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CardioHEADS
Lesson Summaries
The CardioHEADS program was a three-year NIH/SEPA-funded, middle school health science program
created by a partnership of faculty and staff from the Denver Public Schools and the University of
Colorado. The CardioHEADS program had two central goals:
1) Provide new and culturally appropriate educational opportunities for urban middle school students
that improve their science inquiry skills, increase their interest in science, increase their exposure to
and facility with technology,
increase their interest in health science careers, and assist them in
making healthy lifestyle choices;
2) Provide opportunities for middle school and university faculty to learn and grow together
professionally to become better science educators, particularly in the area of inquiry science.
Lesson Plans – Level I: The Heart and Cardiovascular Fitness
Unit Summary:
The theme of this unit centers on the structure and function of the heart as well as the effects of exercise
on the heart. The unit incorporates computer-based technology (as well as alternatives to using the
technology), grade-appropriate math skills, and a project to achieve greater cardiovascular fitness.
Time: This unit is intended to take between two and three weeks to complete, depending on how much
time is spent on each activity.
NOTE: These lessons do not attempt to cover every concept related to cardiovascular health. Rather,
they include a series of structured and inquiry-based activities that build upon one another—a spiraled
curriculum—with the early activities being more structured and the later activities being more openended).
Level I Unit Activity Summary:
Unit Introduction:
Students are asked to complete heart related questions that assess their prior knowledge regarding the content of
the unit. Students then read introductory text about the heart and learn more about heart rate.
Time: One 45-minute period.
Activity 1: "Organ Donation"
Students are introduced to the heart through discussion about organ donation. The students express their
opinions about organ donation by completing a survey. Students then chart and graph the results of the survey.
Alternatively, students may be introduced to organ donation by watching the video "Flow." This video tells the
story of a young man who receives a heart transplant and then meets the brother of the donor. It is an emotional
story and serves to engage students in the multifaceted issue of organ donation. After watching the video,
students discuss their reactions as a class. Students assemble data on opinions of all class members and graph it.
Time: One or two 45-minute periods or one 90-minute block; depending upon whether the Flow video is
shown.
Activity 2: "Heart Parts – Heart Game”
This is a structured activity in which students research and label the various heart structures. They identify the
chambers, valves, and major blood vessels of the heart as well as the pathway of blood through the heart. After
multiple opportunities to identify these key structures, students participate in an interactive game that allows
them to demonstrate their knowledge in a fun competition with their classmates.
Time: Two 45-minute periods (at least one 45-minute period to cover the heart parts and flow of blood through
the heart; plus one to reinforce heart structures and flow for application of playing the game) or one 90-minute
block.
Activity 3: "A Measure of the Heart"
Funded by a Science Education Partnership Award from the National Center for Research Resources of
the National Institutes of Health
In this structured inquiry activity, students take measurements of various animal hearts to answer the question,
“How does the size of the animal relate to the size of the heart?” Students measure mass, volume, circumference
in metric units, and make conversions in the context of beginning the process of inquiry by forming a
hypothesis, gathering data, analyzing the data, and forming conclusions.
Time: Two 45-minute periods or one 90-minute block.
Activity 4: "Pump It Up"
Students are guided through the scientific inquiry process by responding to questions about a hypothetical
experimental design. This hypothetical experiment walks students through the formulation of a question, the
corresponding hypothesis, gathering data, analyzing the data, and forming conclusions. Using this experimental
design example, students will use the scientific inquiry process in designing their own experiment to determine
the affect of exercise on heart rate.
Time: One-two 45-minute periods.
Activity 5: "Are You In Shape?"
Students are guided through the four categories of physical fitness and perform steps of different exercises as
well as mathematical operations to discover their own cardiac fitness by determining their personal heart rate
recovery.
Time: One-two 45-minute periods.
Activity 6: "Under Pressure"
Students gain a working knowledge of the measurement of blood pressure and continue building the process
skills of scientific inquiry by designing their own experiment to determine the affect of exercise on blood
pressure.
Time: One or two 45-minute periods.
Activity 7: "Open Heart Inquiry"
In this open inquiry exercise, students use the scientific process to design an experiment. Students select both
the dependent and independent variables and design their own experiments. Students can choose to measure
either heart rate or blood pressure for the dependent variable and are open to choose an independent variable
that might affect their dependent variable. For the independent variable students may choose to investigate the
affects of lying down versus standing; ingestion of caffeine, sugar, chili peppers, etc.; different intensities of
exercise; meditation; etc.
Time: Two 45-minute periods (one to design the experiment and one to do the experiment) or one 90-minute
block.
Activity 5: "Shaping Up” – Optional Activity
Students plan a long-term physical activity project to see how they can affect their own cardiovascular fitness.
Students will use inquiry process skills to design a fitness-related experiment.
Time: Two-seven 45-minute periods (this project requires several weeks to complete– students should spend at
least three to four weeks doing their fitness program to see any affect on their cardiovascular fitness. Two class
periods are necessary for introduction, checking students’ experimental designs and wrap-up).
Activity 9: "Community Connection"
Students apply their learning to create a message for their community. Students have the choice of making a
poster encouraging organ donation or a poster describing cardiovascular fitness – what it means to be and get
“in shape.”
Time: One-two 45-minute periods or one 90-minute block.
Level I Assessment:
Students apply their learning gains of this unit to questions associated with the experimental design process.
Students are asked to identify the variables, form a question and corresponding hypothesis, decide what is kept
constant in the experiment, why it is important to use more than a couple subjects, and analyze the data.
Time: One 45-minute period.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Lesson Plans – Level II: Blood, Breath, and Nutrition
Unit Summary:
The theme of this unit centers on the structure and function of blood as well as drawing relationships to
health and nutrition. The units incorporate computer-based technology (as well as alternatives to using the
technology), grade-appropriate math skills, and practical nutrition project applications.
Time: This unit is intended to take between two and three weeks to complete, depending on how much
time is spent on each activity.
NOTE: These lessons do not attempt to cover every concept related to cardiovascular health. Rather,
they include a series of structured and inquiry-based activities that build upon one another—a spiraled
curriculum—with the early activities being more structured and the later activities being more openended).
Level II Unit Activity Summary:
Unit Introduction:
Students are asked to complete blood related questions that assess their prior knowledge regarding the content
of the unit.
Time: One 45-minute period or less.
Activity 1: "Spun Blood"
Students are introduced to the components of blood as well as normal and abnormal blood by participating in a
hands-on simulated blood centrifuging activity. Students begin to make predictions about what happens to
components of the blood when disease or disorder causes abnormal conditions in the blood.
Time: One to two 45-minute periods or one 90-minute block.
Activity 2: "High Cholesterol – Not Just an Adult Problem"
Students read about a young woman who has high cholesterol and other risk factors for diabetes. She is not
overweight, but because of risk factors, it is important that she is careful about what she eats. Students are asked
about what they know about cholesterol. Then, they conduct a WebQuest — an Internet research effort — to
determine what they would advise the young woman to do about her high cholesterol and other diabetic risk
factor conditions. An extension reviews spun blood and allows students to experience another hands-on
simulation of normal blood versus blood with cholesterol.
Time: One or two 45-minute periods, depending upon whether the extension lesson is included.
Activity 3: "Raiders vs. Broncos"
In this structured inquiry activity, students use the scientific process to pose a question and corresponding
hypothesis about whether athletes who train at high altitude have more red blood cells compared to those who
train at low altitude. Students use prepared images of blood at 400x magnification to count red blood cells in
"samples" from Denver Broncos and Oakland Raiders. Each student will count the red blood cells in their
image. They will compile all the data from the class to answer the question and see if their hypothesis is
supported and speculate about whether training at high altitude may give athletes an advantage.
Time: One to two 45-minute periods or one 90-minute block.
Activity 4: "Heavy Breathing"
In this activity, students are guided to create an experimental design to address the question and corresponding
hypothesis they formulate about the affects of exercise on respiration rate. Hands-on methodologies are used to
determine how exercise affects respiration rate.
Time: One to two 45-minute periods or one 90-minute block.
Activity 5: “Waiting to Exhale”
In this activity, students delve deeper into the respiration process. Students create an experimental design to
address the question and corresponding hypothesis they formulate about the affects of physical activity on the
amount of carbon dioxide (CO2) that is expired through the respiration. Hands-on methodologies are used to
determine how CO2 concentration is affected by exercise.
Time: One to two 45-minute periods or one 90-minute block.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Activity 6a: "Bread and Breath: Do Yeast Respire?"
Students are introduced to yeast respiration and measure the amount of CO2 given off as a by-product from a
mixture of known quantities of yeast, sugar, and warm water under anaerobic conditions. Students will collect
data to determine the concentration of CO2 over time and graph their data or use alternative methods to
determine a relative amount of CO2. The data collected in this part of the activity will be used as the standard to
which other mixtures are compared in Activity 6b.
Activity 6b: "It's the Yeast You Can Do"
Students identify variables that could be changed in the standard yeast mixture and design multiple experiments
that predict how the change will affect the amount of CO2 in the yeast respiration process. Students might
choose to change the amount of yeast, the amount or type of sugar, or the temperature of the water.
Time (Combined – 6a and 6b): One to three 45-minute periods or one and a half 90-minute blocks.
Activity 7: “You Are What You Eat”
The introduction of the activity reviews how the function of the blood, respiration, and other processes in our
bodies are affected by what we eat, drink, and how much we exercise. Students choose a food item to research
and then perform an activity to determine how many (walking) steps it will take to “burn” the calories of that
food item. In addition, students determine how many calories they need per day and form conclusions about the
class data.
Time: One to three 45-minute periods or one and a half 90-minute blocks (depending on whether the
assessments and extensions are done).
Activity 8: “Building a Better Diet”
Students begin this activity with a warm up which asks them to describe what types of foods and exercise might
constitute a healthy lifestyle. Students are then introduced to the new food pyramid that includes both exercise
and diet and compare it with the former food pyramid. Next, students are asked to journal about their food they
eat and the exercise they do each day. Students are asked to compare their actual diet and lifestyle with the
suggestions from the new food pyramid.
Time: One to two 45-minute periods or one 90-minute block (students will need a week to journal about what
they eat and what kind of exercise they do).
Activity 9: "Community Connection"
Students apply their learning to create a message for their community. Students have the choice of making a
poster to educate people about blood or to encourage people to donate blood.
Time: One to two 45-minute periods or one 90-minute block.
Level II Assessment:
Students apply their learning in this unit to questions associated with the experimental design process. Students
are asked to identify the variables, present the question that the researchers may be trying to answer, what the
corresponding hypothesis may be, and why specific aspects of the experimental design are necessary. Students
are also asked to analyze and graph the data as well as make a prediction.
Time: One 45-minute period.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Lesson Plans – Level III: Cardiovascular Disease
Unit Summary:
The theme of this unit centers on cardiovascular disease (CVD) and the risk factors that lead to CVD. It
does not attempt to cover every concept related to CVD. . These lessons are designed to prepare students
for the culminating role-play activity that incorporates the process skills and knowledge gains of the
previous activities. The unit incorporates computer-based technology, grade-appropriate math skills, and
critical thinking application skills for role-playing an Emergency Medical Technician whose primary
purpose is to differentiate CVD (and CVD risk factor symptoms) from symptoms associated with other
medical conditions.
Time: This unit is intended to take between two and three weeks to complete, depending on how much
time is spent on each activity.
NOTE: These lessons do not attempt to cover every concept related to cardiovascular health. Rather,
they include a series of structured and inquiry-based activities that build upon one another—a spiraled
curriculum—with the early activities being more structured and the later activities being more openended).
Level III Unit Activity Summary:
Unit Introduction:
Students are asked questions to assess their prior knowledge regarding the heart, blood, heart disease and heart
health, and health careers.
Time: One 45-minute period.
Activity 1: "Drugged Out Daphnia"
In this activity, students are guided through the inquiry experimental design process to investigate the affect of
various substances on the heart rate of Daphnia. Student groups select an independent variable (tobacco,
alcohol, sleeping aids, etc.) and hypothesize how the variable will affect the heart rate of Daphnia.
Time: One-two 45-minute periods.
Activity 2: "Blue Genes"
Students look at how genetics can contribute to risk factors for CVD. Students use a hands-on model which
illustrates how genetic material is passed from generation to generation. The genetic model introduces the
inheritance of high cholesterol, high blood pressure, and diabetes. Students are asked about their own medical
family history and then formulate ideas about their own risk factors for developing CVD.
Time: One or two 45-minute periods.
Activity 3: "All Clogged Up"
Students explore atherosclerosis (plaque) by doing a hands-on activity to measure how clogged arteries may
affect the flow of blood. Students make predictions about how various percentages of blockage may affect the
flow of a fluid through a vessel. If no pre-made blocked artery models are available, students will develop their
own clogged artery models to determine if their hypotheses are supported.
Time: One to two 45-minute periods (depending on whether students construct their own artery models).
Activity 4: "Lethal Dose"
Students conduct an experiment to investigate the affects of tobacco on Drosophila. An assessment is included
at the end of the activity that reviews material from this and previous activities. Students are asked questions
about what they know about the heart, blood, and risk factors associated with CVD before moving on to the
next activity.
Time: One or two 45-minute periods.
Activity 5: "Heart Bypass Surgery”
This is a structured heart dissection in which students review the parts of the heart. After students have
reviewed the heart structures, they are given information about cardiologists and then perform a mock "bypass
surgery" to correct blockage to the coronary artery.
Time: One or two 45-minute periods.
Activity 6: "Rhythm of the Beat"
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Students review the nodes of electrical conductivity in the heart and then are introduced to electrocardiograms
(EKGs). Students either research or take their own EKG. During the course of this activity, students are
introduced to abnormal patterns of the EKG and the corresponding conditions those patterns represent. They are
also introduced to the career of the electrocardiogram technician.
Time: Two 45-minute periods or one 90-minute block.
Activity 7: “EMT Training Day”
In this structured activity, students are led through the rudiments of basic First Aid procedures and First
Responder protocols that include checking the vital signs of a patient and determining the cause of their
medical condition. Students learn about the health career of the Emergency Medical Technician (EMT) and are
prepared to role-play an EMT for the next activity.
Time: Three to four 45-minute periods or less than two 90-minute blocks.
Activity 8: "EMT For a Day"
This activity is designed as a station activity in which students role-play EMTs and patients in hypothetical
scenarios. Students in the patient role act out specific medical symptoms that the students in the EMT role use
to determine the patient’s medical condition. There are six patient scenarios (a diabetic, a smoker, a stroke
victim, a heart burn victim, and two heart attack victims). The activity promotes a systematic problem-solving
process with emphasis on risk factors for CVD.
Time: Two or three 45-minute periods.
Activity 9: "Community Connection"
Students apply their learning to create a message for their community or to further connect with members of
their community who are afflicted with risk factors associated with CVD. In this activity, students have the
choice to design a poster to create awareness and of and suggest ways that people can control their risk factors
for CVD or to interview a family member, neighbor, etc. who has CVD or any risk factor associated with CVD.
Time: One or two 45-minute periods or one 90-minute block.
Level III Assessment:
Students apply what they have learned from this unit to form questions associated with the experimental design
process. Students are introduced to a scenario and asked to describe what question the researchers in the
scenario are trying to answer, why it is important to keep the characteristics of each experimental group the
same, identifying the variables, analyzing the data, graphing the data, drawing conclusions, and forming
predictions.
Time: One 45-minute period.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
CardioHEADS National Science Content Standards
Elaboration on each standard is available at http://newton.nap.edu/html/nses/6d.html#csa58
Content Standards
As a result of activities in grades 5-8, all
and Benchmarks
students should develop
Content Standards
• Abilities necessary to do scientific
A: Science as
inquiry
Inquiry
• Understandings about scientific
inquiry
Content Standard
B: Physical
Science
• Properties and changes of properties
in matter
• Motions and forces
• Transfer of energy
Content Standard
C: Life Science
• Structure and function in living
systems
• Reproduction and heredity
• Regulation and behavior
• Populations and ecosystems
• Diversity and adaptations of
organisms
Content Standard
E: Science and
Technology
• Abilities of technological design
• Understandings about science and
technology
Content Standard
F:
Science in
Personal and
Social Perspectives
• Personal health
• Populations, resources, and
environments
• Natural hazards
• Risks and benefits
• Science and technology in society
Content Standard
E:
Science and
Technology
• Abilities of technological design
• Understandings about science and
technology
Content Standard
G:
History and
Nature of Science
• Science as a human endeavor
• Nature of science
• History of science
Level I
materials
4,5,6,7,8
Level II
materials
1,3,4,5,
6,7,8
Level III
materials
1,2,3,4,
2,3,4,6
1,2,3,4,
6,7,8
1,2,3,8
1,5,6,7,8,9
1,2,3,7,8,9
1,2,3,8,9
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
CardioHEADS
Experimental Design Background Information
This document was designed to provide background information on the way the
curriculum was designed and offer additional support. The following topics are
discussed:
1.) The “sticky note” approach
2.) A presentation of our experimental design methodology in the context of data
collection with human subjects
3.) The order of the scientific method that we selected for our experimental process
4.) Background Information - Experimental Design Concepts including vocabulary
terms that are used in the scientific process and the variations of that vocabulary
that may be encountered in different science texts
5.) Making the language of science explicit
6.) Blank CardioHEADS Experimental Design Worksheets A and B
1.)
The “Sticky Note” Approach
During the curriculum development process of CardioHEADS, our partnership teachers
and University of Colorado faculty reviewed and offered critical input on our efforts to
develop an inquiry-based health science curriculum. One of the recommendations for the
curriculum revolved around the presentation of the scientific process. Several program
teachers suggested a student-centered scientific investigation method that has been
referred to as “the sticky note method” (Mears, Morris, Morris & Schiff, 1999). This
method guides students through the scientific process by having students write the
variables on sticky notes and move them through the various parts of the scientific
process (i.e. the question, hypothesis, conclusion etc.). Students then are acutely aware of
the variables and the role of the variables in the process.
During the two pilot years, CardioHEADS teachers in the partnership schools tried
various approaches to teach students the scientific investigation process. Teachers
initially found the “sticky note” process confusing and many of them abandoned the
process for a more traditional approach. However, teachers reported that the more
traditional approach reduced the students’ role in the inquiry process. The final consensus
among teachers was that the “sticky note” process worked best, but students and teachers
need to build up to the process in smaller increments. As a result of teacher input, the
finalized CardioHEADS curriculum reflects an incremental approach toward a studentcentered scientific investigative process that includes the “sticky note” methodology.
Anecdotal pilot data from the implementation of the finalized curriculum suggests that
the incremental approach to the “sticky note” methodology was the most successful of
the various approaches attempted over the last three years. Teachers reported that the
students were more successful forming their own scientific questions and final student
assessments showed the identification of variables increased over previous years.
2.)
Experimental Design Collection of Involving Human Subjects
The experimental design presented in the CardioHEADS activities was selected to allow
students to opportunity to develop the skills necessary for doing science experiments,
gain an understanding of the need for keeping things constant, and answer the scientific
question of the experiments.
In our experimental design, the control groups/subjects/objects are those that are
measured or observed under constant conditions and do not undergo the change of
condition or “treatment” (independent variable) of the experiment. Thus, the control
group serves as the standard for comparison to the experimental groups/subjects/objects
to see whether the change of condition or “treatment” that the experimental group
underwent had an affect.
Typically in experiments involving human subjects, it is more common that all subjects
undergo all conditions or "treatments.” Using the CardioHEADS curricula, this can be
accomplished by extending the lesson over more class periods to allow all students to be
both the control and experimental subjects, so that ALL students undergo ALL conditions
or “treatments” of the experiment. In the first class period, the control data should be
collected first. This would ensure that, each measurement (heart rate, CO2, etc.) is a
baseline measurement where the conditions are held constant (i.e., students did not
inadvertently exercise before getting their resting heart rate). This initial measurement of
the dependent variable will serve as the control data point against which the values
measured after the “treatment” (independent variable) are compared. This adaptation will
enhance scientific accuracy, as all subjects will have undergone all conditions of the
experiment. Further enhancements to these activities include exposing subjects to
intermediary conditions (for example, subjects could begin by resting, then walking, then
running) and grouping subjects according to gender, weight, ethnicity, age, etc.
Regardless of experimental design methodology that you choose to use with your
students, the greatest statistical significance will be obtained through the
compilation of all of the class data.
3.)
Scientific Method
Observations in many classrooms have shown that teachers know the scientific method,
but the order of the steps and the wording varies from classroom to classroom.. The order
of the scientific method process used in the CardioHEADS curriculum is provided below.
Teachers are encouraged to use their own series of steps.
Step One: Formulate a question
Step Two: Formulate a corresponding hypothesis
Step Three: Identify variables
Step Four: Design procedure
Step Five: Collect data
Step Six: Analyze data (make graphs, compute averages)
Step Seven: Draw conclusions
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
2
4.)
Science as an Inquiry Process
The activities are structured to help students with inquiry process skills that include:
forming and writing the scientific question, forming and writing a hypothesis, lab
procedural steps, gathering data, and drawing conclusions. The steps in all three levels
take an incremental approach that guide the student toward the question and, eventually,
allow the students to develop their own question and even design the method of their
experiment in Level III. If teachers already have a standard inquiry process, they can use
their own methods in combination with the CardioHEADS inquiry process.
Scientific Question: The scientific question in an experiment requires a level of
background knowledge to be able to come up with a question. In the experimental
design process, students are led to consider questions when given the variables,
after background information is presented. These are the lab activities that are the
prescribed experiments. After students gain these process skills, they are then
given the freedom of identifying the variables on their own, then formulating their
question.
Hypothesis: In the context of the experimental design, the hypothesis is the
prediction of what effect, if any, the independent variable will have on the
dependent variable that is based on prior knowledge. It is helpful that the
experimenter determines the independent and dependent variables so that he/she
may use knowledge about the variables to make the prediction.
Independent Variable (the variable that is changed): An independent variable is a
factor that is intentionally varied by the person conducting the experiment. In
other texts, it is also known as the treatment, manipulated variable, or the change
of condition. Communicate to your students that it is the thing you change or vary
in the experiment between the control subject/object and the experimental
subject/object.
Dependent Variable (the variable that is measure or observed): The dependent
variable is the factor that you predict will change as a result of variation in your
independent variable. It is easier for students to grasp if you describe the
dependent variable as the thing they will measure or observe in the experiment.
You can go further with your students by describing that it is the thing they will
measure to see if the independent variable, or the thing that they change, causes
an affect. The dependent variable relies on the parameters set by the independent
variable that is why it is the “dependent” variable (i.e., the heart rate is dependent
upon the amount of exercise). In other textbooks, this is also known as the
responding variable or the variable that responds to the change.
Control Group, Subjects, or Object(s): In a scientific experiment, the control is
the group, subject, or object(s) that serves as a standard of comparison. It is
exposed to the same conditions as the experimental group, except for the one
condition that is different for the experimental group: the independent variable.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
3
Experimental Group, Subjects, or Object(s): In a scientific experiment, the
experimental group, subject, or object(s) will undergo the factor that is
intentionally varied, changed, or experience the “treatment” (independent
variable).
Number of Trials: In the context of a science experiment, a trial is the number of
times you run or repeat the experiment to give it statistical significance. Students
should repeat the experiment as many number of times that is practically possible.
Keeping Things the Same or Fair: In a scientific experiment, the “things that are
the same or fair” are what is held constant in an experiment. Such items include
various lengths of time that are included in the experiment, the number of trials to
have more accuracy in the data, the amount of substance in a given mixture or
what a student may consume to see if it increases heart rate or blood pressure,
may include gender, age, etc., and all other conditions that are held constant
between the control and the experimental subjects/objects.
5.)
Making the Language of Science Explicit
The “Valentines Day Rose Experiment Example” was created to help make the language
of science more transparent to students and facilitate their understanding of the scientific
process and experimental design.
Procedure:
A simple explanation of this experiment in both everyday and scientific language was
placed on the overhead projector (see Transparency: Everyday versus Scientific
Language below.) The students were asked to read both ways of describing the
experiment and then, on their worksheet (below), students were to come up with their
own ideas for a science experiment or just describe a science experiment that they did in
class – in both their own words and using science words. Students struggled with this
process, but Project teachers felt it offered students a good insight into the differences
and similarities in everyday and scientific language.
Students’ Examples: Juan, a sixth grader, wondered whether a bike tire kept
inside would remain fully inflated longer than one kept outside.
Clara, a sixth grader, asked, “Would students in my class behave better if they
held class outside instead of inside?” These types of results indicated that the
students were now thinking more critically about the world around them, after
having gone through the inquiry process of the Level I curriculum.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
4
Transparency: Everyday versus Scientific Language
Using Your Own Words – Rose Example:
I wonder whether keeping roses in the refrigerator will make the roses last longer. I think
that keeping the roses in the refrigerator will probably help them last longer. To be
certain, I am going to do an experiment with roses to see if keeping roses in the
refrigerator will keep them from wilting too fast. I am going to use 24 roses to see if my
guess is correct. After I look at all the roses and make notes about the condition of each
rose, I am going to put 12 roses in a vase with water and place them in the refrigerator.
Then, I am going to put the other 12 roses in another vase with water and just leave them
on the table. I will make sure that the vase of water stays full by adding more water to
each vase every day. I will also make sure that the room temperature and the temperature
of the refrigerator stays the same throughout the experiment.
I’m going to take a look at each rose at a specific time every day for a week, and write
down a description about what each rose looks like. My descriptions will be placed in
two categories: 1. Roses Kept at Room Temperature, and 2. Roses Kept in the
Refrigerator.
After a week, I will take a final look at each rose and decide if my guess was correct:
that roses will last longer if they are kept in the refrigerator.
Using Words That A Scientist Would Use – Rose Example:
My scientific question: Will the roses last longer if I store them in the refrigerator than
roses that are kept at room temperature?
My hypothesis: If the roses are stored in the refrigerator, then they will last longer than
roses that are not stored in the refrigerator.
I will design and perform an experiment to see if my hypothesis is correct. In my
experiment, I will use a total of 24 roses. 12 roses will be my control subjects and 12
roses will be my experimental subjects. I will label each control rose with numbers (112) and each experimental rose (1-12), to keep things fair.
The dependent variable is what I observe or measure. For this experiment, I will
observe each control rose and each experimental rose every day for 1 week at 3 o’clock
in the afternoon and write down my observations (collecting data) for each set of roses.
The independent variable is the condition that is different between my control subjects
and experimental subjects. The independent variable is temperature because that is the
thing I am changing or doing differently to experimental roses. I will not change the
temperature or do anything special to keep my control roses from wilting.
After 7 days of recording my observations, I will analyze my data from my observations,
form conclusions, and report whether my hypothesis was supported.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
5
Student Worksheet – How to Design a Science Experiment
In the spaces below, tell a simple story about how you would do a specific
science experiment. For example, you may describe any experiment that we
conducted in class or you may create your own idea for an experiment that
you would like to conduct (except for the rose example on the overhead
projector).
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________________________________________________________________________
In the spaces below, use language that a scientist would use to describe the
steps of the same experiment that you wrote about above (i.e., independent
variable, etc.). You may use a format where you list your question, then
your hypothesis, discuss the difference between the control subject and the
experimental subject, the variables, the experimental procedures, and how
you would form your conclusions. Remember to be detailed and specific!
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6.)
Blank Experimental Design Templates
This document contains worksheets that reflect the general format of the CardioHEADS
version of the “sticky note” process. Worksheet A is the general format that is used when
students have enough information to begin asking a question that leads to the hypothesis
and corresponding experimental design. Worksheet B is the same general format, but
identifies the variables first because as one considers ideas for an experiment, the
variables are what, naturally, come to mind first. The experimental design process is
therefore, circular between the identification of variables and forming the question.
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CardioHEADS Experimental Design Worksheet A.
I. Formulating Your Scientific Question:
To formulate your question below, it is important to recall what you have already learned
about the topic under investigation. In the spaces below, write a scientific question that
includes these facts. 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.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
II. Hypothesis:
A hypothesis brings together what you already know about the topic and the scientific
question into a prediction about what will happen when you manipulate the independent
variable. In the space below, write your hypothesis.
________________________________________________________________________
________________________________________________________________________
III. 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
IV. Defining the Control in the Investigation:
The control and experimental will vary between investigations. Refer to the activity to
help you determine the control and experimental for this investigation.
Control Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
Experimental Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
V. Finishing the Experimental Design:
Keeping Things Fair: To be fair, you will need to keep everything the same in your
experiment except for your independent variable. What things will you keep the same in
your experiment?
We will keep the same:
The teacher has approved this experimental design.
CardioHEADS Experimental Design Worksheet B.
I. Selecting Your Dependent Variable:
In some activities, you began by asking your scientific question that contained both
independent and dependent variables. Scientists do not always think of their question
first, sometimes scientists begin by 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. After brainstorming
the possible variables for your experiment, what are the independent and dependent
variables that you have selected for this experiment?
Independent Variable:
We will change
Dependent Variable:
We will measure
II. Scientific Question:
In this experiment, you have 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 you 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.
____________________________________________________________________
___________________________________________________________________?
III. Hypothesis:
Based on what you know about the topic and your question above, what do you think will
happen when you make the change? In a complete sentence, state your hypothesis.
________________________________________________________________________
_______________________________________________________________________.
IV. Defining the Control in the Investigation:
The control and experimental will vary between investigations. Refer to the activity to
help you determine the control and experimental for this investigation.
Control Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
Experimental Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
V. Finishing the Experimental Design:
Keeping Things Fair: To be fair, you will need to keep everything the same in your
experiment except for your independent variable. What things will you keep the same in
your experiment?
We will keep the same:
The teacher has approved this experimental design.
Bibliography
Mears, C., Morris, L., Morris, M. & Schiff, S. (1999). Science Inquiry Toolkit. Consortia
Addressing Statewide Systemic Issues for Leaders in Learning and the Colorado Science
Cadre.
CardioHEADS
Pasco Scientific Equipment - Teacher Guidelines
CardioHEADS has a strong technology component which serves to increase student
engagement and expose student to authentic technology use. Pasco Scientific probeware1
and Apple laptops were used during the course of the pilot program, however, Pasco
GLX Xplorers—a device like a graphing calculator which eliminates the need for
computers—are recommended over the laptops due to their lower cost and maintenance.
However, if you already have computers in a lab or your classroom, you simply need the
appropriate Pasco sensors.
The purpose of this document is to provide instructions for using the Pasco Sensors (heart
rate sensor, CO2 sensor, and the EKG sensor) and their bundled software, Data studio
within the context of the CardioHEADS curriculum (we had the best results modeling the
sensor use for students with a data projector; however, clear and explicit instructions
should suffice). The instructions below cover the use of Pasco Scientific sensors with
both the computer and the GLX Xplorer.
Measuring Heart Rate with the Pasco Sensor:
The heart rate sensor is a light sensor that measures the pulse of the capillaries. The data
the sensor collects is in the form of the “heart beat” and it averages the signal strength
and the variation of the data to get the heart rate values. To get the best possible data for
this classroom activity, it is best to set up a workbook within Pasco’s software:
DataStudio. You will save the workbook and place it on computers in which you have
loaded the Pasco software. To access the program and the activity, the students will only
need to open the workbook file and you can begin walking them through the activity
procedures.
DataStudio Workbook Setup for Heart Rate Lab
• Start the computer.
1
•
Connect the USB Link into a USB port of the computer – the icon on the link,
generally, faces upward.
•
Connect heart rate sensor into USB link.
•
A window will appear on the computer display that says, “I found a new heart rate
sensor. How would you like to use it?”
•
Click “Launch Data Studio.”
•
Remove the digits window by clicking on the red dot in the upper corner of the
window. Click “ok” in the message dialog box.
Probeware refers to all the Pasco equipment used for data collection
•
Look in the “Data” window in the upper left corner of DataStudio. Grab the
“heart rate (beats per minute)” with your cursor and drag it into the graph. You
will get a split graph: 1 w/ “heart beat” and 1 w/ “heart rate.”
•
Delete the top graph by placing the cursor on the top graph and then delete. Now,
you have the “heart rate” graph for your students to view.
•
Click on the sigma (Σ) button to open up the statistics window.
•
Click on the “setup” button (located near the top menu bar, next to “Start”).
Change the sample rate from 50 Hz to 100 Hz and then close the window by
clicking on the red dot (don’t hit the “change” button). If you hit the “change”
button in the window, reopen the window and reset the sampling rate again
without hitting the change button.
•
Connect data points which creates a continuous line graph instead of just data
points by double clicking anywhere on each graph.
•
Click on “experiment” in the top menu, then “sampling options,” and then
“automatic stop.” Set the automatic stop to 60 seconds.
•
Save the activity as ”heart rate lab” or some other file name that students can
easily recognize to the “Desktop” of the computers they will use.
Activity Procedures - Heart Rate Sensor
1. Have the students will double click on the saved workbook file, located on the
desktop, to begin the heart rate measurement portion of this lab activity. Again, if
you have a data projector, it will be easier to show the below procedures on a
screen. If you do not have a workbook created (see above), you will need to
guide students through steps 1-10 listed above. Then, skip to step #4 below.
2. After the students have opened the workbook, have students plug in the USB
Link. Note: If you are familiar with using Pasco equipment, creation of this
workbook eliminates the step where plugging in the sensor opens the DataStudio
program because opening the workbook file opens DataStudio. Additionally, it
saves going through the steps described above.
3. There are four possible places to place the clip-on heart rate sensor on the body to
get a heart rate reading:
1. at the end of a forefinger,
2. the webbing of the hand between the thumb and forefinger,
3. an earlobe, or
4. the top of the ear.
4. Have the students place the sensor on one of those locations.
5. Direct the students to hit the “Start” button to begin measuring their heart rate.
6. If the mean or average heart rate data shown in the statistics window is between
50-90 beats per minute, the sensor is detecting the heart rate well in that location.
Have the students, who are getting a reading within this range, continue to
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measure their heart rate. The workbook is set up with an automatic “Stop” after
one minute.
7. Have the students record their mean (average) heart rate on the data table for the
activity.
8. If the mean heart rate is below or above the range above, then have the student
place the sensor on one of the other above-mentioned locations. Then, repeat
steps 5-7.
9. When all students in each group are finished with their data collection, have them
click on: “Quit DataStudio.”
10. A window will appear that asks if you want to save the data – click on: “no.”
11. Have the students disconnect the sensors and place them back in their plastic
bags.
12. If a laptop MacIntosh computer is being used, the screen must be allowed to
completely go blank, before shutting the lid; otherwise, it will not completely shut
down.
GLX Xplorer (GLX) Method Using Pasco Heart Rate Sensors
1. Turn on the GLX – button in lower right corner. Plug in the heart rate sensor into
one of the sensor ports of the GLX. If the battery is not charged, you will have to
connect it to the AC Adaptor. The GLX will automatically recognize the sensor
and go to the “heart beat” graph.
2. For more accurate data collection, press the “home” button icon for the main
menu. Press F4 and you will be taken into the specific settings associated with
the heart rate sensor.
3. Skip the “Sample Rate Unit” (it should read: “samples/s”) and use the arrow keys
to highlight: “sample rate.” Press “√” and scroll to 100 (this is a sampling rate of
100 HZ as described in the computer methods above) and press “√” again. Leave
the “Reduce/Smooth Averaging” on “Off.”
4. Scroll past the “Reduce/Smooth Averaging.” It should read: “Off.”
5. Scroll down to “Heart Beat” and press “√” so that it reads: “Not Visible.” Leave
the “Heart Rate” “Visible.”
6. Press the “home” button again and press F1 to go “Graph.”
7. Press F3 and scroll down to #4 “Σ Statistics” and press “√.” The statistics will
appear at the bottom of the graph.
8. Have students place the heart rate sensor in one of the locations described in #4 of
“Activity Procedures” above.
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9. Have the students push the start/stop button (f) to begin measuring their heart
rates. The statistics window will not appear on the GLX while students are
measuring their heart rates. After about 20 seconds, you may want to have
students push the start/stop button (f) to view the statistics. If their mean
(average) heart rate is between 50-90 beats per minute, then have them start the
program again and measure their heart rate for a full minute. Note: The sensor
does not show the line graph immediately. Inform the students to be patient – the
line graph will eventually appear.
10. After one minute, have the students press the start/stop button (f) and then record
their mean (average) heart rate on the data table for the activity.
11. Repeat steps 9 & 10 for additional data collection runs (i.e., before and after -control and experimental subjects). A new graph will appear for each data run, so
students will have to record their data before the next person takes their
measurement. If the GLX shuts down (which it does automatically to conserve
the battery), all of the steps will have to be repeated for the next data to be
collected.
12. Have students shut down the GLX by pressing the on/off button in the lower right
hand corner. When the question comes up about saving the file, have students
press F2 – “no.”
Computer Method Using the DataStudio Program and Pasco CO2 Sensors:
The CO2 sensors offer an easy way for students to measure CO2 for the Level II activities.
Procedures for Level II Activity 5
1. Have the students start the computers while you show the students the equipment
they will using for the activity.
2. Have students connect the USB link to the computer.
3. Connect the CO2 sensor to the USB link.
4. A window will appear on the computer display that says, “I found a new CO2
sensor. How would you like to use it?”
5. Click “Launch Data Studio.”
6. Close the “Digits” window by clicking the red circle in the upper left corner.
7. Click “OK” in the message dialog box.
8. Click on “Graph” in the “Display” window on the left.
9. Double click your cursor anywhere inside the graph. You’ll get a window that
allows you to “connect the data points,” so you can see a line graph. Click that
box and then click “OK.”
If you use four re-sealable plastic bags for this activity, use the permanent marker to
label the plastic bags as shown below. If you choose to conserve resources, then use two
re-sealable bags and label them: “control” and “experimental.” You will have to keep
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track to make sure the control and experimental subjects each use their bag twice for
“before” and “after” measurements.
“control before”
“control after”
“experimental before”
“experimental after”
10. Model how to inflate the re-sealable plastic bag with your exhaled breath.
11. Model how to open a small corner of the bag; keeping the majority of the bag
sealed and insert the end of the CO2 sensor.
12. While modeling keeping the bag sealed around the sensor, have a student click on
the “Start” in DataStudio on your computer or one of the computers the students
are using.
13. Measure the amount of CO2 for one minute and have your student assistant click
on “Stop.”
14. This is your “before” measurement. Discuss how ALL students will be gathering
the data for their “before” measurements.
15. Have students hit the “scale graph” button, after they’ve hit the “start” button.
This will help them see the graph on the best scale.
16. Click on the sigma button (Σ), on the lower menu, to get the statistics window to
appear in your graph.
17. Instruct students that they will record the maximum amount of CO2 shown in the
statistics window on their data tables – make sure they enter it as the “before”
value.
18. Now, model how the control subject will rest while the experimental subject
exercises for the duration specified in their experimental designs. Then, each
subject will exhale air into the bag again, or use the “after” bag.
19. Have students repeat the above process and record their data on the data tables.
To close DataStudio:
1. Click on: “Quit DataStudio.”
2. When asked if you want to save the data, click “no.”
3. Disconnect your CO2 sensor and shut down the computer
Procedures for Level II Activity 6a and 6b
Show your students how to place the sensor in the bottle that contains the yeast, sugar,
and water mixture. Emphasize how the sensors cannot get wet and model wiping off the
top of the bottle, after shaking up the mixture. Demonstrate keeping your hands on the
bottle, while the sensor is in the bottle, so that students know to keep their hands on the
bottle to prevent it from spilling. Because it is top heavy, students might easily knock it
over if they are not careful.
1. Go through steps 1-9 above.
2. Have the students gather the materials for the yeast, sugar, and water mixture (50
ml of warm water, one vial or gram of yeast, and one vial or gram of sugar).
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3. Have the student pour the sugar into the container with the warm water and swirl
the mixture until the sugar is dissolve, then add the yeast.
4. When the yeast is mixed enough, bubbles will begin to appear. Have students
wipe off the mouth of the bottle to make certain it is not wet.
5. Instruct students to place the sensor in the bottle. MODEL how they should hold
the bottle, steady, on the table – not the sensor because it must not tip over and get
the sensor wet.
6. Click on “Start” in DataStudio and have students measure CO2 for two minutes.
7. Follow steps 15 –17 above, but students are also required to record the amount of
CO2 on a data table in their worksheets EVERY 15 SECONDS up to two minutes.
They will also have to record the maximum amount (step 17 above).
For Activity 6b, have students follow the same procedures and record their data on the
data table in the student worksheet for Activity 6b. Have students rinse out the bottles
after each experiment.
CO2 Sensor Troubleshooting
You may need to troubleshoot why students are not getting a CO2 line graph appearing
on their screen. Troubleshooting is best done in the following order:
1. See if the students have hit the “scale graph” button, after they have hit the “start”
button.
2. Make sure they have double-clicked on the graph to connect the data points.
3. Take the sensor out of the bottle and blow directly on the sensor to see if you get a
CO2 concentration reading.
4. If you got a CO2 reading with your exhaled breath, then hit “stop” and make
certain that the mixture has been mixed enough (cover bottle and really shake the
mixture and make sure the mouth of the bottle is wiped off before placing the
sensor back in the bottle).
5. If you did not get a CO2concentration reading from your exhaled breath, close
down DataStudio and then restart DataStudio using the same process where you
connect the sensor to open the program. Starting from scratch is sometimes best,
when all other troubleshooting doesn’t seem to work.
6. Restart the computer.
7. Restart DataStudio using the above guidelines for troubleshooting once again.
GLX Xplorer (GLX) Method Using Pasco Heart CO2 Sensors
The GLX can be used as is for collection of CO2 data. However, it would be easier for
all CardioHEADS activities that measure CO2 to get a cord that extends the CO2 sensor
away from the GLX – see your Pasco representative for pricing. If the sensor is extended
away from the GLX, students will have an easier time doing their measurements and are
less likely to have accidents getting the CO2 sensor wet (see guidelines for Activities 6a
and 6b above) when doing the yeast respiration activities.
1. Turn on the GLX – button in lower right corner. Plug in the CO2 sensor into one
of the sensor ports of the GLX. If the battery is not charged, you will have to
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connect it to the AC Adaptor. The GLX will automatically recognize the sensor
and go to the “CO2” graph.
2. The set up for the CO2 data collection is fine for the purpose of all Level II
activities, but students will need the statistics for their data recording. Press F3
and scroll down to #4 “Σ Statistics” and press “√.” The statistics will appear at
the bottom of the graph.
3. Have students place the CO2 sensor in the corner of the Ziplock baggie for the
exhale breath activity; or in the bottle for the yeast respiration activities.
4. Have the students push the start/stop button (f) to begin measuring the CO2. The
statistics window will not appear on the GLX while students are measuring CO2.
Let the sensor collect data for the time length provided in the activity (see above)
or according to student experimental design.
5. Press the start/stop button (f), after the designated time and have students record
the “maximum” amount of CO2 on the data table for the activity.
6. Repeat steps 4 & 5 for additional data collection runs (i.e., before and after -control and experimental subjects). A new graph will appear for each data run, so
students will have to record their data before the next person takes their
measurement. If the GLX shuts down (which it does automatically to conserve
the battery), all of the steps will have to be repeated for the next data to be
collected.
7. Have students shut down the GLX by pressing the on/off button in the lower right
hand corner. When the question comes up about saving the file, have students
press F2 – “no.”
Computer Method Using the DataStudio Program and Pasco EKG Sensors:
An EKG workbook can be created to eliminate student procedure steps. If you choose
not to do the workbook set-up, it will be best for you to walk the students through the
following steps before doing the EKG measurements because you will get clearer EKG
patterns.
1. Start the computer.
2. Connect the USB link into a USB port of the computer. Generally, the USB icon
on the USB link faces upward.
3. Connect the EKG sensor to the USB link (green Pasco lettering is aligned).
4. A window will appear on the computer display that says, “I found a new EKG
sensor. How would you like to use it?”
5. Click “Launch Data Studio.”
6. Close the “Digits” window by clicking the red circle in the upper left corner.
7. Click “OK” in the message dialog box.
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8. Click on “Graph” in the “Display” window on the left.
9. Double click your cursor anywhere inside the graph. You will get a window that
will open entitled: “Appearance” - - click on “connect data points”, and also
unclick “show data points” to see a continuous line graph.
10. Click on: “Axis Settings.” On the bottom lower left, click on “sliding fixed
range” and unclick the other two options in the “automatic scaling” part of this
window.
11. Next, set the Y & X scales both from 0 to 5 for the minimum and maximum,
respectively.
12. Click “OK.”
Save the workbook as EKG Activity and place it on the desktops of the computers your
students will be using for the activity.
Procedures for Level III Activity 6
Guide students through the EKG procedures below:
1.) Start the computer.
2.) If a workbook is created, the students will double click on the workbook file
located on the desktop. Otherwise, follow steps 2-12 above.
3.) Instruct the students to do the following for each member of the group:
a.) Stick three EKG electrode tabs to your skin. Stick one on the inside of your left arm
just below the elbow. Stick one on the inside of your right arm just below the elbow.
Stick one to the inside of your right wrist. There is a diagram on the sensor itself to help
guide students.
Green (negative)
Red (positive)
Black (ground)
b.) Using the diagram above to match the colors to the right locations, connect the EKG
electrode clips to the tabs.
Instruct students to SIT STILL TO COLLECT DATA
c.) Click the “Start” button (see below). The start button is in the top left corner and has
a green triangle.
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d.) When you begin to get a regular pattern like the one below), record for about 10-20
seconds, then click the “Stop” button.
“Start” button
Regular pattern
e.) If you want to make your EKG pattern appear larger, place the cursor on the x-axis
where you want to expand the graph. When you see a double arrow, click and hold as you
drag the cursor to expand your graph.
f.) Print your EKG if you have access to a printer.
9.) Repeat Step 8 for each member of the group.
GLX Xplorer (GLX) Method Using Pasco Heart EKG Sensors
1. Turn on the GLX – button in lower right corner. Plug in the EKG sensor into one
of the sensor ports of the GLX. If the battery is not charged, you will have to
connect it to the AC Adaptor. The GLX will automatically recognize the sensor
and go to the “CO2” graph.
2. The set up for the EKG data collection is fine for the purpose of Activity 6 –
Level III. Students will merely look at their EKG patterns and not collect
statistics.
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3. Instruct the students to do the following for each member of the group:
a.) Stick three EKG electrode tabs to your skin. Stick one on the inside of your left arm
just below the elbow. Stick one on the inside of your right arm just below the elbow.
Stick one to the inside of your right wrist. There is a diagram on the sensor itself to help
guide students.
Green (negative)
Red (positive)
Black (ground)
b.) Using the diagram above to match the colors to the right locations, connect the EKG
electrode clips to the tabs.
Instruct students to SIT STILL TO COLLECT DATA
c.) Click the “Start” button (see below). The start button is in the top left corner and has
a green triangle.
d.) When you begin to get a regular pattern like the one below), record for about 10-20
seconds, then click the “Stop” button.
4. Have the students push the start/stop button (f) to begin measuring the EKG.
Let the sensor collect data for about 10-20 seconds.
5. Press the start/stop button (f). Students will only be able to see a basic EKG
pattern. If a printer is available, you can hook the GLX to the printer to allow
students to have a print out of their EKG patterns. Note: There is no way to
expand the graph to have the appearance of the EKG patterns become more
spread out and visible as on the computer.
6. Have students shut down the GLX by pressing the on/off button in the lower right
hand corner. When the question comes up about saving the file, have students
press F2 – “no.”
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CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Unit Introduction: “Heart Disease – What Do You
Know?”
Grade Level: 6-9
National Science Content Standards: N/A
Purpose:
The student prior knowledge assessment (PKA) is designed to elicit students’ existing
knowledge related to the material that will be covered in this unit. Use this PKA to
determine students’ areas of strength and weakness (and thereby use this information)
when you introduce topics and to determine the level of coverage needed to introduce the
various topics in the unit. Using the PKA as a pre- and post-test is a useful assessment
tool and can help illustrate to students how much they have learned throughout the course
of the unit.
Suggested Time:
One 45 minute Period
Materials:
Refer to Level I to offer students more support on the heart
Refer to Level II to offer students more support on blood, breath, and nutrition
Transparency – Heart Introduction
Transparency – Blood Introduction
Special Needs Considerations:
For students’ who have difficulty copying off of overheads, provide those students with
hard copies.
Introduction:
Explain to students that you will be spending the next ___________ (week, month…)
studying the heart, heart related health problems, and health careers. Offer students a
glimpse of what you have planned for them.
Activity Procedures:
Student Prior Knowledge Assessment
Instruct students that you want to find out what they already know about the topics they
will be covering in this unit. They should, therefore, try their best to answer the PKA
questions as fully as possible. Give students the student document - Unit Introduction,
Level III. The answer key is included in this document under resources and the material
from the transparency presentation should answer most of the student questions
Presentation – Unit Introduction
When students have had enough time to finish the questions, present the transparencies to
the class. Most of the answers to the questions are within the content on the transparency.
Use the transparencies to guide you through a unit introduction. The information
contained on these transparencies is helpful basic knowledge for the activities in the unit.
You may ask your students to correct their answers on their PKA as you go through the
material.
Wrap Up:
To illustrate how hard the heart works, have students squeeze a tennis ball 60 times in
one minute.
Assessments:
Use this as a unit pre assessment. Give this again at the end of the unit to assess student
learning.
Resources:
Use CardioHEADS instructional material from Level I or II to provide greater detail on
particular topics.
CardioHEADS Level I focuses on the heart structure.
CardioHEADS Level II focuses on the blood, breath, and nutrition.
Teacher Information - Level III – Prior Knowledge Assessment Key
Heart and Heart Attacks – What do you know?
Look at the answers below and see how they compare to what you answered. Make
corrections and additions to your answers as necessary.
1. What is a heart?
The heart is a muscular organ with 4 chambers.
2. Draw and label a picture of a heart.
A possible heart drawing is shown below.
Aorta
(bloodflow to
body)
Left
atrium
Right
atrium
Right
ventricle
Left
ventricle
3. What is the function of the heart (what does the heart do)?
The heart pumps blood to all parts of our body.
4. What is blood?
Blood is a liquid containing 4 major component: Red blood cells, White blood cells,
Plasma, Platelets
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2
5. What is the main function of blood (what does blood do)?
Blood carries oxygen to all the cells or our body.
6. Why do our cells need oxygen?
Our cells need oxygen in order to convert the food we eat into energy we can use.
7. What are blood vessels?
Blood vessels are semi-flexible tubes.
8. What is the function of blood vessels (what do blood vessels do)?
Blood vessels carry blood from our heart to all the parts of our body and back to the
heart.
9. Do you know anyone who has had a heart attack?
Answers will vary.
10. What do you think a heart attack is?
A heart attack occurs when a blood vessel that provides blood to a part of the heart is
blocked. When the blood vessel is blocked, that part of the heart does not receive fresh
blood. Without blood the heart has no oxygen and that part of the heart dies since it
cannot make the energy it needs to survive.
11. What do you think causes heart attacks (list all the contributing factors you can think
of)?
There are many different factors that contribute to heart attacks. These factors include
age, family history, smoking, high blood pressure, diabetes, high cholesterol, diet, and
the immune system. We will be exploring many of these factors in more detail in this
unit.
12. What do you think you can do to decrease your chances of having a heart attack?
•
•
•
•
Don’t smoke
Eat a healthy diet and maintain a healthy weight
Exercise
Maintain healthy blood pressure and blood cholesterol levels
13. What does an EMT do?
EMTs are medical professionals who respond to accidents or other emergency medical
situations.
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3
Transparency – Heart Introduction
Aorta
Left atrium
Left
coronary
artery
Right
coronary
artery
Right
atrium
Cardiac
vein
Left
ventricle
Right
ventricle
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.
The human heart is about the size of a 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.
A heart attack occurs when a blood vessel that provides blood to a part of the heart is
blocked. When the blood vessel is blocked, that part of the heart does not receive fresh
blood. Without blood, the heart has no oxygen and that part of the heart dies. There are
many different factors that contribute to heart attacks. These factors include age, family
history, smoking, high blood pressure, diabetes, high cholesterol, diet, and the immune
system.
Transparency – Blood Intro
What is Blood?
Blood is an essential liquid that is pumped by the heart through arteries,
veins, and capillaries. Blood is made up of water, protein, and cells (mostly
red blood cells). The picture below shows what blood looks like under a
microscope.
Blood is made up of four major components:
Red blood cells
White blood cells
Plasma
Platelets
Blood carries nutrients from the digestive tract and oxygen from the lungs to
body tissues. It carries waste matter (ureic acid, etc.) to the kidneys and
liver for disposal, and carbon dioxide (CO2) from the cells of the body to the
lungs. Blood also transports hormones, electrolytes, immune system
components, and heat to the body.
The average adult body contains five liters of blood. To get a sense of how
much that is, it is the same as two and a half two liter bottles of soda. As
you recall from learning the circulatory systems, the heart pumps blood to all
the cells of the body. Blood travels through the body in blood vessels like
arteries, veins and capillaries. Arteries take blood away from the heart.
Veins take blood to the heart. Capillaries connect arteries and veins.
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 1: “Drugged out Daphnia”
Grade Level: 6-9
National Science Content Standards: A, C, F
Purpose:
To illustrate the effects of various substances on the heart.
Objectives:
After completing this exercise students should be able to:
• Design and conduct a simple experiment.
• Describe how different substances affect heart rate
Suggested Time:
Two 45 minute periods
Prerequisite Skills:
Prior use and knowledge of microscopes is helpful.
The ability to use a clock or timer.
Prior experience with the scientific process is helpful (if students do not have experience
with the scientific process, plan on allowing more time to go through the experiment.)
Materials:
Prepare the solutions for the independent variable the day before the lab.
• Microscopes (dissecting or light)
• Slides w/ cover slip
• Droppers
• Daphnia – Carolina Biological
$6.75 for 30
$32.00 to raise your own culture.
• Clock or watch with a second hand
• 1.5" x 2" Sticky Notes (8 per group)
Materials for the Independent Variable:
• Water (room temp/ cold/ warm)
• Alcohol- mix 10 ml of alcohol in 300 ml of water.
• Caffeine- dissolve 5-6 tablets of No-Doz or other brand in 300 ml of water
• Nicotine- soak cigarette or chewing tobacco in water for at least 2 hours, and filter
through filter paper (to make approx 300 ml)
• Aspirin- dissolve 8 tablets of aspirin in 300 ml of water
• Sleeping aids- dissolve 5 tablets of sleeping pills (over the counter) in 300 ml of
water
Vocabulary:
Compound eye - \COM • pound eye\ A visual organ found in certain arthropods such as
insects and crustaceans which tiny sensors distinguish between brightness and darkness,
and sometimes can detect color.
Control Group - \con • TROLL groop\ In an experiment, the group that does not receive
any treatment or change.
Crustacean - \krus tay shun\ Any of various predominantly aquatic arthropods of the
class Crustacea, including lobsters, crabs, shrimps, and barnacles, characteristically
having a segmented body, a chitinous exoskeleton, and paired, jointed limbs.
Daphnia - \daff nee ahhh\ Any of various water fleas of the genus Daphnia, some species
of which are commonly used as food for aquarium fish.
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.
Fair Test - \fayr test\ When all variables and conditions are held the same throughout the
experiment, only changing your independent
Heart Rate - \heart rayt\Tthe number of times the heart beats at for a set mount of time.
Hypothesis – \hy• PAHTH • eh • sis\ An educated guess. A prediction or possible
explanation based on known facts.
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.
Trial - \TRI • all\ The process of testing something in an experiment more than once.
Variation - \vair • ee • AYE • shun\ A repetition with its essential features intact and
other features modified.
Misconceptions:
• Students may not make a connection between diet and long-term health of their
bodies.
• Students may not make a connection that substances like caffeine and nicotine are
chemicals that directly affect bodily functions such as heart rate and blood
pressure.
• Students may think the experiment is over after they collect the data. Have
questions ready to prompt answers for conclusions and consider allowing the
students to have time to finish the lab as homework.
Special Needs Considerations:
Heterogeneous grouping may allow sharing of ideas for completion of the procedure
steps of a similar inquiry lab.
Background:
Daphnia, or water fleas, are crustaceans and are related to freshwater and brine shrimp.
Daphnia can be purchased from science suppliers and be kept alive for many months.
See suppliers for directions on care of Daphnia.
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2
Introduction and Warm Up:
General Activity Information
By observing how Daphnia respond to chemical changes in their environment, this
activity is designed to help students gain an understanding of how our diet and
environment may affect our heart function. This experiment is designed to illustrate the
short-term affect of substances on the heart. Students will be asked to make a connection
between short-term effects and long-term effects of substances on the body.
Guidance Through Student Introduction
The entire unit is focused on the idea that how we treat of our bodies has either a positive
or a negative impact on our heart function. In the student introduction, they read about
Daphnia and the experiment they will perform. To prompt students to begin considering
the connection between their own heart function and what the put in their body, ask them:
“What are some things that you can put into your body that will affect heart function?
How can putting different chemicals in your body have a negative affect on your body?”
Explain to students that the Daphnia and their reaction to the different solutions are meant
to be a representation of heart function that can be generalized to other animals.
NOTE: You may wish to inform your students that the Daphnia do not feel pain.
Activity Procedures:
Divide your students into groups of four. Inform your students that each group will be
designing an experiment; but first, all groups will participate in a brainstorming session
about possible independent and dependent variables for the experiment. Remember, in
each step it may be necessary for you to review how it relates to the steps of the scientific
method and designing their experiments.
Proceed with brainstorming a list of common drugs, foods, chemicals or things one could
do to affect one’s heart rate. To begin, the following questions are suggested: “Based on
your past experiences, what are some things that may increase heart rate? What are some
things that might decrease the heart rate? What are some things that might not affect the
heart rate?” Below, is a list of independent variables that may affect heart rate.
Independent Variables for Experiment
• Aspirin
• Alcohol
• Nicotine
• Caffeine
• Sleep Aids (over the counter)
• Sugar
• Capsaicin (active ingredient in chili peppers)
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3
Scientific Process Procedures:
I. Selecting Your Dependent Variable:
As students begin the experimental design process, students will decide how they want to
measure the heart rate. One way that may work is for the students to count the number of
times a heart beats in 15 seconds and multiply by four to get beats/minute. Instruct the
students whether they will use sticky notes or write in the squares.
II. Determining Things You Can Change (Independent Variable) That May Affect A
Dependent Variable:
Students are now presented with four sticky note spaces or four boxes to write their top
selections of independent variables to consider. Make sure their lists are things that are in
the list on this document or other items that are attainable for the experiment.
If the students design their experiments on one day and do the experiment on the next,
have them bring in items that they will use for their independent variable to make the
experiment “their own.” You should, however, have some of the materials available for
back up in case students forget to bring them.
III. Experimental Design - Identifying Variables:
From list of the four top independent variables, each student group will select their
variables by moving the sticky notes or rewriting each selected variable.
IV. Question:
Students are requested to write their question in a complete sentence. To assess their
questions, make sure that it is a question that contains both the independent and
dependent variables. A question that contains both variables will have the following
structure:
Will Aspirin (independent variable) cause the heart rate (dependent variable) to decrease
[may include: relative to a normal Daphnia heart rate]?
The structure of the question and the corresponding hypothesis (below) are sometimes
difficult for students because they are quite different than everyday talk. Make sure to
allow enough time to model the structure and thought processes of the question and the
hypothesis.
V. Hypothesis:
Students are now asked to write a hypothesis that is based upon what they think might
happen to the dependent variable when the change is made relative to the control
subject(s). Complete sentence hypotheses will have the following structure:
If Daphnia are exposed to Aspirin (independent variable), then the heart rate (dependent
variable) will decrease in comparison to the normal heart rate of a Daphnia not exposed
to aspirin (how it will affect a Daphnia relative to the control subject).
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4
VI. Defining the Control:
Discuss the idea of a control group with students. This is the Daphnia heart rate under
normal conditions. Emphasize that the control group receives no treatment and is what
students will be using to compare with their experimental groups.
VII. Finishing the Experimental Design:
Keeping Things Fair: The students are asked to respond to what they will keep the same
or fair in their experiments. Assess their responses to determine if more review is
necessary. One aspect of keeping things fair is by repeating or running the experiment
multiple times to reduce experimental error through taking the average of the trials.
Inquiry Lab Procedures:
1. The students will gather the materials needed for their experiments. If necessary,
review and/or model how to use the microscopes, glass slides, and cover slips. If
the students’ experimental designs are adequate and your students know how to
do their measurements, they are ready to gather materials and begin. If not,
review and model any procedures that seem unclear. Then, proceed to step 2.
2. There are blanks in the data tables that need to be filled out so that the tables are
specific to each experiment. Instruct each group to fill in those blanks and check
student work.
3. Emphasize that students must follow their experimental design as they record
their data.
4. Conclusions – have students answer the questions in the conclusion section. They
may have difficulty forming a complete sentence for the conclusion. Again, make
sure you allow enough time to model the thought processes of the data analysis
and the corresponding structure of the conclusion. Asking if the hypothesis was
“supported” is intended to help the students begin to understand there is no right
or wrong answer, but rather is based on the data of the experiment.
Wrap Up:
Have students present their findings to the class.
Extensions and Optional Substitutions:
Make a class table for different substances and their effects.
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5
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 2: “Blue Genes”
Grade Level: 6-9
National Science Content Standards: F
Purpose:
To introduce the concept of genetic inheritance related to risk factors for CVD.
Objectives:
After completing this exercise students will be able to:
• Understand that some of the risk factors (high cholesterol, high blood pressure, diabetes) for
development of cardiovascular disease (CVD) are genetic.
• Understand that the genetic factors contributing to CVD are multiple and their inheritance
complex.
• Describe their own genetic background and risks for CVD (when applicable).
Suggested Time Period:
One or two 45-minute periods
Prerequisite Skills:
• Genetics: Probability of Inheritance – helpful
• Probability - Math
Materials:
-
Laminated squares, circles, and triangles (see color scheme in table below).
Bag Label
Type 2 Diabetes
Mother
Type 2 Diabetes
Father
Cholesterol Levels
Mother
Cholesterol Levels
Father
Blood Pressure
Mother
Blood Pressure
Father
-
Bag Contents (shape and color)
5 red circles
1 blue circle
2 red circles
4 blue circles
1 red triangle
3 blue triangles
4 red triangles
0 blue triangles
0 red squares
4 blue squares
2 red squares
2 blue squares
Colored pencils, crayons or markers (blue and red)
2 Labeled bags per group (one labeled father and one labeled mother) containing shapes
Transparency – Type 2 Diabetes & High Cholesterol
Transparency – Blood Pressure
Transparency – Genetic Counselor (optional)
Vocabulary:
List vocabulary on word walls for students. You may also consider having students record the
vocabulary in a “CardioHEADS” unit journal.
Note: Additional vocabulary is provided for your background information and labeled teacher
vocabulary.
Student Vocabulary
Cardiovascular Disease - \CARD • eeo • vas •cue • lar DIZ • eaz\ Refers to the class of diseases
that involve the heart and/or blood vessels (arteries and veins). While the term technically refers to any
disease that affects the cardiovascular system, it is usually used to refer to those related to
atherosclerosis (arterial disease).
Cholesterol - \coe • LES • ter • al\ A chemical found in all fats and oils. Also produced by the body.
Daphnia - \DAFF • nee • ahhh\ Any of various water fleas of the genus Daphnia, some species of
which are commonly used as food for aquarium fish.
Diabetes - \ di • uh • BEE • tees\ A disease in which the body produces little or no insulin or the body
is unable to use the insulin made efficiently. Can lead to extremely high levels of sugar in blood.
Genetic - \JEN • et • ick\ In biology, the science of genes, heredity, and the variation of organisms.
Heart Attack - \hart AH • tack\ A serious, sudden heart condition usually characterized by varying
degrees of chest pain or discomfort, weakness, sweating, nausea, vomiting, and arrhythmias,
sometimes causing loss of consciousness. A heart attack occurs when the blood supply to a part of the
heart is interrupted, causing death and scarring of the local heart tissue. Since the area affected may be
large or small, the severity of heart attacks vary, but they are often a life-threatening medical
emergency which demand both immediate attention and activation of the emergency medical services.
High Blood Pressure - \hy blud PRES • sure\ A medical condition wherein the blood pressure is
chronically elevated.
Plaque - \plack\ A stick or pasty substance made from dead cells, fats, and calcium. Can be found on
the inside of arteries and can lead to a very serious reduction or stoppage of blood flow.
Stroke – \strohk\ A dangerous medical condition caused by a blockage or breakage of an artery in the
brain.
Teacher Vocabulary
Cholesterol - \coe • LES • ter • al\ A chemical found in all fats and oils. Also produced by the body.
Diabetes - \di • uh • BEE • tees\ A disease in which the body does not produce enough insulin or is
unable to respond to insulin.
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.
Heart Disease - \heart Diz• eaze\ A structural or functional abnormality of the heart, or of the blood
vessels supplying the heart, that impairs its normal functioning.
High Density Lipoprotein (HDL) - The “good” cholesterol. HDLs prevent fat buildup in arterial
walls, carrying it away from the arteries to the liver where it is processed and eliminated.
Hormones – \HOR • mohnz\ Chemicals that are produced by the body to carry “messages” between
cells.
Hypertension - \hy • per • TEN • shun\ Arterial disease in which chronic high blood pressure is the
primary symptom.
Insulin - \in • SOO • lin\ A hormone produced in the pancreas to regulate the amount of sugar in the
blood.
2
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Resources of the National Institutes of Health
Low density lipoproteins (LDL) – The “bad” cholesterol. LDLs are responsible for clogging up and
blocking arteries.
Risk Factors - \risk • FACT • ors\ Factors such as high cholesterol, high triglycerides, and family
history of a given condition that make an individual more susceptible for getting a medical condition.
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.
Type 2 Diabetes - \typ too di • uh • BEE • tees\ This form of diabetes used to be called adult-onset
diabetes because it begins later in an individual’s life, but can still happen in children. It usually
begins with insulin resistance, a condition in which fat, muscle, and liver cells do not use insulin
properly to regulate the amount of sugar in the blood.
Misconceptions:
• If both parents are diabetic, their children will also be diabetic.
• That brown-eyed parents cannot have blue-eyed children.
• That dominant traits are more common than recessive traits.
• Students view genetics as more like chaos than probability.
• Healthy people cannot get any of these disorders.
Special Needs Considerations:
Heterogeneous grouping may allow sharing of ideas to help understand the concept of probability.
Background Information:
There are many different genetic factors leading to the development of cardiovascular disease (CVD).
Conditions that contribute to the development of CVD include diabetes, high cholesterol, and high
blood pressure. If your students need more background information pertaining to diabetes, cholesterol,
or blood pressure, present the transparencies: “High Cholesterol & Type 2 Diabetes” and “Blood
Pressure.” Additional information, pertaining to these conditions, is provided below.
Diabetes
Diabetes is a disease in which the body does not produce enough insulin or is unable to respond to
insulin. Insulin is a hormone that causes the cells of our body to take up glucose. When there is not
enough insulin present, or we are unable to respond to insulin, glucose from the food we eat remains in
our blood rather than entering our cells. Our cells do not get the food they need to generate energy,
and the glucose remains in the blood, resulting in high blood glucose levels. High levels of glucose in
blood are one cause of minor injuries to our blood vessels that leads to plaque buildup. Thus, diabetes
is a condition that can lead to the development of CVD.
Type 2 diabetes is one type of diabetes where people lose their ability to respond to insulin. This type
of diabetes has a strong genetic component, although it is also influenced by weight, exercise and diet.
This activity will address the genetic contribution to the development of type 2 diabetes. There are
many different inherited factors that influence the development of diabetes, so the inheritance of type 2
diabetes is complex.
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Resources of the National Institutes of Health
3
High Cholesterol
Cholesterol is a fat or lipid. You cannot live without it. Cholesterol is an essential part of your cell
membranes and hormones such as estrogen and testosterone are made from cholesterol. However, too
much cholesterol in the blood can lead to CVD.
Cholesterol is found in two forms in the bloodstream. One form, low-density lipoprotein (LDL), is
known as “bad” cholesterol since high LDL levels cause plaque buildup. When LDL levels are too
high, LDLs will enter and build up within the blood vessel walls. Once LDLs have accumulated in
the blood vessel wall, they can cause damage to the blood vessels causing further plaque buildup in the
area. The other form of cholesterol, high-density lipoprotein (HDL) does not enter the blood vessel
walls and is known as “good” cholesterol.
Our body is able to make cholesterol. We also eat cholesterol in meats, eggs, and other foods. Total
cholesterol levels, as well as the balance between the LDL and HDL forms of cholesterol, are
controlled by genetic factors as well as environmental factors such as weight, diet, and exercise. This
activity will look at the genetic factors only. As was the case with type 2 diabetes, there are several
different genetic components that influence cholesterol levels in the blood and the inheritance of these
factors is complex.
High blood pressure
Yet another inherited condition that leads to CVD is high blood pressure. Blood pressure
measurements have two numbers. One number represents the pressure within your arteries when the
ventricles of your heart are contracting. The second number represents the pressure within your
arteries when you heart is relaxed. High blood pressure puts stress on the blood vessel walls, causing
minor injuries that start or increase the plaque buildup process.
Blood pressure tends to increase with age as your arteries become less flexible and thus less able to
expand when the heart contacts and forces blood into the arteries. High blood pressure is caused by
both genetic factors, and environmental factors such as weight and diet. High blood pressure can be
influenced by several different genetic factors.
Warm Up:
1. In Activity 1, which substances caused the Daphnia heart rate to increase significantly?
Answers may include: caffeine and tobacco.
2. From which parent do you get your eye color?
Students will state whether they get their eye color from their mother or father.
3. Do you know anyone that has CVD?
Answers will vary.
4. If you were to inherit CVD, what could you do to improve your health?
Exercise, eat healthy food, and do not smoke.
Introduction and Scientific Question:
This activity is prescribed, but lends itself to considering probabilities of genetic inheritance. Students
with knowledge of probability and genetic inheritance may be able to consider the probable outcomes
and form a hypothesis, but the activity guides students through that process.
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Resources of the National Institutes of Health
4
Activity Procedures:
Review the “Experimental Design” text with the class and distribute the “Mother” and “Father” shape
bag to students.
The genes influencing the development of the different conditions leading to CVD are represented by
different shapes.
The round shapes represent genes influencing the development of type 2 diabetes. Each parent will
have six of these shapes.
The triangle shapes represent genes influencing the development of high cholesterol. Each parent will
have four of these shapes.
The square shapes represent genes influencing the development of high blood pressure. Each parent
will have four of these shapes.
1. Direct the students to draw an equal number of the same shapes (genes) from the both the bags
containing the mother’s and the father’s genes. This will be the genetic makeup of the children.
2. Please note that groups will have different outcomes from what they draw which will lead into
discussion of probability.
Wrap Up:
Have students present their results.
Discuss with students the nature of probability (for example, that just because a child has a parent that
is diabetic, it does not mean that the student is destined to have that condition. The potential is there
for the disease, but this does not guarantee the person will definitely will acquire the condition).
Extensions and Optional Substitutions:
• To extend this lesson, present the Transparency - “Genetic Counselor.”
• Have students measure their own blood pressure.
• Invite someone with type 2 diabetes, high cholesterol or high blood pressure to talk in class.
• Have a doctor come and discuss possible ways to prevent/control type 2 diabetes, high
cholesterol or high blood pressure.
• Have students research ways to prevent/control type 2 diabetes, high cholesterol, or high blood
pressure.
Resources:
American Heart Association has a variety of pages on heart structure, heart attacks, strokes, genetic
and environmental contributors to CVD, and suggested healthy habits
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
5
http://www.americanheart.org
National Institutes of Health also has a page summarizing CVD, complete with diagrams, and
discusses both genetic and environmental contributors to CVD.
http://www.nhlbi.nih.gov/health/public/heart/other/chdfacts.htm
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
6
Transparency – Type 2 Diabetes & High Cholesterol
Type 2 Diabetes
Type 2 diabetes is one type of diabetes. Diabetes is a disease in which the
body does not produce enough insulin or is unable to respond to insulin. In
type 2 diabetes, people lose their ability to respond to insulin. This type of
diabetes has a strong genetic component, although it is also influenced by
weight, exercise and diet. This form of diabetes usually begins with insulin
resistance, a condition in which fat, muscle, and liver cells do not use insulin
properly to regulate the amount of sugar in the blood. At first, the body
keeps up with the added demand by producing more insulin to help regulate
the body’s sugars, but eventually, it loses the ability to secrete enough insulin
in response to food. High levels of glucose in blood are one cause of minor
injuries to our blood vessels that leads to plaque buildup. Thus, diabetes is a
condition that can lead to the development of heart disease.
High Cholesterol
Cholesterol is a fat that is transported through the bloodstream. High density
lipoproteins (HDLs) are considered “good” cholesterol and the low density
lipoproteins (LDLs) are considered
“bad” cholesterol. LDLs are
responsible for clogging up and
blocking arteries; increasing the risk
for heart disease. HDLs prevent fat
buildup in arterial walls, carrying it
away from the arteries to the liver
where it is processed and eliminated.
In fact, most of your blood cholesterol
is produced in the liver. Cholesterol
may be obtained from food, but the liver produces all your body needs.
These good cholesterols help certain parts of our bodies, such as tissues and
hormones to function normally.
Transparency - Blood Pressure
Blood pressure is measured using a stethoscope, pressure gauge, and cuff
around the patient’s arm. Two measurements are taken: the systolic
pressure and the diastolic pressure. The systolic number is the amount of
pressure your heart uses to pump blood through the vessels. The diastolic
number is the pressure exerted when you heart is at rest.
Systolic
Blood
Pressure
Diastolic
Blood
Pressure
120
75 mm Hg
The higher the blood pressure, the greater the chance a person will have
serious problems such as heart attacks and strokes. High blood pressure
cannot be cured, but there are things one can do to prevent it – or to control it
if a patient has high blood pressure.
The National Institutes for Health tell us that:
• Blood pressure is less than 120/80 is the most desirable.
• Blood pressure from 120/80 to 129/84 is normal.
• Blood pressure from 130/85 to 139/89 is high normal.
• Blood pressure of 140/90 and higher is definitely hypertension
(which simply means elevated pressure of the blood in the arteries). It
is a disease in which chronic high blood pressure is the primary
symptom.
Transparency - Genetic Counselor
Duties and Responsibilities:
Genetic Counselors work with patients and families who have genetic, or
inherited, disorders and birth defects. They also counsel people who are at
risk for these problems. Genetic counselors often:
• Educate patients and families
about their conditions and how
they might best manage their
problems.
• Examine family histories to
determine the likelihood of
genetic problems.
• Assist patients and families in
reaching decisions about genetic
disorders that do not conflict
with their religious or ethical values.
• Conduct research about genetic disorders.
• Educate medical professionals and the general public about genetic
disorders.
Average Salary: $25,000 - $55,000
Educational Requirements:
Students interested in becoming genetic counselors should take a challenging
high school curriculum that emphasizes science and mathematics.
A college degree and a master's degree are required, and most graduate
programs require a strong undergraduate background in biology, chemistry,
and behavioral science. Many states require genetic counselors to be
certified.
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 3: “All Clogged Up”
Grade Level: 6-9
National Science Content Standards: A, C, F
Purpose:
To design structural models of clogged arteries and to design an experiment that
demonstrates how atherosclerosis affects the flow of blood.
Objectives:
After completing this exercise students will be able to:
• Describe how different levels of vessel blockage lead to a reduction of blood
flow.
• Design structural models of clogged arteries.
• Design a simple experiment.
Suggested Time Period:
Two 45-minute periods
Prerequisite Skills:
- Blood vessel structure and function
- Calculating the mean
Materials:
-Clay or putty
-Something to represent the arteries like a paper towel tube.
-Graduated cylinders
-Water (with red food coloring added to simulate blood color – optional)
-Containers for collecting liquid after it flows through the tube
-Stopwatch or clock with second hand where students in the classroom can see it
(Other materials that you come up with as a class to create clogged artery models.)
-1.5" x 2" Sticky Notes (8 per group)
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Artery - \ ART err eee\ The muscular vessels that carry blood away from the heart.
Atherosclerosis - \ath err row scla ROW sis\ The hardening of the arteries accompanied
by the deposition of fat on the inner walls.
Blood Clots - \blud clot\ Non-flowing blood that is coagulated.
Control Group - \con • TROLL groop\ In an experiment, the group that does not
receive any treatment or change.
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.
Fair Test - \fayr test\ When all variables and conditions are held the same throughout the
experiment, only changing your independent
Heart Attack - \hart AH • tack\ A serious, sudden heart condition usually characterized
by varying degrees of chest pain or discomfort, weakness, sweating, nausea, vomiting,
and arrhythmias, sometimes causing loss of consciousness. A heart attack occurs when
the blood supply to a part of the heart is interrupted, causing death and scarring of the
local heart tissue. Since the area affected may be large or small, the severity of heart
attacks vary, but they are often a life-threatening medical emergency which demand both
immediate attention and activation of the emergency medical services.
Hypothesis – \hy• PAHTH • eh • sis\ An educated guess. A prediction or possible
explanation based on known facts.
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.
Plaque - \plack\ A stick or pasty substance made from dead cells, fats, and calcium. Can
be found on the inside of arteries and can lead to a very serious reduction or stoppage of
blood flow.
Stroke – \strohk\ A dangerous medical condition caused by a blockage or breakage of an
artery in the brain.
Trial - \TRI • all\ The process of testing something in an experiment more than once.
Misconceptions:
• Students may think the experiment is over when the data collection stage is
finished. Have questions ready to prompt answers for conclusions and consider
allowing the students to have time to finish the lab as homework. Gather class
data and graph entire class results.
Special Needs Considerations
Heterogeneous grouping may allow sharing of ideas for completion of the procedure
steps of a similar inquiry lab.
Background:
What is Atherosclerosis?
Atherosclerosis (ath"er-o-skleh-RO'sis) comes from the Greek words athero (meaning
gruel or paste) and sclerosis (hardness). It is the name of the process in which deposits of
fatty substances, cholesterol, cellular waste products, calcium and other substances build
up in the inner lining of an artery. This buildup is called plaque. It usually affects large
and medium-sized arteries. Some hardening of arteries often occurs when people grow
older.
Plaques can grow large enough to significantly reduce the blood's flow through an artery.
However, the greatest damage occurs when arteries become fragile and rupture. Plaques
that rupture cause blood clots to form that can block blood flow or break off and travel to
another part of the body. If either happens and blocks a blood vessel that feeds the heart,
it causes a heart attack. If it blocks a blood vessel that feeds the brain, it causes a stroke.
And if blood supply to the arms or legs is reduced, it can cause difficulty walking and
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eventually lead to gangrene (death and decay of body tissue, often occurring in a limb,
caused by insufficient blood supply and usually following injury or disease.).
How Does Atherosclerosis Start?
Atherosclerosis is a slow, complex disease that typically starts in childhood and often
progresses when people grow older. In some people it progresses rapidly, even in their
third decade. Many scientists think it begins with damage to the innermost layer of the
artery. This layer is called the endothelium (en"do-THE'le-um) (a thin layer of flat
epithelial cells that lines serous cavities, lymph vessels, and blood vessels.). Causes of
damage to the arterial wall include:
•
•
•
•
elevated levels of cholesterol and triglyceride in the blood
high blood pressure
tobacco smoke
diabetes
Tobacco smoke greatly worsens atherosclerosis and speeds its growth in the coronary
arteries, the aorta and arteries in the legs (the coronary arteries bring blood to the heart
muscle; the aorta is the large vessel that the heart pumps blood through to the body).
Because of the damage to the endothelium, fats, cholesterol, platelets, cellular waste
products, calcium and other substances are deposited in the artery wall. These may
stimulate artery wall cells to produce other substances that result in further buildup of
cells. These cells and surrounding material thicken the endothelium significantly. The
artery's diameter shrinks and blood flow decreases, reducing the oxygen supply. Often a
blood clot forms near this plaque and blocks the artery, stopping the blood flow.
What Does Research Show?
Males and people with a family history of premature cardiovascular disease have an
increased risk of atherosclerosis. These risk factors cannot be controlled. Research shows
the benefits of reducing the controllable risk factors for atherosclerosis:
•
•
•
•
•
•
High blood cholesterol (especially LDL or "bad" cholesterol over 100 mg/dL)
Cigarette smoking and exposure to tobacco smoke
High blood pressure
Diabetes mellitus
Obesity
Physical inactivity
Research also suggests that inflammation in the circulating blood may play an important
role in triggering heart attacks and strokes. Inflammation is the body's response to injury,
and blood clotting is often part of that response. Blood clots, as described above, can
slow down or stop blood flow in the arteries.
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Treatment
To some extent, the body will protect itself by forming new blood vessels around the
affected area.
Medications may be recommended to reduce fats and cholesterol in your blood; a low-fat
diet, weight loss, and exercise are usually suggested. Control of high blood pressure is
also important. Aspirin, ticlopidine, and clopidogrel (inhibitors of platelet clumping) or
anti-coagulants may be used to reduce the risk of clot formation.
Balloon angioplasty uses a balloon-tipped catheter to flatten plaque and increase the
blood flow past the deposits. The technique is used to open the arteries of the heart and
other arteries in the body. Another widely used technique is stenting, which consists of
implanting a small metal device inside the artery (usually following angioplasty) to keep
the artery open.
Surgically removing deposits may be recommended in some cases. A bypass graft is the
most invasive procedure. It uses a normal artery or vein from the patient to create a
bridge that bypasses the blocked section of the artery.
Introduction and Warm Up:
Walk the students through the warm up activity. Explain how heart attacks are caused by
plaque build up in the coronary arteries and that stuffing gum into a straw has the same
sort of affect that plaque builds up has on an artery. Review the Daphnia lab and ask the
students if substance X affected the Daphnia by increasing the heart rate, what would
happen to their hearts if the same treatment were applied to them.
Activity Procedures:
Divide your students into groups of two to four. Inform your students that each group
will be designing an experiment and designing the methods to do the experiment; but
first, all groups will participate in a brainstorming session about both the dependent
variable and the possible independent variables for the experiment. Remember, in each
step, it may be necessary for you to review how it relates to the steps of the scientific
method and designing their experiments.
Scientific Process Procedures:
The structure of the question, the hypothesis, and the conclusion are sometimes difficult
for students because it is quite different than everyday talk. This structure needs to be
explicitly taught, so if your students have had little experience with the scientific process,
allow enough time to model the unique structure of these.
I. Defining Your Dependent Variable:
Dependent Variable: The time it takes blood to flow through the vessel.
Brainstorm with your students what can be used as a replacement for blood and how it
will be measured. You may need to suggest using water with red food coloring as a
substitute for “blood.”
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In your discussion, lead students toward the idea that there will be a time factor in a
clogged artery, affecting the rate at which it will flow through (time it takes for a liquid
[in place of blood] to flow through a vessel).
Provide a sticky note for students to write their dependent variable and place on their
worksheet.
II. Determining Things You Can Change (Independent Variable) That May Affect A
Dependent Variable:
The “percent of blockage” is the independent variable.
Students are now presented with four sticky note boxes to write their top selections of
independent variables to consider. Guide the students toward the full range of the percent
of blockage that might impair the flow of blood through a vessel to the percent of
blockage that a fluid could barely flow through. For example, 5% blockage will not
impair the flow of blood like a 50% blockage. Discussion of the extremes will help
students determine the percentage of blockage to use in their experiment.
The students will have to determine how much blockage they have in the tube. To
describe the concept of “percent blockage,” draw a pie chart on the board and shade
differing amounts of area so students can relate to how much “blockage” is a certain
percent.
III. Experimental Design - Identifying Variables:
From list of the four top independent variables, each student group will select their
variables by moving the sticky notes or rewriting each selected variable.
IV. Question:
Students are asked to write their question in a complete sentence. Check that students’
questions contain both the independent and dependent variables. For example:
Will a 2% blockage (independent variable) in an artery (or vessel) affect the time it takes
a liquid to pass through the vessel (dependent variable)?
V. Hypothesis:
Students are asked to write a hypothesis that is based on what they think might happen to
the dependent variable when they manipulate the independent variable. Guide students
toward thinking of how it would compare to a healthy artery or vessel (a control artery).
Hypotheses will have the following structure:
If a blood vessel is clogged with a 2% blockage (independent variable),then the time it
takes a liquid to flow through the vessel (dependent variable) would be about the same as
a healthy artery.
VI. Experimental Method Design:
Students are now asked to create a model of what is happening inside a damaged artery to
test their hypothesis. They are asked, “What everyday materials could you use to create a
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model of what is happening inside a damaged artery?” Remind the students of the warm
up question that considered gum in a straw. Get them to think about what everyday
things are long and circular – shape of a tube. Then, get them to think about what could
clog up the tube. If students have difficulty with the questions to create their method for
their experiments, brainstorm ideas as a class.
List of Ideas for Tubes to Use
Paper towel tubes
Gift wrapping paper tubes
Rubber tube
Portion of a hose
PVC pipe
Plastic tube (wide enough to observe flow)
List of Ideas for the Clog
Clay
Putty
Calking
Toothpaste
Oatmeal
Gum
Cutting the tubes in half makes it easier to observe and pour the blood through the artery
as well, but it is not necessary.
Help the students design their tubes by again referring to the pie chart. This will aid them
into make the blockages in the tube accurate. Additionally, help guide them in coming
up with a control for the experiment. Ask them, “what would constitute the control for
this experiment and how would it differ from the model they create? Would it have to
have similar features as their experimental model? What would be different? What
would be the same?”
VII. Finishing the Experimental Design:
Keeping Things Fair: The students are asked to respond to what they will keep the same
or fair in their experiments. Assess their responses to determine if more review is
necessary. What will be the kept the same between the control and the experimental
models? What will be kept the same for the experimental procedures? How many trials
will they be doing?
Inquiry Lab Procedures:
1. The students will gather the materials needed for their experiments. It will be
necessary to review and remind them that everything must be constant between
the control model and their experimental model except one thing – the size
(percentage) of the clog. That means, even deciding how to pour in the liquid and
when to start and stop the stopwatch as they are timing the flow. Do they pour the
water in from a foot above the artery or a couple inches? When do they start the
stopwatch? Do they stop the stopwatch after the last drop or do they stop when it
starts to drip? Beyond the above details to keep things constant (the same or fair),
if the students’ experimental designs are adequate and your students know how to
do their measurements, they are ready to gather materials and begin. If not,
review and model any procedures that are unclear. Then, proceed to step 2.
2. There are blanks in the data tables that need to be filled out. Instruct each group
to fill in those blanks and check student work.
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3. Emphasize that students must follow their experimental design as they record
their data.
4. Conclusions – have the students write their answers to the conclusion questions.
Wrap Up:
Discuss the experiment with students. Did their models work? What could they have
done differently? What did they learn from this experiment? Will this knowledge change
how they maintain their own health?
Assessment:
Questions:
1. At what percentage of blockage do we first see an increase in the time it takes for
the blood to flow through the tube?
2. What happens to the areas on the other side of the blockage? Think about flow
and oxygen.
3. What is a heart attack?
4. How are strokes and heart attacks related?
Extensions and Optional Substitutions:
• Blow up a balloon until it breaks to simulate what can happen to a clogged blood
vessel as pressure builds up behind the clot.
• Looking at the figure of the heart and point out the arteries and blood vessels.
Resources:
This URL provides a description of heart attacks and factors causing them; including a
short video clip about coronary arteries.
http://www.pbs.org/healaheart/thequietenemy/coronary.html
From this page, if you click on “Heart Stopper” you will find an activity similar to this
one but slightly more advanced.
http://www.ncabr.org/educators/lessons.html
American Heart Association has a variety of pages on heart structure, heart attacks,
strokes, genetic and environmental contributors to CVD, and suggested healthy habits.
http://www.americanheart.org
National Institutes of Health also has a page summarizing CVD, complete with diagrams,
and discusses both genetic and environmental contributors to CVD.
http://www.nhlbi.nih.gov/resources/docs/cvdrpt.htm
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CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 4: “Lethal Dose”
[adapted from a similar activity developed in the Entomology Department at Purdue University]
Grade Level: 6-9
National Science Content Standards: A, F
Purpose:
The purpose of this activity is to have students conduct an experiment that illustrates the
affects of nicotine on Drosophila hearts.
Objectives:
After completing this exercise students will be able to:
• Describe how tobacco is toxic to animals, including insects.
• Explain that nicotine is the component of tobacco that is toxic and that causes
tobacco to be addictive.
• Form hypotheses, identify variables, and draw conclusions.
Suggested Time Period:
One or two 45 minute periods
Prerequisite Skills:
Collecting data
Materials:
(per student group)
• 20 wingless flies (Carolina Biological cat# ER-14-4455, $4.90 per culture, 1-800334-5551)
• 4 plastic Petri dishes or other small containers with lids for holding flies
• 1 artist paintbrush per group to take fruit flies out of container and place into Petri
dishes
• 1 canister of fine cut chewing tobacco – the kind that comes in the small, round
cans.
• Measuring spoons (1/8 tsp, 1/4 tsp, 1/2 tsp) to pre-measured amounts of tobacco.
• Clock with a second hand or stopwatch.
• Toxicology props would be useful – measure out 50 mg of sand or some kind of
substance and place it in a jar. Be dramatic with illustrations: 50 mg = 2.5 packs
of cigarettes.
Note: Care should be taken to prevent students from removing tobacco from the lab for
personal use.
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Anxiety - \ang • ZY • et • ee\ Refers to a complex combination of negative emotions that
includes fear, apprehension and worry, and is often accompanied by physical sensations
such as palpitations, nausea, chest pain and/or shortness of breath.
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.
Depression - \dee • PRESS • shun\ A medical condition identified by clusters of
symptoms such as markedly-decreased mood, motivation, interest, energy levels, etc.
Dose - \dos\ A specified amount that is contained in a drug or medicine.
Drosophila - \dro • SOPH • ill • uh\ A genus of small flies that feed on unripe or ripe
fruit.
Endorphins - \en • DOR • fins\ Natural pain killers released by the pituitary gland.
Hypothesis – \hy• PAHTH • eh • sis\ An educated guess. A prediction or possible
explanation based on known facts.
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.
Irritability - \ear • it • ah • BILL • it • ee\ An excessive response to stimuli.
Knock Down - \knok douwn\ The twitching and passing out of fruit flies.
Lethal - \LEE •thal\ Capable of causing death.
Mutation - \meu • TA • shun\ Changes to the genetic material, usually DNA or RNA.
Mutations can be induced by chemicals or radiation, or can occur naturally.
Neuron - \NEW • ron\ Specialized cells of the nervous system which transmit signals
through a synapse.
Nicotine - \NIK • oh • teen\ A highly addictive chemical found in tobacco plants.
Reward Center - \re • WARD SEN • ter\ The place in the brain that releases the
neurotransmitter called dopamine that allows you to feel pleasure.
Misconceptions:
• In this experiment, students often believe the Drosophila are dead--they are not,
although they may be very incapacitated.
• Students may think the activity is over once all data is collected. Have questions
ready to prompt answers for conclusions and consider allowing the students to
have time to finish the lab as homework
Special Needs Considerations
Heterogeneous grouping may allow sharing of ideas for completion of the procedure
steps of a similar inquiry lab.
Background:
Drosophila melanogaster is a fruit fly, a little insect about 3mm long, that often
accumulates around spoiled fruit. It is also one of the most valuable of organisms in
biological research, particularly in genetics and developmental biology. Drosophila have
been used as a model organism for research for almost a century. Drosophila remain a
popular research organism. Its relevance to human research was recognized by the award
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of the Nobel Prize in medicine/physiology to Ed Lewis, Christiane Nusslein-Volhard and
Eric Wieschaus in 1995.
Why Work with Drosophila?
Drosophilia are popular research subjects because so much is already known about them.
In addition, they are small, have a short life cycle of just two weeks, are inexpensive,
easy to work with and easy to keep in large numbers.
Tobacco refers to broad-leafed plants of the nightshade family indigenous to North and
South America which are dried and cured for smoking material: cigar, cigarette, smoking
pipe, or water pipe or a hookah. Tobacco is also chewed, "dipped" (placed between the
cheek and gum), and sniffed into the nose as finely powdered snuff.
Tobacco contains the alkaloid nicotine, a powerful neurotoxin that is particularly harmful
to insects. All means of consuming tobacco result in the absorption of nicotine in varying
amounts into the user's bloodstream, and over time the development of tolerance and
dependence. Absorption quantity, frequency and speed seem to have a direct relationship
with how strong a dependence and tolerance, if any, might be created. A lethal dose of
nicotine is contained in as little as one half of a cigar or three cigarettes; however, only a
fraction of the nicotine contained in these products is actually released into the smoke,
and most clinically significant cases of nicotine poisoning are the result of concentrated
forms of the compound used as insecticides.
Tobacco smoking carries significant risks including the potential to develop various
cancers as well as strokes, and severe cardiovascular and respiratory diseases.
Significantly shorter life expectancies have been associated with tobacco smoking. Many
jurisdictions have enacted smoking bans in an effort to minimize possible damage to
public health caused by tobacco smoking.
Introduction and Warm Up:
Read the Background on Nicotine with your class. Inquire about students’ background
knowledge about the words in the title by asking: What does lethal mean? What does
dose mean? Be dramatic about presenting the lethal dose of nicotine – use props as
described in the materials section. Compare your 50 mg of sand to the amount of tobacco
a person might use in one pinch of chew. Discuss how this amount is only 2.5 packs of
cigarettes.
After reading the Introduction, demonstrate what “knock-down” is – that it does not mean
dead, so that the students have a better understanding about the observations they will
make in the activity. Twitching and acting like you are about to pass out gets the concept
across. Describe the procedures of the activity to help them begin to visualize the
procedures to help them form a hypothesis before doing the experiment.
Activity Procedures:
Lab Preparation
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Label the Petri dishes with the amount of tobacco (i.e., 1/8, 1/4, 1/2 tsp). Add the
amount of tobacco into each Petri dish accordingly. Shake the dish until the entire dish is
coated with the juice from the tobacco. Pour out the residual tobacco. Each student
group will be given Petri dishes with each amount of tobacco. The residual nicotine lasts
for five class periods, but the “time to knock-down” takes longer each period. Students
should note that no knock-down occurs with the 0 tsp tobacco Petri dish of fruit flies.
Scientific Question
The question is provided for the students.
Hypothesis
Students are asked to form a hypothesis about how the amount of nicotine will affect the
time to knock-down. It is recommended that you describe the procedures of the activity
to help them form their educated guess with more background information about what
they are doing (what they will be measuring) by walking the students through the idea
that the amount of tobacco in the dish will affect how long it will take for the Drosophila
to become knocked down. Guide students into thinking about greater and lesser amounts
of tobacco. They do not need to form a hypothesis for each amount of tobacco that will
be used in the experiment.
Variables
The amount of tobacco is the independent variable and time is the dependent variable.
Help your students come up with these responses.
Lab Procedures:
1. Instruct students to use the paintbrush to remove 5 fruit flies from their container
and transfer them to the Petri dish labeled “0 tsp.” Students will be timing the
control group of fruit flies for the entire class period. Have them note the time
they placed the flies into the container and have them observe the flies,
periodically, throughout the period to see if they go to knock-down – they will not
go to knock-down.
2. Instruct students to use the paintbrush to remove 5 fruit flies from their container
and transfer them to another Petri dish. It does not matter which container the
students begin with, but it does matter that they place their data in the correct
column on the data table.
3. As soon as all fruit flies are in the container, a student should start the stopwatch
or watch the time on a clock with a second hand.
4. As soon as all 5 flies are experiencing knock-down, the stopwatch or timing
should be stopped and the amount of time to knock-down should be recorded in
the correct slot on the data table.
5. Repeat steps 2-4 for the other amounts of tobacco.
Wrap Up:
The students have conclusion questions to respond to, but the data from the entire class
becomes more meaningful if all student data is collected, graphed and discussed.
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Assessment:
At the end of the student worksheets, there is a short unit assessment that encompasses
Activities 1-4. Use this as a guide for how students are progressing with their learning
gains.
Answer Key for the Assessment
1. True
2. False
3. False
4. True
5. True
6. True
7. True
8. True
9. The hardening of the arteries accompanied by the deposition of fat on the inner
walls.
10. The type of damage that leads to plaque buildup is a small, minor injury to the
artery wall. Some of the things that cause these small injuries include: eating
fatty foods, smoking cigarettes, being overweight, high cholesterol, high blood
pressure, and diabetes.
11. Alcohol, tobacco, sleeping aids, etc.
12. Stop or never begin smoking, watch what I eat, and exercise.
Resources:
How Stuff Works - Nicotine
http://health.howstuffworks.com/nicotine.htm
Neuroscience For Kids - Nicotine
http://faculty.washington.edu/chudler/nic.html
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CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 5: “Heart Bypass Surgery”
Grade Level: 6-9
National Science Content Standards: C, F
Purpose: The purpose of this activity is to familiarize students with the parts of the heart,
the physical conditions of a heart attack, and heart bypass surgery.
Objectives:
After completing this exercise students will be able to:
• Identify the chambers, major blood vessels and valves of the heart.
• Accurately describe the flow of blood through the heart.
• Describe the events that lead to a heart attack.
Suggested Time Period:
Two 45-minute periods
Materials:
• Sheep or Pig Hearts – these can often be obtained from local slaughterhouses
with advanced notice. Alternatively, preserved hearts may be ordered in advance
from Carolina Biological Supply Company.
o Pig Heart cat# ER-22-8560 $5.00 ea/ $4.25 ea for ten or more
o Sheep Heart cat # ER-22-8770 $3.25 ea/ $2.40 ea for ten or more
• Mark the coronary artery on each of the hearts with permanent marker (to
represent the blockage for the bypass activity)
• Dissecting pans
• Scissors or scalpels
• Gloves and lab coats (optional)
• Transparency – Dissection – Pages 1-4
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Aorta - \aye • OR • tah\ The large blood vessel connected to the left ventricle of the
heart. This artery supplies oxygenated blood to the rest of the body.
Aortic Valve – \ay• OR• tik valv\ The “one way door” that controls the flow of blood
between the left ventricle and the aorta.
Apex - \APE • echs\ The pointed bottom part of the heart that is away from all the blood
vessels entering the upper portion of the heart.
Blockage - \BLOK • ayge\ An obstruction preventing flow of materials through the
designated pathway.
Bypass Surgery - \BY • pass SURGE • er • ee\ An operation of the heart that bypasses
blockage in an artery by rerouting blood through a newly inserted vessel.
Cardiologist - \card • ee • OL • oh • gist\ A medical professional that is trained to
diagnose and treat heart problems.
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.
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.
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.
Probe - \proube\ A sharp needle-like object used in dissections to point out or move
structures.
Plaque - \plack\ A stick or pasty substance made from dead cells, fats, and calcium. Can
be found on the inside of arteries and can lead to a very serious reduction or stoppage of
blood flow.
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.
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.
Tendons - \TEN • dons\ The connective tissue that connects muscle to bones, in the case
of the heart the tendons open and close the valves within the heart.
Tricuspid Valve – \TRY • kus • pid valv\ The “one way door” that controls the flow of
blood from the right atrium to the right ventricle.
Vena Cava – \VEE • nuh KAY • vuh\ One of the blood vessels that takes blood from
the body to the right atrium of the heart.
Misconceptions:
• Students may have the misconception that regular doctors perform cardiac
surgery.
• Students may not realize blockages in the coronary arteries can be very
dangerous.
• Students may not know that, in some cases, the heart must be stopped for the
bypass procedure to be carried out.
Special Needs Considerations:
Heterogeneous grouping may help students requiring more assistance.
Background:
Review material for heart structures located in CardioHEADS Level I, Activity 2.
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2
What is coronary artery bypass surgery?
This is a type of heart surgery. It's sometimes called CABG ("cabbage"). The surgery
reroutes or "bypasses" blood around clogged arteries to improve blood flow and oxygen
to the heart.
Why is this surgery performed?
The arteries that bring blood to the heart muscle (coronary arteries) can become clogged
by plaque (a buildup of fat, cholesterol and other substances). This can slow or stop blood
flow through the heart's blood vessels, leading to chest pain or a heart attack. Increasing
blood flow to the heart muscle can relieve chest pain and reduce the risk of heart attack.
How is coronary bypass done?
Surgeons take a segment of a healthy blood vessel from another part of the body (usually
the leg) and make a detour around the blocked part of the coronary artery.
•
•
•
An artery may be detached from the chest wall and the open end attached to the
coronary artery below the blocked area.
A piece of a long vein in your leg may be taken. One end is sewn onto the large
artery leaving your heart -- the aorta. The other end of the vein is attached or
"grafted" to the coronary artery below the blocked area.
Either way, blood can use this new path to flow freely to the heart muscle.
A patient may undergo one, two, three or more bypass grafts, depending on how many
coronary arteries are blocked.
What happens after bypass surgery?
Patients usually stay in the hospital at least three to five days while they are assessed and
monitored. Most people with sedentary office jobs can return to work in four to six
weeks. Those with physically demanding jobs must wait longer.
Introduction and Warm Up:
Guide the students to answer the warm up questions.
1. What is the cause of heart attacks?
Blockage of the coronary arteries, that causes irregular rhythms of the heart.
2. If arteries leading to the heart are blocked, what happens to the part of the
heart that is starved of oxygen?
The area of the heart downstream from the blockage becomes starved for oxygen
and nutrients, eventually the tissue will die and is replaced be scar tissue.
3. What might a doctor do to repair arteries that are blocked and leading to the
heart itself?
Heart bypass surgery.
When students have completed the warm up, discuss their answers as a class.
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Health Career
Cardiologist career information is provided for students. This information sheet could be
read as homework or in class. Allow students some time to discuss whether or not they
would be interested in a career as a cardiologist. Additional cardiologist information is
provided in the box below:
Cardiologist
Cardiologists are medical doctors who specialize in the diagnosis and treatment of
diseases or conditions of the heart and blood vessels, such as chest pain (angina), irregular
heart rhythms, high blood pressure, heart failure, or heart attacks.
Cardiologists administer tests that indicate how well a person's heart is working, such as a
treadmill test (exercise electrocardiogram), and perform procedures such as cardiac
catheterization and angioplasty. They can further specialize in interventional cardiology
(the use of mechanical treatment methods, such as angioplasty) or electrophysiology
(treatments involving the heart's electrical system) and may also specialize in treating
specific age groups, such as a pediatric cardiologist, who only treats children.
Activity Procedures:
Dissection
Review the included photos on the Transparencies (under resources of this document).
These photos provide a visual guide for the dissection procedures and the identification
of some of the heart structures.
Heart Bypass Surgery
NOTE: Be sure to mark the hearts where the blockages occur in the coronary arteries.
Consider marking more than one artery to make the procedure a double or triple bypass.
Guide the students through the bypass procedures:
1.) Find the blocked artery or arteries on the sheep heart.
2.) Find the aorta.
3.) Take a piece of tubing or drinking straw.
4.) Cut a hole just big enough for the tube to fit into in the aorta.
5.) Decide where you want to connect the other end of the tube. Remember that you are
trying to create a detour or bypass around the blockage by delivering blood through the
tube to the areas that are not getting blood because of the blockage.
6.) Cut a hole just big enough for the tube to fit into in the blocked artery.
7.) Insert the tube into both holes. You may need to cut the tube so that it is shorter.
If this were a real surgery, the doctor would sew the ends of the tube to the aorta and
artery, and a blood vessel from another part of the body would be used instead of a tube.
Wrap Up:
Discuss the dissection and bypass with the students. What did they find interesting?
Surprising? Gross?
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Discuss the students’ conclusions for both the dissection and the bypass.
Dissection Conclusion Responses:
1. Aorta and to the rest of the body.
2. Into the pulmonary artery and to the lungs.
3. Oxygenated blood enters the heart via the left ventricle.
Heart Bypass Conclusion Responses:
1. Heart bypass surgery is performed on a heart that has blocked coronary arteries.
The bypass is performed to allow blood to the part of the heart deprived of
oxygenated blood due to the blockage.
2. A place to start to prevent blockages is to eat healthy foods and exercise.
Remember from Activity 3, plaque build up starts at an early age, so it is
important to develop a healthy lifestyle early in life.
Assessments:
Check student responses to the dissection and heart bypass questions. Assess the students
as they perform the dissection and bypass surgery.
Extensions and Optional Substitutions:
• Instead of dissection, have students construct model hearts out of clay.
• If the school has a heart model available, have students compare the pig or sheep
heart to the human heart model.
• Have students take digital photos of their hearts at various stages of dissection and
create a web page or CD photo album of their dissection.
Resources:
Online sheep heart anatomy.
http://www.gwc.maricopa.edu/class/bio202/heart/anthrt.htm
Step by step pig heart dissection with color photos.
http://www.heartlab.robarts.ca/dissect/dissection.html
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5
Transparency – Dissection – Page 1
Figure 1. View of the heart with apex pointing down. The heart is positioned as it would
be if you looking at the animal lying on its back.
Apex
Transparency – Dissection – Page 2
Figure 2. Probe is positioned in right atrium.
Figure 3. Probe is positioned in right ventricle.
Transparency – Dissection – Page 3
Figure 4. Probe is positioned in left atrium.
Figure 5. Probe is positioned in left ventricle.
Transparency – Dissection – Page 4
Figure 6. Bicuspid valve. Note string-like tendons.
Figure 7: Probe extending from pulmonary vein into left atrium.
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 6: “The Rhythm of the Beat”
Grade Level: 6-9
National Science Content Standards: C, E
Purpose:
The purpose of this activity is to introduce students to the electrical impulses created by
the heart, the methods of monitoring these impulses through the use of the EKG machine,
and the way heart function is represented in an EKG waveform.
Objectives:
After completing this activity, students will be able to:
• Explain that an EKG records the electrical activity generated by contraction of
heart muscle.
• Understand that the heart’s nodes of electrical conductivity are responsible for
maintaining a regular heart rate.
• Evaluate EKG patterns from various patients.
Suggested Time Period:
Two 45-minute periods
Prerequisite Skills:
• Heart anatomy (refer to CardioHEADS Level I Activity 2)
• Electrical charge
• Starting up the computer, opening applications, and using the mouse
Materials:
Transparency - Normal Components of the EKG Waveform
Transparency - Additional Examples of EKG Patterns
If Pasco EKG Sensors are available:
Computers
USB Links
EKG Sensors
EKG Electrodes (additional electrodes can be purchased from Pasco 1-800-772-8700,
pack of 100 electrodes, cat# CI-6620, $15)
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Atrial Fibrillation - \ATE • real fib • rill • AYE • shun\ An abnormal heart rhythm
which involves the two small, upper heart chambers. Impulses of the sinoatrial node are
replaced by disorganized, rapid electrical impulses which result in irregular heart beats.
AV node – \ay • vee nohd\ A cluster of cells that generates regular electrical charges and
transfers an electrical signal from the atria to the ventricles.
Defibrillator – \dee • FIB • rih • lay • ter\ A device used to restore a regular rhythm to
someone’s heart using an electrical charge.
Electrocardiogram (EKG) – \ee • LEK • troh • KAR • dee • oh • gram\ A record of
the electrical activity of the heart. Doctors use EKGs to detect and diagnose heart
problems.
Heart Attack - \hart AH • tack\ A serious, sudden heart condition usually characterized
by varying degrees of chest pain or discomfort, weakness, sweating, nausea, vomiting,
and arrhythmias, sometimes causing loss of consciousness. A heart attack occurs when
the blood supply to a part of the heart is interrupted, causing death and scarring of the
local heart tissue. Since the area affected may be large or small, the severity of heart
attacks vary, but they are often a life-threatening medical emergency which demand both
immediate attention and activation of the emergency medical services.
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.
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.
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.
Sinus Tachycardia - \SIGH • nus tack • ee • CARD • ee • ah\ A rhythm with elevated
rate of impulses originating from the SA node, defined as a rate greater than 100
beats/min in an average adult.
Stroke – \strohk\ A dangerous medical condition caused by a blockage or breakage of an
artery in the brain.
P Wave – \pee wayv\ Part of an EKG pattern that shows the electrical stimulation from
the SA node that causes the atria to contract.
P-R Interval – \pee ar IN • ter vul\ The time that it takes for electrical impulse to travel
through the AV node.
QRS Complex – \kyoo ar es CAHM • pleks\ Part of an EKG pattern that shows the
electrical stimulation from the AV node that causes the ventricles to contract.
Q-T Interval – \kyoo tee IN • ter vul\ The time that it takes for electrical impulse to
cause ventricles to contract and then return to beginning state.
SA Node – \es ay nohd\ A cluster of cells that generates regular electrical charges,
which sends the electrical signal that causes the atria to contract in a regular rate and
pattern of beats.
T Wave – \tee wayv\ Part of an EKG pattern that shows the return of the heart to its
electrical state before the next time the atria contract.
Ventricular Fibrillation - \ven • TRICK • you • lar fib • rill • AYE • shun\ A cardiac
condition that consists of a lack of coordination of the contraction of the muscle tissue of
the large chambers of the heart that eventually leads to the heart stopping altogether.
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2
Misconceptions:
• In this activity, students have expressed the belief that one EKG pattern defines
the patients’ condition.
• Students often believe that patients are easily revived with the defibrillator.
Special Needs Considerations:
Heterogenous grouping may help students requiring more assistance.
Background:
An electrocardiogram, or EKG, is a graphical recording of the electrical events occurring
within the heart. Because an EKG is a recording of the heart’s electrical events, it is
valuable in diagnosing diseases or ailments that damage the conductive abilities of the
heart muscle. When cardiac muscle cells are damaged or destroyed, they are no longer
able to conduct the electrical impulses that flow through them. This causes the electrical
signal to terminate at the damaged tissue or be directed away from the flow of the signal.
The termination or redirection of the electrical signal will alter the manner in which the
heart contracts. A cardiologist can look at a patient’s electrocardiogram and determine
the presence of damaged cardiac muscle based on the time interval between electrical
events.
A technician will begin the EKG by placing 10 to 12 electrodes at various points on your
body. The electrodes are attached to wires, called leads, which are attached to the EKG
machine. Various EKG patterns are exhibited from the leads attached to different
locations of the body. The diagnosis of the normal EKG is made by excluding any
recognized abnormalities. Analysis is, therefore, quite comprehensive.
Introduction:
To introduce this activity, guide students through the various components of the EKG. A
transparency “Normal Components of the EKG Waveform” is provided at the end of this
document.
Health Career
Electrocardiogram Technician career information is provided for students. This
information sheet could be read as homework or in class. Allow students some time to
discuss whether or not they would be interested in a career as an Electrocardiogram
Technician.
Activity Procedures:
In Activity 5, students reviewed the parts of the heart including the four chambers. In the
student Background Information, students are introduced to the two regions of the heart
that contain cells that generate regular electrical signals. Use the student text and the
“Normal Components of the EKG Waveform” transparency to continue the discussion
about the components of the EKG and the function of the nodes that trigger the electrical
functions of the heart. Point out the examples of the normal and abnormal components of
the EKG.
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Additional Examples of EKG Patterns
Show the students the additional examples of the EKG patterns by using the transparency
“Additional Examples of EKG Patterns” and have the students follow along by circling
the differences they see in the patterns. These are the exact same patterns that will be
used in Activity 8 for some of the patient scenarios.
Situation in the Emergency Room
This section uses what students may have observed on television to show how a patient’s
EKG is monitored and how it can change through time. This also prepares students for
their observation of EKG patterns in Activity 8.
Measuring Your Own EKG
1. If you have the Pasco Scientific EKG sensors, divide the class into groups of two
to three. For EKG sensor methods, see the supplemental document: Pasco Equip
Teach Guidelines.doc.
2. Have student complete the data table for their EKGs. Guide them to use the
Complete Waveform pattern to help them find their waveforms on the computer.
Wrap Up:
To wrap up this activity ask students to explain the following:
• The process involved in contracting the heart.
• The process of diagnosing heart trouble.
• The relationship between the different components of the EKG and the heart
function.
Assessments:
The following questions serve as good assessments for this activity:
1.) What causes your heart contract?
2.) What components of the heart cause it to contract?
3.) Name a few conditions doctors may find by looking at an EKG strip.
4.) Draw and label a normal EKG pattern.
Extensions and Optional Substitutions:
• Have students act out a role play involving the emergency room scenario with the
EKG traces.
• Invite a paramedic or EMT unit to bring in their defibrillator to show the students.
• Using the additional information below, have students identify the P-wave, QRScomplex, and T-wave from their own EKG traces.
Resources:
Online course for nurses on reading basic EKG’s.
http://www.rnceus.com/ekg/ekgframe.html
EKG Library with 12-lead EKG’s of different heart conditions.
http://www.ecglibrary.com/ecghome.html
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Resources of the National Institutes of Health
4
Transparency - Normal Components of the EKG Waveform
P Wave – The P wave shows the electrical stimulation from the
SA node that causes the atria to contract.
QRS Complex – The QRS complex shows the electrical
stimulation from the AV node that causes the ventricles to
contract.
T Wave – The T wave shows the return of the heart to its electrical
state before the next time the atria contract.
QRS complex
P wave
T wave
P-R interval
Q-T interval
Complete Waveform (P-P)
There are also intervals or distances between waves in the EKG.
These represent intervals of time. The complete waveform is the
time from the beginning of the P-wave to the next P-wave.
P-R Interval – time that it takes for electrical impulse to travel
through the AV node.
Q-T Interval – time that it takes for electrical impulse to cause
ventricles to contract and then return to beginning state.
Transparency - Additional Examples of EKG Patterns
This is another example of what a normal EKG looks like. You will use this as a guide to
see how the following EKGs are different and what problems they help diagnose. It
might be very helpful to circle the differences, in each example below, of abnormal EKG
strips compared to the normal strip. This will help you with activities later.
In this EKG pattern, notice the irregular pattern of the heart. There is not a consistent
rhythm. Next, notice the many smaller waves before and after the large peak. This
indicates that the atria are contracting many more times than they should. This condition
is called atrial fibrillation. Atrial fibrillation is consistent with stroke victims. One issue
with this condition is that because the atria do not have time to fill due to the constant
contractions, the blood flow is severely impaired. The heart may return to a normal
pattern on its’ own, but immediate attention is required.
This EKG pattern shows irregular ventricular contractions. Notice that the ventricular
contractions are happening too soon and do not allow for the heart to have a consistent
time to relax in between contractions. This condition is called sinus tachycardia. The
patient is having a heart attack and needs to receive medical attention.
This EKG strip shows a very irregular heart beat. This condition is called ventricular
fibrillation. This is a very serious condition. The heart will not come out of this
condition without help from either drugs to restore the normal rhythm or a strong electric
jolt from a machine called a defibrillator. Serious attention is required because soon the
heart will stop and the breathing will cease as well.
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 7: “EMT Training Day”
Grade Level: 6-9
National Science Content Standards: C, F
Note: This is a very challenging activity. Plan on spending extra time with students on each aspect
of the first responder procedures: the ABC’s +D. SAMPLE, and checking vital signs.
Purpose: The purpose of this activity is to teach students the rudiments of the procedures used by
EMT’s: the ABC’s +D. SAMPLE, and checking vital signs.
Objectives:
After completing this exercise students should be able to:
• Identify common medical problems in people through patient assessment.
• Take and record a complete set of vitals.
Suggested Time Period:
Three or four 45-minute class periods
Materials:
Clock w/ second hand
Blood pressure monitor (optional—if you do not have them instruct students to follow the manual
procedures)
Transparency – Vital Signs
Transparency – Common Medical Conditions
Vocabulary:
List vocabulary on word walls for students. You may also consider having students record the
vocabulary in a “CardioHEADS” unit journal.
Cardiovascular Disease - \CARD • eeo • vas •cue • lar DIZ • eaz\ Refers to the class of diseases
that involve the heart and/or blood vessels (arteries and veins). While the term technically refers to
any disease that affects the cardiovascular system, it is usually used to refer to those related to
atherosclerosis (arterial disease).
Cardiopulmonary Resuscitation (CPR) -- An emergency procedure, often employed after
cardiac arrest, in which cardiac massage, artificial respiration, and drugs are used to maintain the
circulation of oxygenated blood to the brain.
Defibrillate - \dee • FIB • rill • ate\ Medical technique used to counter the onset of ventricular
fibrillation.
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.
Electrocardiogram (EKG) – \ee • LEK • troh • KAR • dee • oh • gram\ A record of the
electrical activity of the heart. Doctors use EKGs to detect and diagnose heart problems.
Emergency Medical Technician (EMT) - \ee • merj • en • see med • ick • all teck • ni • shun\
An emergency responder trained to provide emergency medical services to the critically ill and
injured.
First Aid -- Emergency treatment administered to an injured or sick person before professional
medical care is available.
Paramedic - \para • MED • ik\ A trained medical professional who responds to medical and
trauma emergencies in the pre-hospital setting ("in-field") for the purpose of stabilizing a patient's
condition before and during transportation to an appropriate medical facility, usually by
ambulance.
Ratio -- \ray • SHE • o \ The relationship in quantity, amount, or size between two or more
things.
Rescue Breaths – Breathing for a person who is not breathing.
Shock - \shok\ A serious medical condition where blood flow is not sufficient enough to meet the
required supply. /has many causes, symptoms and treatments.
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.
Thready - \THRED • ee\ A weak, barely perceptible pulse.
Misconceptions:
• From television programs and other media, students may have the perception that, in
emergency situations, all people get saved.
• The scene is safe for emergency medical personnel to go in and help people right away.
Special Needs Considerations:
Heterogenous grouping may help students requiring more assistance.
Background Information on First Responders and Assessing a Medical Situation
EMT vs. Paramedic Training
There are many federal and state standards for each level of EMT (from basic to advanced). A
paramedic is the most advanced of EMTs and has the greatest training. He/she can administer
many prescribed medicines and do other procedures at an emergency site. Further information
regarding the different levels of training is available at the websites provided in the resources
section.
Scene Size-up
The first thing that an EMT does when they arrive on the scene is to take a look around for clues –
to make sure the scene is safe for both the rescuers and the patients, determine the number of
emergency personnel needed for the number of patients, and make an assessment of what
happened.
Initial Assessment
The first examination of a patient includes assessment of airway, breathing, circulation (ABCs +
D), and anything that may be creating a disability (i.e., excessive bleeding, body part crushed by
an object, etc.). The ABC’s determine whether or not the patient is receiving oxygen to parts of
their body. If any of the ABC’s is missing, the patient will soon loose consciousness since the
patient is either not getting oxygen into their lungs or it is not being circulated. In many situations,
an EMT will put an oxygen mask on a patient, which assists breathing and often calms a patient
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down. In this initial assessment, a “conscious” patient is awake or can respond to verbal cues. If
they are conscious and they can speak, it is likely they have an airway and are breathing. Such
patients may be able to describe what happened and assist in assessing their own circulation and
disability. If they indicate or sound like they cannot speak, breathe, or are coughing, the EMT
must go through step-by-step procedures to help the patient gain an airway and be able to breath.
When breathing stops or the heart stops, the body does not get oxygen. If the brain is deprived of
oxygen for even a few minutes, brain damage or death will occur.
Unconscious patient
If a patient is “unconscious,” they are unresponsive or they only respond to pain. Again, the
airway and their ability to breath must be checked first. If a patient is not breathing, due to having
an obstructed airway, that airway needs to be cleared. Circulation must be checked next - does the
patient have a pulse? The patient has an obvious disability of being unconscious, but if the patient
does not have a pulse, it is also life threatening and other procedures must be performed that may
include cardiopulmonary resuscitation (CPR) or defibrillation.
Physical Exam, Patient History (SAMPLE), and Vital Signs
The Initial Assessment is about evaluating and treating the most life threatening conditions first.
The next step for an EMT is performing a physical exam, gathering the patient’s history and
checking vital signs.
•
•
•
Physical Exam – Examining patient’s general conditions. Is their current medical
condition from trauma or some other medical problem? What is their chief complaint and
symptoms? This includes head to toe inspection and general observations.
Patient History (SAMPLE) – The “S” stands for symptoms, the “A” stands for allergies,
The “M” stands for medications, the “P” stands for pertinent history (medical, family,
medical tags, etc.), the “L” stands for last foods and fluids, and the “E” stands for events –
what happened to cause the emergency.
Vital Signs – Are important to monitor and measure continuously. The vital signs include
respiration rate to make sure the airway and breathing are maintained at a healthy rate;
pulse + pulse quality– to make sure circulation continues and is of good quality; blood
pressure; and skin color.
Introduction and Warm Up:
Students begin this activity describing an emergency medical situation they witnessed in person or
on television. Give students an opportunity to answer the questions in the warm up and then give
them an opportunity to share their experiences with the class.
General Activity Information
This activity is designed to help students understand the process by which medical professionals
assess patient health. Students will gain knowledge on how to analyze their own bodies to make
health decisions.
Activity Procedures:
Health Career
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3
EMT career information is provided for students. This information sheet could be read as
homework or in class. Allow students some time to discuss whether or not they would be
interested in a career as an EMT.
EMT Training
Divide your students into pairs. Inform your students that they will be following the procedures
step by step just as an EMT would. Explain to students that EMTs never skip any of these steps
because doing so could cause them to miss a potential clue as to the patient’s condition. In
addition, this step-by-step process helps to keep EMTs focused in the event of a traumatic or
multi-victim accident. EMTs record vital signs neatly and accurately so that when they hand the
patients over to doctors at the hospital, they can relay the vitals and other info.
Step IStudents should be in pairs. Ask one student to pretend to have been injured (and provide them
with the symptoms for the injury) and ask the other student to go through the process of assessing
the “injured” student’s ABC’s + D and record information on their sheet. Ideally, have students
switch roles and repeat the experiment.
Step IIPut the “Vital Signs” transparency up on the overhead. Have the students take their own vitals first
and then practice on their partner. Inform students that people rarely breathe normally when they
know someone is taking their respiratory rate (RR). To get a true RR, EMTs often take it as they
are taking the pulse without telling the patient.
Pulse
Demonstrate to students the process of taking a pulse. Students can use the pulse in their
carotid artery in their neck to take their own heart rate, but should use the radial pulse
(wrist) to take their teammates’ heart rates. Inform students that the pulse cannot be taken
with the thumb because it has a pulse of its own.
Heart Rate
Guide students through taking their heart rate. Inform them that if a heartbeat is not steady
and rhythmic it is described as irregular.
Blood Pressure
Guide students through the systolic and dystolic blood pressure and the procedures for
taking the blood pressure. If a blood pressure monitor is not available, you can take the
pulse in different places in the body and estimate the minimum systolic blood pressure,
follow the manual blood pressure procedures:
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BP Procedures (if you do not have blood pressure monitors):
If you do not have blood pressure monitors, you can find your minimum pressure
by using the following:
• If you can find a pulse in your carotid artery (in the neck) your BP is
at least 60 mmHg
• If you can find a pulse in your radial artery (in the wrist) your BP is at
least 70 mmHg
• If you can find a pulse just below the bone on the inside of your
ankle, your BP is at least 90 mmHg.
Skin Color
An indicator of general health is the skin and mucous membranes. EMTs describe normal
skin as pink, warm, and dry. The color does not refer to the person’s skin color. Pink
refers to the color of the gums, fingernail beds, and eyelids, which change rapidly when a
patient’s condition is declining.
Step IIIAt this point, it might be useful to select a patient profile from Level III Activity 8 to demonstrate
to students how to go through this process.
S - The sample history is a set of background clues that supplement the vital signs. Put the
“Common Medical Conditions” transparency on the overhead and have the students refer to it to
find some symptoms for each of the ailments listed.
A - Students may want to share their ideas or experiences with allergies. Students should make the
connection that a doctor could make a bad situation worse if she or he prescribes a medication that
an individual is allergic to.
M - Medications as well as past history are often an easy way for medical professionals to surmise
a patient’s medical problem and often lead to an easy diagnosis and treatment since a patient may
have been dealing with a problem for a while and may have medical records on the condition.
P – Past history often provides clues as to what led to the current problem.
L - Food intake is important for many reasons. Something to keep in mind is that loss of appetite
can be an indicator for poor health. Other considerations are food poison or poor diet leading to
major health problems.
E - The events leading up to a person’s problem can have a major impact on the diagnosis and
treatment of a patient. The treatment for a person who is unconscious because of a trauma can be
very different then someone who passes out in the middle of a meeting.
Wrap Up and Assessment:
To wrap up and assess this activity have students recount the steps taken by EMTs in a medical
emergency OR use Level III Activity 8 to assess students learning of this material.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
5
Resources:
EMT and Paramedic Training Sites:
http://www.mass.gov/dph/oems/emt/emttrain.htm
http://www.rfaas.org/emtbvsemti.html
Basic First Aid
www.healthy.net/clinic/firstaid/
http://www.redcross.org/services/hss/courses/index.html?WT.srch=1
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
6
Transparency – Vital Signs
Vital Sign
Respiratory Rate
(RR)
Heart Rate/ Pulse
Rate (HR)
Heart Rate Quality
Blood Pressure (BP)
Skin Color,
Temperature,
moisture (SCTM)
Normal Range (for adults)
12 to 20 Breaths per minute (might be a
little higher in middle school students)
60 to 100 beats per minute
Regular and strong
90 to 140 mmHg (systolic)
60 to 90 mmHg (diastolic)
Normal color, 98.6 degrees, moist
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
7
Transparency – Common Medical Conditions
Medical
Vital Signs
Condition RR
HR
s
Diabetic
Normal High
Shock
Symptoms
Pulse
Quality
regular and
‘thready’
(very weak,
almost
undetectable
pulse)
Heart
Attack
Rapid
Rapid irregular
Stroke
Normal Rapid Normal
BP
SCT
M
Norm Pale, *Increased thirst
al
moist *Increased
cool urination
*Weight loss in
spite of increased
appetite
*Fatigue
*Nausea
*Vomiting
Norm
*Squeezing or
al,
pressure in chest
high,
*Indigestion
or low
*Shortness of
breath
*Lightheadedness dizziness
*Fainting
*Nausea or
vomiting
*Sweating
*Anxiety
High
Pink *Weakness or
and
paralysis of an arm,
moist leg, side of the face
*Numbness
*Slurred speech,
*inability to speak
*Loss of memory
*Loss of balance
*Mood changes
*Drowsiness
*Uncontrollable
eye movements
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
8
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 8: “EMT for a Day”
Grade Level: 6-9
National Science Content Standards: A, C, F
Purpose:
The purpose of this activity is to provide students an engaging way for them to synthesize
all their learning from the unit. Students engage in role-playing as an EMT health care
professional and as patients with many risk factors for cardiovascular disease (CVD).
Objectives:
After completing this exercise, students should be able to:
• Identify common medical problems through patient assessment.
• Take and record a complete set of vitals.
• Perform a systematic problem-solving process.
• Perform many symptoms that are risk factors or definite indications for CVD.
Suggested Time Period:
Two or three 45-minute class periods
Materials:
• Transparency – Diabetic Patient Scenario
• Transparency – Patient EKG Patterns
• Clock w/ second hand
• Blood pressure monitor (optional—if you do not have them instruct students to
follow the manual procedures)
• Transparency – Vital Signs (from Activity 7)
• Transparency – Common Medical Conditions (from Activity 7)
• Optional Velcro bands with vital signs [If this activity becomes part of your
curriculum, you may want to create arm bands that report vitals so that the patient
does not need to verbalize all of their symptoms].
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Airway - \AYR • way\ The airway begins at the mouth or nose, and accesses the trachea
via the pharynx.
Atrial Fibrillation - \ATE • real fib • rill • AYE • shun\ An abnormal heart rhythm
which involves the two small, upper heart chambers. Impulses of the sinoatrial node are
replaced by disorganized, rapid electrical impulses which result in irregular heart beats.
Blood Pressure - \blud PRES • shure\ Pressure exerted by the blood on the walls of the
blood vessels.
Cardiopulmonary Resuscitation (CPR) - \card • eo • PULL • mon • airy re • sus • it •
TAY • shun\ An emergency procedure, often employed after cardiac arrest, in which
cardiac massage, artificial respiration, and drugs are used to maintain the circulation of
oxygenated blood to the brain.
Defibrillate - \dee • FIB • rill • ate\ Medical technique used to counter the onset of
ventricular fibrillation.
Diabetes - \di • uh • BEE • tees\ A disease in which the body does not produce enough
insulin or is unable to respond to insulin.
Electrocardiogram (EKG) – \ee • LEK • troh • KAR • dee • oh • gram\ A record of
the electrical activity of the heart. Doctors use EKGs to detect and diagnose heart
problems.
Emergency Medical Technician (EMT) - \ee • merj • en • see med • ick • all teck • ni
• shun\ An emergency responder trained to provide emergency medical services to the
critically ill and injured.
Emphysema - \em • fiz • EE • ma\ A chronic lung disease. It is often caused by
exposure to toxic chemicals or long-term exposure to tobacco smoke. Emphysema is
characterized by loss of elasticity of the lung tissue; destruction of structures supporting
the alveoli; and destruction of capillaries feeding the alveoli.
Heartburn - \HART • burn\ A painful or burning sensation in the esophagus, just below
the breastbone caused by regurgitation of gastric acid
Sinus Tachycardia - \SIGH • nus tack • ee • CARD • ee • ah\ A rhythm with elevated
rate of impulses originating from the SA node, defined as a rate greater than 100
beats/min in an average adult.
Stroke – \strohk\ A dangerous medical condition caused by a blockage or breakage of an
artery in the brain.
Ventricular Fibrillation - \ven • TRICK • you • lar fib • rill • AYE • shun\ A cardiac
condition that consists of a lack of coordination of the contraction of the muscle tissue of
the large chambers of the heart that eventually leads to the heart stopping altogether.
Vital signs - \VIE • tal sihns\ Taken by health professionals in order to assess the most
basic body functions. Vital signs are an essential part of a case presentation.
Misconceptions:
From television programs and other media, students may have the perception that, in
emergency situations, all people get saved.
Special Needs Considerations:
Heterogenous grouping may help students requiring more assistance. See Activity
Procedures – Alternative Station Lab Method as a method for students who may need
greater guidance.
Background Information on First Responders and Assessing a Medical Situation
Background information for this activity is provided in Activity 7. The basic procedures
for Scene Size-up, Initial Assessment, and the Physical Exam, Patient History
(SAMPLE), and Vital Signs are reinforced in this activity by a step-by-step process that
the students perform through role-playing as an EMT. Students synthesize concepts they
have been learning throughout the unit by role-playing patients who have risk factors for
or direct indicators of CVD.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
2
Introduction:
As you introduce this activity, it is important to remind the students that role-playing is
an important part of the training process for medical professionals and first responders.
Trainees are assessed on their ability to go through a systematic process to respond to an
emergency medical situation and patients act out the signs and symptoms of the medical
condition they have been assigned.
EMTs approach each medical condition in a systematic way in order to gain clues about
the condition of each patient. When it is your turn to play the role of the patient, it is
your job to play your role correctly to challenge the EMTs and force them to do their job
correctly.
Inform your students that everyone will have the opportunity to role -play both roles.
Gender Considerations
It is unlikely that all female students will be able to role play a female patient and so on,
but if you communicate that it is an opportunity to be challenged by and be even more
creative with their acting skills, it will help them better perceive opposite gender roles.
There is one patient who should be played by a male, especially, if the students are
motivated to find and use props that mimic a defibrillator. The patient is the heart attack
victim at Station 6. Students may use erasers or other objects that look like the paddles
that are applied to someone’s chest to give them a shock from the “crash cart” (Activity
6) machine or defibrillator.
Station Lab Set Up
This activity is designed to have 6 complete stations with the following materials at each:
One or two “patient scenario” sheets at each station, depending on your class size.
One patient EKG sheet at each station.
Four to six copies of the patient assessment form for each group.
Optional One blood pressure monitor at each station (if you do not have six, place them
in an accessible area of the classroom, so students can use them for their acting out
measuring the patient’s blood pressure).
Optional Other props help make the scenarios realistic, fun and allow for greater drama
in the students’ role-playing (for example, washable fake blood could enhance the
believability of Station Lab #4 –heart attack victim who has fallen off his bike due to
heart attack). Erasers or wooden blocks easily serve as defibrillators.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
3
Activity Procedures:
1. Divide your students into groups of three. Instruct the students that they will
rotate through the stations with one person in their group taking on the role of the
patient and two people in their group playing the role of the EMTs. As students
rotate through the stations, they will take turns playing the role of patient and
EMT.
2. Use patient #1 (Juana Perez) to model what students are expected to do at each
station. Place the transparency Diabetic Patient Scenario on an overhead
projector. Model this scenario by role-playing the part of the patient—do not
forget to display patient #1’s EKG as well! Have a few student volunteers play the
role of the EMTs to systematically determine your condition (guiding them as
they play along).
3. Once students understand the process, have them begin the activity. Students need
about 10 minutes at each of the remaining 5 stations.
Instructions for playing the role of Patient and EMT
Instruct the entire class about how to play both the roles of the EMT and the patient.
Remind them that, as a patient, it is important to not give away the symptoms too
quickly; rather, let the EMTs perform their step-by-step process to determine their
condition. All patients will have an airyway, so the EMTs can make that determination
quickly. Give the students a few minutes to read both instruction sections.
Before beginning the station lab, explain that it is IMPORTANT for the patients to keep
the patient scenario sheet out of view of the EMTs. Instruct the students who are playing
the next patient to go to the station first, quickly read the sheet to get the main ideas of
what they are supposed to act out for the patient condition, and then keep the sheet turned
over – hidden from the EMTs. As the EMTs are going through the step-by-step process,
they will be able to look at the sheet, by keeping it hidden, to respond to a specific vital
sign or any detail of the scenario.
Remind the EMTs to complete the last questions in the “Patient Assessment” section on
their own. After they report their results, the patient may report the “Treatment” listed at
the bottom of their scenario sheet.
Alternative Method for Station Lab Procedures
In many first responder training courses, the general approach to role playing the various
scenarios takes place in the following format: the instructors pull those who are roleplaying the first responders aside and give them a very general patient scenario. Then,
the instructors pull aside those who are going to act the role of the patients. The patients
are given information about their condition – including the events, symptoms, vitals, etc.
This teacher-directed strategy could be implemented to help guide and model the
scenarios to your students - one station lab at a time. This method may help your
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
4
students may feel more comfortable and do a better job role-playing because all small
groups will be acting out the same roles.
Procedures for keeping the patient scenario sheet and general role-playing procedures
will be the same as described above and in the student activity EXCEPT you will need to
have at least 6 copies of the “patient scenario” sheets, if implementing this modification.
Patient Assessment/Treatment – Conclusions of the EMT
At the end of the EMT worksheet, there is a “Patient Assessment” list of questions.
Students are asked to describe the patient’s medical condition, what they think the patient
needs to do and continue to do to “feel better,” and finally, what they would recommend
to prevent the condition from happening again. Each patient scenario is, generally, the
answer key to all of these questions; including the “Treatment” listed at the end.
Assess student responses as they rotate through the stations. Offer guidance to help the
role-playing process.
Wrap Up:
Wrap up the activity by having the groups report their experiences. You may lead them
into reporting which clues helped them figure out a patient’s condition. For fun, you may
ask who gets the best actress or actor award and why. Which patient was the most
difficult to figure out? Which one was the easiest?
Evaluate EMT worksheets to assess student-learning gains.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
5
Transparency – Diabetic Patient Scenario
Station Lab 1: Patient = Type I Diabetic
You are a patient with Type I diabetes. Your EKG is normal, but your heart rate is fast
(showing a quicker rhythm of an EKG pattern).
General Patient Information
Vital Signs
Name: Juana Perez
Respiration Rate: 12 breaths per minute
Age: 53
Pulse/Heart Rate: 110 beats per minute
Gender: Female
Pulse Quality: Regular and “thready”
Height: 5’3”
Blood Pressure: 96/60 mmHg
Weight: 175 lbs.
Skin: pale, moist, and cool despite hot day
Symptoms
1.
2.
3.
4.
5.
Allergies
Medications
+ Smoking/
Alcohol Use
Pertinent
Medical
History
Last Food
/Fluids -Last
Ins and Outs
Events
6.
7.
Patient SAMPLE Information
You are almost completely unconscious. You can be roused by
shaking, but quickly fall back out of consciousness.
Lack of proper food intake and overexertion triggered symptoms.
Scale of severity of symptoms: 10
About 20 minutes before the EMTs arrived. Your neighbor called
the EMTs.
Just before you started to lose consciousness, you realized that
you were feeling lightheaded, hungry, and fatigued. You knew
you needed to go inside and get something to eat, and then your
vision started to go blurry.
None
Prescription: Insulin therapy
Non-smoker & non-drinker – due to diabetes.
8. You are wearing a necklace that states you are a Type I diabetic.
9. Type I diabetes by age 13 sister is a diabetic – age 55, father has
heart disease – age 77, and mother is a diabetic – age 75
10. High total cholesterol and LDL levels and high normal blood
pressure.
11. Last ate at breakfast that was 6 hours ago; went in once to relieve
yourself about 2 hours prior to the loss of consciousness.
12. Normal peeing and pooping.
13. You just spent several hours cleaning out the garage on a hot day.
You haven’t eaten since breakfast (about 6 hours ago) because
you wanted to get a lot accomplished and it also seemed too hot
to eat – you just didn’t feel hungry. Your neighbor was over
visiting when you started to feel the symptoms.
Treatment
You need sugar. At the station, there is a prop or an actual jar of honey. When the EMTs
figure out that you’re a diabetic, they can role-play giving you honey. They must make
sure you are alert enough to swallow and not choke. When they try and rouse you,
become conscious enough to sit up and swallow the honey. As soon as the EMTs give
you the honey, you will start to become more alert. The EMTs should direct you taking
care of yourself and getting additional medical attention.
Transparency – Patient EKG Patterns
Station Lab 1: Patient EKG - Juana Perez
Station Lab 2: Patient EKG – Roxanne Greer
Station Lab 3: Patient EKG - Roy Frazier
Station Lab 4: Patient EKG – Gilberto Gutierrez
Station Lab 5: Patient EKG - Angelica Montoya
Station Lab 6: Patient EKG – Garret Stokes
Cardiopulmonary Resuscitation (CPR) - \card • eo • PULL • mon • airy re • sus • it •
TAY • shun\ An emergency procedure, often employed after cardiac arrest, in which
cardiac massage, artificial respiration, and drugs are used to maintain the circulation of
oxygenated blood to the brain.
Defibrillate - \dee • FIB • rill • ate\ Medical technique used to counter the onset of
ventricular fibrillation.
Diabetes - \di • uh • BEE • tees\ A disease in which the body does not produce enough
insulin or is unable to respond to insulin.
Electrocardiogram (EKG) – \ee • LEK • troh • KAR • dee • oh • gram\ A record of
the electrical activity of the heart. Doctors use EKGs to detect and diagnose heart
problems.
Emergency Medical Technician (EMT) - \ee • merj • en • see med • ick • all teck • ni
• shun\ An emergency responder trained to provide emergency medical services to the
critically ill and injured.
Emphysema - \em • fiz • EE • ma\ A chronic lung disease. It is often caused by
exposure to toxic chemicals or long-term exposure to tobacco smoke. Emphysema is
characterized by loss of elasticity of the lung tissue; destruction of structures supporting
the alveoli; and destruction of capillaries feeding the alveoli.
Heartburn - \HART • burn\ A painful or burning sensation in the esophagus, just below
the breastbone caused by regurgitation of gastric acid
Sinus Tachycardia - \SIGH • nus tack • ee • CARD • ee • ah\ A rhythm with elevated
rate of impulses originating from the SA node, defined as a rate greater than 100
beats/min in an average adult.
Stroke – \strohk\ A dangerous medical condition caused by a blockage or breakage of an
artery in the brain.
Ventricular Fibrillation - \ven • TRICK • you • lar fib • rill • AYE • shun\ A cardiac
condition that consists of a lack of coordination of the contraction of the muscle tissue of
the large chambers of the heart that eventually leads to the heart stopping altogether.
Vital signs - \VIE • tal sihns\ Taken by health professionals in order to assess the most
basic body functions. Vital signs are an essential part of a case presentation.
Misconceptions:
From television programs and other media, students may have the perception that, in
emergency situations, all people get saved.
Special Needs Considerations:
Heterogenous grouping may help students requiring more assistance. See Activity
Procedures – Alternative Station Lab Method as a method for students who may need
greater guidance.
Background Information on First Responders and Assessing a Medical Situation
Background information for this activity is provided in Activity 7. The basic procedures
for Scene Size-up, Initial Assessment, and the Physical Exam, Patient History
(SAMPLE), and Vital Signs are reinforced in this activity by a step-by-step process that
the students perform through role-playing as an EMT. Students synthesize concepts they
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
2
have been learning throughout the unit by role-playing patients who have risk factors for
or direct indicators of CVD.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
3
Introduction:
As you introduce this activity, it is important to remind the students that role-playing is
an important part of the training process for medical professionals and first responders.
Trainees are assessed on their ability to go through a systematic process to respond to an
emergency medical situation and patients act out the signs and symptoms of the medical
condition they have been assigned.
EMTs approach each medical condition in a systematic way in order to gain clues about
the condition of each patient. When it is your turn to play the role of the patient, it is
your job to play your role correctly to challenge the EMTs and force them to do their job
correctly.
Inform your students that everyone will have the opportunity to role -play both roles.
Gender Considerations
It is unlikely that all female students will be able to role play a female patient and so on,
but if you communicate that it is an opportunity to be challenged by and be even more
creative with their acting skills, it will help them better perceive opposite gender roles.
There is one patient who should be played by a male, especially, if the students are
motivated to find and use props that mimic a defibrillator. The patient is the heart attack
victim at Station 6. Students may use erasers or other objects that look like the paddles
that are applied to someone’s chest to give them a shock from the “crash cart” (Activity
6) machine or defibrillator.
Station Lab Set Up
This activity is designed to have 6 complete stations with the following materials at each:
One or two “patient scenario” sheets at each station, depending on your class size.
One patient EKG sheet at each station.
Four to six copies of the patient assessment form for each group.
Optional One blood pressure monitor at each station (if you do not have six, place them
in an accessible area of the classroom, so students can use them for their acting out
measuring the patient’s blood pressure).
Optional Other props help make the scenarios realistic, fun and allow for greater drama
in the students’ role-playing (for example, washable fake blood could enhance the
believability of Station Lab #4 –heart attack victim who has fallen off his bike due to
heart attack). Erasers or wooden blocks easily serve as defibrillators.
Activity Procedures:
1. Divide your students into groups of three. Instruct the students that they will
rotate through the stations with one person in their group taking on the role of the
patient and two people in their group playing the role of the EMTs. As students
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
4
rotate through the stations, they will take turns playing the role of patient and
EMT.
2. Use patient #1 (Juana Perez) to model what students are expected to do at each
station. Place the transparency Diabetic Patient Scenario on an overhead
projector. Model this scenario by role-playing the part of the patient—do not
forget to display patient #1’s EKG as well! Have a few student volunteers play the
role of the EMTs to systematically determine your condition (guiding them as
they play along).
3. Once students understand the process, have them begin the activity. Students need
about 10 minutes at each of the remaining 5 stations.
Instructions for playing the role of Patient and EMT
Instruct the entire class about how to play both the roles of the EMT and the patient.
Remind them that, as a patient, it is important to not give away the symptoms too
quickly; rather, let the EMTs perform their step-by-step process to determine their
condition. All patients will have an airyway, so the EMTs can make that determination
quickly. Give the students a few minutes to read both instruction sections.
Before beginning the station lab, explain that it is IMPORTANT for the patients to keep
the patient scenario sheet out of view of the EMTs. Instruct the students who are playing
the next patient to go to the station first, quickly read the sheet to get the main ideas of
what they are supposed to act out for the patient condition, and then keep the sheet turned
over – hidden from the EMTs. As the EMTs are going through the step-by-step process,
they will be able to look at the sheet, by keeping it hidden, to respond to a specific vital
sign or any detail of the scenario.
Remind the EMTs to complete the last questions in the “Patient Assessment” section on
their own. After they report their results, the patient may report the “Treatment” listed at
the bottom of their scenario sheet.
Alternative Method for Station Lab Procedures
In many first responder training courses, the general approach to role playing the various
scenarios takes place in the following format: the instructors pull those who are roleplaying the first responders aside and give them a very general patient scenario. Then,
the instructors pull aside those who are going to act the role of the patients. The patients
are given information about their condition – including the events, symptoms, vitals, etc.
This teacher-directed strategy could be implemented to help guide and model the
scenarios to your students - one station lab at a time. This method may help your
students may feel more comfortable and do a better job role-playing because all small
groups will be acting out the same roles.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
5
Procedures for keeping the patient scenario sheet and general role-playing procedures
will be the same as described above and in the student activity EXCEPT you will need to
have at least 6 copies of the “patient scenario” sheets, if implementing this modification.
Patient Assessment/Treatment – Conclusions of the EMT
At the end of the EMT worksheet, there is a “Patient Assessment” list of questions.
Students are asked to describe the patient’s medical condition, what they think the patient
needs to do and continue to do to “feel better,” and finally, what they would recommend
to prevent the condition from happening again. Each patient scenario is, generally, the
answer key to all of these questions; including the “Treatment” listed at the end.
Assess student responses as they rotate through the stations. Offer guidance to help the
role-playing process.
Wrap Up:
Wrap up the activity by having the groups report their experiences. You may lead them
into reporting which clues helped them figure out a patient’s condition. For fun, you may
ask who gets the best actress or actor award and why. Which patient was the most
difficult to figure out? Which one was the easiest?
Evaluate EMT worksheets to assess student-learning gains.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
6
Transparency – Diabetic Patient Scenario
Station Lab 1: Patient = Type I Diabetic
You are a patient with Type I diabetes. Your EKG is normal, but your heart rate is fast
(showing a quicker rhythm of an EKG pattern).
General Patient Information
Vital Signs
Name: Juana Perez
Respiration Rate: 12 breaths per minute
Age: 53
Pulse/Heart Rate: 110 beats per minute
Gender: Female
Pulse Quality: Regular and “thready”
Height: 5’3”
Blood Pressure: 96/60 mmHg
Weight: 175 lbs.
Skin: pale, moist, and cool despite hot day
Symptoms
1.
2.
3.
4.
5.
Allergies
Medications
+ Smoking/
Alcohol Use
Pertinent
Medical
History
Last Food
/Fluids -Last
Ins and Outs
Events
6.
7.
Patient SAMPLE Information
You are almost completely unconscious. You can be roused by
shaking, but quickly fall back out of consciousness.
Lack of proper food intake and overexertion triggered symptoms.
Scale of severity of symptoms: 10
About 20 minutes before the EMTs arrived. Your neighbor called
the EMTs.
Just before you started to lose consciousness, you realized that
you were feeling lightheaded, hungry, and fatigued. You knew
you needed to go inside and get something to eat, and then your
vision started to go blurry.
None
Prescription: Insulin therapy
Non-smoker & non-drinker – due to diabetes.
8. You are wearing a necklace that states you are a Type I diabetic.
9. Type I diabetes by age 13 sister is a diabetic – age 55, father has
heart disease – age 77, and mother is a diabetic – age 75
10. High total cholesterol and LDL levels and high normal blood
pressure.
11. Last ate at breakfast that was 6 hours ago; went in once to relieve
yourself about 2 hours prior to the loss of consciousness.
12. Normal peeing and pooping.
13. You just spent several hours cleaning out the garage on a hot day.
You haven’t eaten since breakfast (about 6 hours ago) because
you wanted to get a lot accomplished and it also seemed too hot
to eat – you just didn’t feel hungry. Your neighbor was over
visiting when you started to feel the symptoms.
Treatment
You need sugar. At the station, there is a prop or an actual jar of honey. When the EMTs
figure out that you’re a diabetic, they can role-play giving you honey. They must make
sure you are alert enough to swallow and not choke. When they try and rouse you,
become conscious enough to sit up and swallow the honey. As soon as the EMTs give
you the honey, you will start to become more alert. The EMTs should direct you taking
care of yourself and getting additional medical attention.
Transparency – Patient EKG Patterns
Station Lab 1: Patient EKG - Juana Perez
Station Lab 2: Patient EKG – Roxanne Greer
Station Lab 3: Patient EKG - Roy Frazier
Station Lab 4: Patient EKG – Gilberto Gutierrez
Station Lab 5: Patient EKG - Angelica Montoya
Station Lab 6: Patient EKG – Garret Stokes
CardioHEADS Level III: Cardiovascular Health and Disease
Teacher Information - Activity 9: “Community Connection”
Grade Level: 6-9
National Science Content Standards: F
Purpose:
To have students apply their learning about CVD to an authentic task and real life issue.
Objectives:
After completing this exercise, students will be able to synthesize and apply their knowledge of blood
to create a persuasive poster for controlling risk factors for CVD or make personal connections to the
information through interviewing a friend or family member.
Suggested Time:
Provide this assignment in advance so that students have an opportunity to select which assignment
they will complete.
One or two 45-minute periods or one 90-minute block.
Materials:
Supplies for making posters
Computer (Technology Lab, home, etc.) for students to research additional information.
Magazines for pictures (optional)
Introduction and Warm Up:
Explain to students the two options they have for this assignment. For the students who selected the
poster assignment, have them discuss the effectiveness of facts to persuade people versus opinion. For
students who have selected the interview, have them think about whom they might interview and how
they might explain this assignment to the person they are interviewing.
Poster:
Several sections give students questions to think about what kind of information they might want on
the poster. Give them the rubric to see how they will gain the most points for their posters.
Students may work individually or in small groups to gather the facts and data they will use on the
poster. Use of the Internet and magazines should provide students with a source of pictures.
As you assess student progress, remind them to include a persuasive appeal in their poster design.
Interview:
Have the students who have selected the interview add one or two more questions to their interview
protocol. Have them practice their interviewing technique with other students who have selected this
assignment. After students have conducted their interviews ask them to share what they have learned
in a short oral presentation to the class.
Wrap Up:
This activity constitutes the culmination of the unit. A good wrap up of the activity and the unit would
be a parent night where student posters and other work from the unit could be displayed.
Assessments:
- See rubric for detailed evaluation of posters.
- The interview report should have full sentences and suggest student knowledge of the topic.
- Content knowledge assessment questions for the unit are provided below:
Content Knowledge Assessment Questions LEVEL III
1. The main purpose of the heart is to pump blood throughout the body.
True False
2. Blood is only pumped to a few major parts of the body.
True False
3. The way you treat your body does not have an affect on how your heart works.
True False
4. If your family has a history of heart disease, you may also be at a higher risk for developing heart
disease.
True False
5. Smoking cigarettes may cause injury to parts of your body besides your lungs.
True False
6. If you have a family history of diabetes or if you have diabetes, it increases your risk of developing
heart disease.
True False
7. If you have high total cholesterol levels, it increases your risk of for developing heart disease.
True False
8. If you smoke, it increases your risk of developing heart disease.
True False
Resources:
American Red Cross blood donation site
http://www.redcross.org/donate/give/
America’s Blood Centers, a network of non-profit community blood centers
http://www.americasblood.org
Armed services blood donation program designed for service members to give blood but includes some
stories on military personnel who have been saved due to donated blood.
http://www.militaryblood.dod.mil
Optional Extensions and Substitutions:
• Invite a guest speaker—either a health care professional or a victim of CVD.
• Display the posters during an event where parents and community members are invited.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
2
Poster Assessment Rubric
Poster Scoring
Advanced Work
Guide
3 points
Heading or title
Design
clearly communicates
of poster on
blood donation idea, colorful, fully
developed and
detailed, grabs
attention with pictures
or drawings
Six or more facts are
Facts
used from
on blood
CardioHeads
donation
activities or research
that persuade people
who read the poster
Original student ideas
Original Ideas
show accurate and
on blood
specific summary
donation
learning
Proficient Work
2 points
Heading or title is
appropriate,
adequate details,
colorful, drawings
or pictures are used
8 – 9 points:
Four to five facts
are used from
CardioHeads or
research that
persuade people
who read the poster
Original student
ideas show
generalized and
adequate summary
learning
Advanced Work
5 – 7 points:
Proficient Work
3 – 4 points:
Work in Progress
Work in Progress
1 point
Lacking or
incomplete title,
non specific
details, lacks
color or neatness
Score
Less than four
facts are used to
persuade people
who read the
poster
Original student
ideas are lacking
or show little
learning
TOTAL
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
3
CardioHEADS Level III: Cardiovascular Health and Disease
Student Assessment Rubric
Points
category
Item 1
4
3
2
1
Question that
includes the
dependent and
independent
variables
Question that
includes one
variable
Question about
cholesterol
Other question.
Three ideas
from the list of
items below
Two ideas from One idea from
the list of items the list of items
below
below
Item 2
Item 2
scoring
list
Keeping the characteristics constant (the same or fair) in both groups is important to see
if the new dietary program (independent variable or change) has an affect on the
experimental group (Group One) in comparison to the control group (Group Two).
*mention of the importance of keeping things constant (the same or fair)
*mention of changing only one thing (dietary program) – independent variable
* mention of control group versus the experimental group.
Item 3
The question is
thoroughly
answered using
the information
from the table in
the explanation.
Item 3
Sample
Answer
Sample answer:
Yes. The table shows that the average total cholesterol decreased in Group One in
comparison to the average total cholesterol for Group Two (both groups had about the
same average cholesterol level before the experiment).
Item 4
One of the two
Two of the
items is correct
items are
correct
Item #1: The independent variable is the new dietary program.
Item #2: The dependent variable is cholesterol.
Item 4
Correct
Responses
Item 5
Four items from
the list below
Item 5
Sample
answer
Two items
Three items
from the list
from the list
below
below
*Data is graphed correctly
*Graph has a title
*Axes are labeled
*Appropriate units are indicated for each axis
Student can
accurately
extrapolate data to
make a prediction
Item 6
Total
TOTAL
One item from
the list below
Advanced Work
Proficient Work
Work in Progress
12 – 15 points
8 – 11 points
5 – 7 points
Score