Download Activity 1: Lung Model

Station 1: Circulatory System – Red Versus Blue
Activity 1: Blood Model
Look at the model of blood in the jar and fill in the chart. See pages 939-941 in textbook.
Part of
Blood
Plasma
Part of
Model
Actual
Color
Red blood cell
White blood cell
Platelets
Salt & Nutrients
Dissolved salt
--------------
Add a few red blood cells to the model!
1. What color is your blood?
2. Why are your veins blue?
3. When is your blood blue?
Station 2: Circulatory System – The Beat Goes On
Activity 1: Dissected Heart
Observe the dissected heart.
1. What did you see inside the heart?
2. How do the different regions of the heart compare?
3. Draw a heart and use red and blue pencils to show the
path of oxygenated (red) and deoxygenated (blue) blood
through the heart. See page 936 in textbook. Pay
attention to what is the right and left side of the heart!
Job
Station 3: Nervous System – The Domino Effect
Activity 1: Domino Effect
Set up the 8 dominoes and make them fall several times. Observe their reaction. See how much force is required to
get them to fall. Set up the dominoes but remove the 6 th domino. Observe the results.
1. What is your spinal cord and what does it do?
2. How is the model like a nerve impulse?
a. First domino will not fall unless ____________________ like a neuron will not start unless it is
______________________________
b. Once the pulse starts, it travels at a ________ ______, independent of the size of the trigger
c. Pulse only goes in ___________________
d. Must be __________ before it can work again
3. Use the domino model to explain why someone could be paralyzed in an accident.
4. Set up the dominoes so that there is more than one path that the dominoes can take. It should represent a
neuron. Label the nerve cell and then explain how ‘pulse’ moves through the neuron. See page 1013 in
textbook.
Station 4: Respiratory System – Inhale/Exhale
Activity 1: Lung Model
Explain how the model shows how we breathe. ____________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Activity 2: Tidal Volume – (Amount of air moved into or out of lungs during regular
breathing)
Conduct the following experiment: CAUTION: Do not do this activity if you have asthma!
Give identical balloons to pairs of students. Instruct each to blow up a balloon as much as
possible with only one breath. Measure around everyone's balloon with a tape measure and
write down the measurement next to the student’s names. Let air out of balloons and repeat two
more times. Take an average of three tests.
Name
Trial 1
Circumference
(cm)
Trail 2
Circumference
(cm)
Trail 3
Circumference
(cm)
Average
1. Who was able to blow the most air into their balloon?
2. What is it about the person that enables him or her to do this?
3. If you ran in place for 2 minutes, would you be able to blow as much air into the balloon? Try it.
Explain Tidal Volume. __________________________________________________________________
_____________________________________________________________________________________
Explain the influence of exercise on tidal volume. ____________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Station 5: Digestive/Excretory System – Where does the food go?
Place a graham cracker in a Ziploc bag. Crunch the graham cracker with the Ziploc bag closed. Add a
chunk of banana and 100 ml of water. Squish the banana, water and graham cracker in the bag carefully.
Hold a pair of nylons under the Ziploc bag. Cut a small hole in the corner of the bag so that the slurry runs
out into the nylon. BE SURE TO HAVE A TRAY TO CATCH THE LIQUID.
1. Graham crackers were placed in a bag and pulverized. This simulates
________________________ and occurs in the ______________________.
2. Water was also added to the bag--where could the water come from?
3. Everything you eat mixes together in your ___________________.
4. This organ churns and also produces __________________ to help digest the food.
5. Now the food is moving into a nylon sock, what organ does the nylon represent?
6. The liquid coming out of the nylon represents _____________ that would go
_______________________.
7. The remaining food particles empty into ____________________.
Station 6: Skeletal/Muscular System – Bones, Bones, Bones QuickTime™ and a
decompressor
are needed to see this picture.
Activity 1: X-rays
Look at the x-rays of bones. Can you identify any of the bones in the x-rays.
Activity 2: Chicken Wings
Look at the bones of the chicken wing. Compare them to the bones in the human arm in the picture.
Draw and label the bones in the chicken wing below.
Observe the chicken wing and complete the observation table.
Muscles
a. Observe the muscles in the wing. They look like bundles of pale pink tissue.
b. Find two muscles in the wing that bend and straighten the elbow joint. Each muscle pulls on the lower
wing bones in one direction (the flexor bends the joint). Since the flexor cannot lengthen by itself to
push the bone back to straighten the joint, another muscle pulls the bone in the opposite direction
(extensor). Hold the wing down at the shoulder and alternately pull on each muscle. Observe what
happens.
Tendons
a. Tendons are shiny white tissues at the ends of the muscles that attach muscles to bones. Find as many
tendons as you can on the chicken wing.
b. Pull on a tendon to see how it helps the chicken move its wing.
Joints and Ligaments
a. Two bones come together at a joint. Bend and straighten the elbow joint and observe how the bones
fit together.
b. Ligaments connect bones to other bones at joints. They look like a shiny white covering of the joint
surfaces.
Tissue
Muscle
Tendon
Ligament
Joint
Description
Wash all equipment in hot, soapy water.
1. What type of tissue actually moves the chicken wing?
2. Why are tendons important to a muscle’s ability to make the body move?
3. What tissue of the chicken wing is commonly referred to as the “meat”?
Station 7: Skeletal/Muscular System – You’ve Got Guns
With your left hand, grasp something with weight such as a heavy textbook or pencil
pouch and hold it at your side. Place your right hand on your upper left arm so that
you can feel your muscles move. Slowly bend your left arm to raise the weight. Then
slowly straighten your left arm to lower it. Repeat this motion a few times until you
can feel and see what is happening.
1. What joint did you use to lift the weight?
2. Explain which muscle contracted and which muscle extended as you raised the
QuickTime™ and a
decompressor
are needed to see this picture.
weight.
3. Then explain what happened to each muscle as you lowered the weight.
4. Which bone(s) in the arm moved?