. Now,
your group will select four of the items that might affect heart rate OR blood pressure.
Write those four items on sticky notes and place them in the squares below.
We think the following could affect the dependent variable that we have selected:
IV. Experimental Design - Identifying Variables:
As a group, decide which of the four variables above that you would like to change in
your experiment and move the sticky note to the square below.
Independent variable:
We will change
Now, look back to the sticky note with the dependent variable and move it to the square
below.
Dependent variable:
We will measure
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V. Scientific Question:
In this experiment, your group has already selected the variable you will measure and the
variable you are choosing to change. In the spaces below, write a scientific question that
includes the two variables your group selected. This question will set the stage for your
investigation, helping you form a hypothesis, and design an experiment to answer the
question. It might be helpful to look at your questions from the last couple experiments.
____________________________________________________________________
___________________________________________________________________?
VI. Hypothesis:
In a complete sentence, state your hypothesis.
If______________________________________________________________________,
then____________________________________________________________________.
VII. Defining the Control and Experimental Group/Subjects:
Now, you and your group will decide who will be the control subjects and who will be
the experimental subjects. Write their names in the spaces below.
Control Subjects
Experimental Subjects
______________
____________________
______________
____________________
______________
____________________
In your own words, describe what each subject is expected to do in your experiment.
Control Subjects:________________________________________________________
_______________________________________________________________________
Experimental Subjects:___________________________________________________
_______________________________________________________________________
VIII. Keeping Things the Same or Fair:
Think about all the things you will be keeping the same or fair in your experiment. To be
fair, you can only change one thing in your experiment (your independent variable).
Everything else must stay the same. What things will you keep the same in your
experiment (fill in the boxes below)?
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We will keep the same:
This experimental design has been approved by the teacher
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Experimental Procedures:
1. Have your teacher approve your experiment.
2. Gather the materials needed for your experiment.
3. Fill in the blanks for the variables in your experiment in the tables below.
4. Follow your experimental design and do your experiment with your group.
5. Record the data in the tables below.
Control Subject Table:
Dependent Variable (what you will measure):______________________
Control Subjects: Before and After DOING NOTHING
Name
Dependent
Amount of Time
After - Before
Dependent
Variable
Spent Doing
Variable
_________
Nothing (# of
_________
Before Doing
Minutes)
After Doing
Nothing
___________
Nothing
Total Difference in Dependent Variable (After–
Before):
Average Difference (Total Difference ÷ Total # of
Control Subjects):
Experimental Subject Table:
Dependent Variable (what you will measure):______________________
Experimental Subjects: Before and After EXERCISE
Name
Dependent
Amount of Time
Dependent
After - Before
Variable
Spent ________
Variable
_________
(# of Minutes)
_________
Before
____________
After
_________
_________
Total Difference in Dependent Variable (After–
Before):
Average Difference (Total Difference ÷ Total # of
Experimental Subjects):
4. Conclusions:
Look at what happened when you made your change. In a complete sentence write your
conclusion below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
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CardioHEADS Level I: The Heart and Exercise
Activity 8: “Shaping Up” – Optional Project
Name: _______________________________________Date:________Period:________
Introduction:
In Activity 5, you learned about recovery of heart rate as a measure of cardiovascular
fitness. When your recovery of heart rate was compared to your classmates, you found
that those of you with higher values have better cardiovascular fitness. In Activity 6, you
learned that having a blood pressure that is lower than 120/80 is healthy, while a blood
pressure that is over 140/90 indicates high blood pressure or a disease of the arteries. In
Activity 7, you conducted an experiment in which you selected heart rate or blood
pressure as your dependent variable. During any of these activities, have you wondered
about the health of your own heart?
In this activity, you will have the opportunity to improve the health of your heart. Think
of it like tuning-up a car. A heart tune-up, however, takes longer than a car tune-up.
People who have healthy hearts do activities that promote cardiovascular fitness (see
Activity 5). Cardiovascular fitness is something that requires life-long maintenance. In
this project, however, you will see if you can make a small improvement in your
cardiovascular fitness in a relatively short period of time.
Answer these questions to help you begin a science-based heart tune-up.
How do you think a person could improve her or his cardiovascular fitness? See Activity
5 for an example of cardiovascular fitness.
________________________________________________________________________
________________________________________________________________________
Based on what you learned in Activity 5, how could you measure whether or not a
person’s cardiovascular fitness has improved?
________________________________________________________________________
________________________________________________________________________
Experimental Design - Identifying Variables:
Based on your responses above, select what you will change to improve
your cardiovascular fitness.
Independent variable:
I will change
Now, decide what you will measure to see if your cardiovascular fitness has improved.
Dependent variable:
I will measure
Scientific Question: To create your question, remember to include both variables. In a
complete sentence, write your question below.
________________________________________________________________________
_______________________________________________________________________?
Hypothesis:
In a complete sentence, state your hypothesis.
________________________________________________________________________
_______________________________________________________________________.
Experimental Design – How Fit Are You?
In this activity you are designing an investigation to see if your fitness changes over time.
You will need to do regular exercise and compare how fit you were in the beginning
(before) to how fit you are at the end (after).
Experimental Design:
Write your experimental procedure by answering the questions below. Have your
procedure checked by your teacher and by a parent before you continue.
1) In this investigation, exercise is the independent variable. You will have to decide
what type of exercise you will do. You can talk with your Physical Education teacher,
your science teacher, or a parent to get ideas for exercises. You may also use the
following Internet resources to research ideas.
http://www.verbnow.com/
http://fitness.gov/funfit/funfit.html
http://www.presidentschallenge.org/
http://www.kidsrunning.com/krask.html
http://www.acefitness.org/ofk/facts.cfm
http://www.kidshealth.org/kid/stay_healthy/
I will exercise by doing the following: _____________________________________
_____________________________________________________________________.
2) Health experts recommend that people exercise at least 30 minutes every day. How
many times per week will you exercise? _______________
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3) How long will you exercise for each time? _______________
4) How many days or weeks will you exercise between the start and finish of your
investigation? __________________________________________________________
5) Your dependent variable in this investigation is cardiovascular fitness. How will you
measure your cardiovascular fitness? ________________________________________
6.) How often will you measure your cardiovascular fitness? ________________ times.
7.) It is important that every time you take your measurement of cardiovascular fitness at
the same time of day. What time of day you will measure your fitness ____________.
8.) List at least three ideas from your experiment design that you will keep the same to be
fair.
Keeping Things the Same or Fair: To be fair, you will need to keep everything the same
in your experiment except for your independent variable. Think about what you kept the
same in your last few experiments. What will you keep the same in this experiment?
Hints: Remember how you measured before and after in other experiments. Also think
about how long will you give for a change to take place, and how many times will you
run or repeat the experiment?
We will keep these things the same:
This experimental design has been approved by the teacher.
Because this experiment is a project that will take your own time, you will need your
parent’s signature as well.
I approve of my child’s plan for this experiment: _____________________________
(parent signature)
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Data Collection:
Keep a log of your exercise activity during your experiment. If you are using recovery
heart rate to measure your cardiovascular fitness, you may use the following table.
(Recovery heart rate procedures are located in Activity 5.) If you are using another
measure of cardiovascular fitness, have your teacher help you design another table to
record your data.
Date
Recovery of Heart Rate – A Measure of Cardiovascular Fitness
Post
Recovery of
Type of
Length of
Peak
Exercise
Heart Rate
Exercise
Time
Intensity
Exercised
Heart Rate Heart Rate (Procedure
(Procedure (Procedure #3 –
Activity 5)
#2 –
#1 –
Activity 5)
Activity 5)
No Exercise – ZERO –
This is My
This is My
Before
Before
Measurement Measurement
Final
Exercise
(After)
Date:
Total of all the Recovery of Heart Rate Measurements:
Average of all the Recovery of Heart Rate Measurements:
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Data Analysis and Conclusions:
Look at your before and after Recovery of Heart Rate measurements. Move your sticky
note variables from your experimental design or rewrite them below.
When I changed
(Independent
Variable)
it affected my
(Dependent
Variable)
______ days,
by making it
increase
decrease
stay the same
Was your hypothesis supported? Please write your conclusion as a complete sentence:
________________________________________________________________________
________________________________________________________________________
Now, look at your average recovery of heart rate. How did it compare to your before
recovery heart rate? Write your answer in a complete sentence.
________________________________________________________________________
________________________________________________________________________
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CardioHEADS Level I: The Heart and Exercise
Activity 9: “Community Connection”
Name: _______________________________________Date:________Period:________
Introduction: Persuasive Posters and Educating the Public
In this activity you will create a poster to encourage people to register to be
organ donors or to have a healthy heart. In the first activity, you learned
about the importance of organ donation in saving people’s lives. However,
many people are not registered as organ donors. Some people have religious
or cultural objections to being organ donors, and there is nothing wrong with
that. However, other people are not registered organ donors because they do
not know much about organ donation. This could be your opportunity to
make a poster to educate people about organ donation. Or, if you would prefer, you can think about
some of the other activities you did and make a poster educating and persuading people to improve
their cardiovascular fitness (possibly so that they will never need an organ donation).
Are Facts or Opinions More Persuasive?
First, consider the following facts:
• On average, 63 people each day are saved by organ donation. Unfortunately, another 16 people
die each day because not enough organs are available.
• In 2003, there were 479,305 people who died in America from heart attacks, making it the
nation’s leading cause of death.
• During 2002, ninety-seven of the people receiving heart transplants in the United States were
between the ages of 11 and 17. A total of 2,154 people received heart transplants.
• In June 2003, there were approximately 3,700 people on the waiting list for a heart transplant in
the United States.
Now, consider the following opinions:
• Being an organ donor is a good way to help other people.
• Young people should be able to live a long life.
• Exercising every day makes your life better.
• The heart is my favorite organ.
Have a discussion with your class or small group to decide whether facts or opinions would persuade
other people to do something like donate a heart or increase cardiovascular fitness. For your poster, do
you want to focus on cardiovascular fitness or organ donation? Think about it and choose. Circle your
preference: cardiovascular fitness / organ donation.
Assignment:
Make a poster encouraging people to become organ donors or to increase their heart fitness.
For ALL Posters, Remember To:
• Use neat, easy to see lettering.
• Use lots of color.
• Make your poster attractive and eye-catching.
Organ Donation
Include the Following Things in Your Poster:
• Eye-catching title in large, easy to read letters that expresses your main message (Example:
“Organ Donation Saves Lives!”)
• Explain why someone cannot live without a heart.
• List some facts and/or statistics about organ donation and heart transplants.
• Give information about how people can find out more about organ donation.
• Include some interesting drawings and/or photos.
Sample Poster
Layout:
Title
Facts and /or
statistics about
organ donation
•
•
•
Picture
Facts and /or
statistics about
heart
transplants
•
•
Why a person
can’t live
without a heart
•
•
•
To find out more about organ donation…
Picture
Background on Organ Donation—What is a Good Match?
Organ donors and organ recipients have to be a good match (same blood type, etc.). Family members
are often a close match. Members of the same ethnic group are more likely to be a good match than
someone from the general population, but not always. By researching websites, find out what else
makes a donor a “good match.”
Who Can Donate Organs?
Any healthy person can be an organ donor, but people under age 18 require permission from their
parents.
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What Can You Do?
Many more lives could be saved every year in the United States if more people became organ donors.
A key to encouraging organ donation is educating people about the process of donation and its
benefits.
Organ Donor Website Resources
United States government website on organ and tissue transplants and donation:
www.organdonor.gov
Donor Alliance – Colorado-based organization that can provide guest speakers in the Denver area:
www.donor-awareness.org
Cardiovascular Fitness
Include the Following Things in Your Poster:
• Eye-catching title — something that makes a person want to get “in shape.”
• Explain how one can measure recovery of heart rate to see if they are “in shape.”
• Include some interesting drawings and/or photos.
• Show your results from Activity 8, if you gained fitness.
• Give statistics about how fit people generally have fewer health problems.
• Use ideas you have learned from all the activities in the CardioHeads Unit.
Sample Poster
Layout:
Title
Facts and /or
statistics about
cardiovascular
fitness
•
•
Picture
Picture
Facts and /or
statistics about
healthy fit
people:
•
•
Why a person
should try to
keep fit:
•
•
To find out more about cardiovascular
fitness…
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Cardio Website Resources
American Heart Association
www.americanheart.org
World Heart Federation
http://www.worldheart.org/mission-myths-facts.php
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CardioHEADS Level I: The Heart and Exercise
Student Glossary
Aorta – \ay• OR • tuh\ The large artery that carries the blood from the left ventricle to
all parts of the body except the lungs.
Aortic Valve – \ay• OR• tik valv\ The “one way door” that controls the flow of blood
between the left ventricle and the aorta.
Balance - \BAL • ents\ An instrument used to measure mass.
Breastbone - \BREST • bohn\ See sternum.
Blood Pressure - \blud PRES • shure\ Pressure exerted by the blood on the walls of the
blood vessels.
Blood Vessel – \Blud VES • sel\ A flexible tube that carries blood throughout the body.
Arteries, veins, and capillaries are all blood vessels.
Bone Marrow - \bone MARE • row\ the tissue comprising the center of large bones. It is
the place where new blood cells are produced.
Cardiovascular Fitness – \KAR• dee • oh • VAS • kyoo • lar FIT • nes\ Describes
how well your heart and lungs function to supply oxygen to your body during exercise,
such as how long and how hard you can exercise without feeling “out of breath.”
Cartilage - \CART • ih • lage\ a type of dense connective tissue.
Chamber – \CHAYM• bur\ One of the walled, empty spaces in the heart. The atria and
ventricles are chambers. Chamber is also another word for “room.”
Circumference – \sir• KUM • fur • ens\ The distance around the outside of a circle.
Constant - \KON • stant\ Something that is kept the same.
Control Subject - \con • TROLL SUB • ject\ In an experiment, the group or subject that
does not receive any treatment or change.
Controlled Experiment – \kahn • TROHLD ex • PEER • I • ment\ A scientific way of
testing a hypothesis that compares an experimental group or subject to a control group or
subject. The control group is a group in which the scientist does not change anything.
The experimental group is a group in which the scientist makes one change to see what
will happen.
Cornea - \CORN • eeya\ the transparent front part of the eye.
Dependent Variable – \DEE• pen • dent VAIR • ee • ah • bul\ The thing that we
measure and/or observe in our experiment to see if it was affected.
Diastolic Blood Pressure – \dy• uh • STAHL • ik blud PRESH • ur\ The pressure in
the arteries when the heart relaxes between beats. It is the lower number in the
measurement of a person’s blood pressure. For example, in the measurement 120/75, 75
is the diastolic blood pressure.
Experimental Subject - \ecks • PERI • ment • al SUB • ject\ In an experiment, the
group or subject that will undergo a change.
Extremities – \eks • TREM • I • teez\ Parts of the body furthest from the center of the
body, such as the hands and feet.
Evidence - \EV • ih • dens\ A thing or things helpful in forming a conclusion or
judgment.
Fair Test - \fayr test\ When all variables and conditions are held the same throughout the
experiment, only changing your independent.
Flexibility – \fleks • ih • BIL • ih • tee\ The ability to move the muscles and joints
through a full range of motion, such as stretching down to reach your toes.
Heart - \hart\ A hollow, muscular organ in vertebrates responsible for pumping blood
through the blood vessels by repeated, rhythmic contractions
Heart Rate – \hart rayt\ The number of times the heart beats per minute.
Hypertension - \hy • per • TEN • shun\ Arterial disease in which chronic high blood
pressure is the primary symptom.
Hypothesis – \hy • PAHTH • eh • sis\ An educated guess. A prediction or possible
explanation based on known facts or observations.
Independent Variable – \in • dee • PEN • dent VAIR • ee • ah • bul\ The thing that
we change in an experiment or the thing that differs between the control and experimental
group.
Kidney - \KID • knee\ The kidneys filter wastes (especially urea) from the blood and
excrete them, along with water, as urine.
Left Atrium – \left AY • tree • um\ One of the four chambers of the heart. Blood
enters the left atrium from the pulmonary vein and exits the left atrium into the left
ventricle.
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Left Ventricle – \left VEN • tri • cul\ One of the four chambers of the heart. Blood
enters the left ventricle from the left atrium and exits the left ventricle into the aorta.
Ligaments - \LIG • ah • ments\ Connect bones to other bones to form a joint.
Liver - \LIV • err\ An organ that has a number of functions in the body including
glycogen storage, plasma protein synthesis, and drug detoxification. It also produces bile,
which is important in digestion.
Lung - \lung\ Its principal function is to transport oxygen from the atmosphere into the
bloodstream, and to excrete carbon dioxide from the bloodstream into the atmosphere.
Mass - \mass\ Property of a physical object that quantifies the amount of matter and
energy it contains.
Maximum Heart Rate – \MAKS• i • mum hart rayt\ The number of heart beats per
minute that a person should stay below while exercising. Maximum heart rate is usually
calculated as 220 minus the person’s age.
Mean – \meen\ Another word for average, or the sum of a group of numbers divided by
how many numbers are in the group (e.g. 7+6+5+2=20 divided by 4=5.)
Millimeters of Mercury (mm Hg) - \MILL • ee • met • ers of MER • cue • ree\ One
way to define pressure is in terms of the height of a column of fluid that may be
supported by that pressure; or the height of a column of fluid that exerts that pressure at
its base.
Mitral Valve – \MY• trul valv\ The “one way door” that controls the flow of blood
between the left atrium and the left ventricle of the heart.
Muscle Endurance – \MUS • sel en • DUR • ens\ The ability of muscles to keep
exerting force, such as lifting a weight many times in a row.
Muscle Strength – \MUS • sel strayngth\ The ability of the muscles to exert force, such
as lifting a weight.
Opinion – \oh • PIN • yun\ A statement based on beliefs and values rather than on fact.
Organ - \OR • gan\ Grouped tissues that form a structural and functional unit.
Pancreas - \PAN • cree • ase\ Produces enzymes that break down all categories of
digestible foods (exocrine pancreas) and secretes hormones that affect carbohydrate
metabolism (endocrine pancreas).
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Peak-Intensity Heart Rate - \peek in • TEN • sit • ee hart rayt\ Heart rate after
performing exercise or an activity that elevates your heart rate.
Post-Exercise Heart Rate - \post ecks • ER • size hart rayt\ The heart rate following
exercise.
Prefixes - \PRE • fix • is\ An addition to the beginning of a word that may change the
meaning.
Pressure Gauge - \PRES • sure gayg\ An instrument used to measure the internal
pressure of an object.
Pulmonary – \PUL • muh • nair • ee\ Having to do with the lungs.
Pulmonary Artery – \PUL • muh • nair • ee AR • ter • ee\ The blood vessel that takes
blood from the right ventricle to the lungs.
Pulmonary Valve – \PUL • muh • nair • ee valv\ The “one way door” that controls the
flow of blood from the right ventricle to the pulmonary artery.
Pulmonary Vein – \PUL • muh • nair • ee vayn\ The blood vessel that takes blood
from the lungs to the left atrium.
Ratio – \RAY • shee • oh\ The result of one number being divided by the other. For
example, the ratio of 1 to 4 is 1/4.
Recovery of Heart Rate – \ree • KUV• er • ee uv hart rayt\ A measure of how fast a
person’s heart rate goes down after exercise.
Resting Heart Rate - \REST ing hart rayt\ The heart rate of a person after an extended
period of rest.
Ribcage – \rib • kayj\ The group of bones in the human skeleton that surrounds the
upper middle part of the body and protects the heart and lungs.
Right Atrium – \ryt AY • tree • um\ One of the four chambers of the heart. Blood
enters the right atrium from the vena cava and exits the right atrium into the right
ventricle.
Right Ventricle – \ryt VEN • tri • kul\ One of the four chambers of the heart. Blood
enters the right ventricle from the right atrium and exits the right ventricle into the
pulmonary artery.
Scale - \skale\ An instrument used to measure the weight of an object.
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Scientific Question - \SI • en • tif • ik KWES • chun\ A scientific inquiry about a topic
that can be researched or answered by doing a science experiment.
Small Intestine - \small in • TEST • ine\ The site where most of the nutrients from
ingested food are absorbed.
Sternum – \STIR • num\ AKA- Breastbone – The bone right in the middle of your
chest.
Stethoscope - \ steth • OH • scope\ An instrument used by doctors that helps them hear a
persons heart.
Subject – \SUB • jekt\ In a scientific experiment, a subject is a person about whom data
is collected. For example, an experimental subject might be a person who has their heart
rate measured before and after exercising.
Systolic Blood Pressure – \sis • STAHL • ik blud PRESH • ur\ Describes the surge of
pressure in the arteries as the heart pumps blood out of the left ventricle. It is the upper
number in the measurement of a person's blood pressure. For example, in the
measurement 120/75, 120 is the systolic blood pressure.
Tendon - \TEN • don\ Tendons connect muscles to bones; together a combination of
tendons and muscles can only exert a pulling force.
Transplant - \trans • PLANT\ To transfer (tissue or an organ) from one body or body
part to another.
Trial - \TRI • all\ The process of testing something in an experiment more than once.
Tricuspid Valve – \TRY • kus • pid valv\ The “one way door” that controls the flow of
blood from the right atrium to the right ventricle.
Valve – \valv\ A flap of connective tissue that acts like a one-way door to control the
flow of blood and that makes sure that blood can only flow in one direction.
Vena Cava – \VEE • nuh KAY • vuh\ One of the blood vessels that takes blood from
the body to the right atrium of the heart.
Volume - \VOL• yume\ How much space an object occupies.
Weight - \wayt\ The force of gravity pulling down on an object.
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CardioHEADS Level I: The Heart and Exercise
Student Assessment
Name: _______________________________________Date:________Period:________
A group of ten 6th grade students decided that they wanted to test how exercising affected how long
they could hold their breath. All ten of the students rested for two minutes and held their breath
as long as they could. They watched a clock while they were holding their breath and timed how long
they could hold it. Then, when they were done holding their breath, some of the students did jumping
jacks for a few minutes while the other students continued to rest. After a short time, they timed how
long they could hold their breath again.
List the independent variable.
What is being changed?
1
List a dependent variable.
What is being measured?
Write a question by using the independent variable and the dependent variable.
__________________________________________________________________________________
_________________________________________________________________________________?
Now, write a hypothesis for the experiment.
__________________________________________________________________________________
_________________________________________________________________________________.
List three things to keep constant in the experiment to keep things fair.
____________________
____________________
____________________
2 Using the list of constants from above, write the procedural steps for an experiment. Be sure to
include a control.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
The students got the following results from their experiment.
Breath-holding time - Group who exercised
Before
Total =
After
32 seconds
55 seconds
43 seconds
36 seconds
47 seconds
213 seconds Total =
24 seconds
43 seconds
37 seconds
28 seconds
31 seconds
163 seconds
Breath-holding time -Group who continued to rest
Before
After
46 seconds
47 seconds
61 seconds
65 seconds
34 seconds
32 seconds
48 seconds
49 seconds
33 seconds
31 seconds
Total =
222 seconds Total =
224 seconds
3 Before the experiment, the students made the hypothesis that exercising would decrease the
amount of time they could hold their breath. Do the results of their experiment support their
hypothesis? Explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
4
Explain why all ten students measured how long they could hold their breath instead of just one or
two of them.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
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