3.3 Activity #1 - Gasping for Air

Unit 3 -Power

3.3 - Oxygen

Introduction

Why can the human body last for only a few minutes without oxygen, yet can survive for days without food or water? Remember the Rules of Three that we discussed at the beginning of Unit 3. The body can last three minutes without air; yet it can last three days without water and three weeks without food! From these time limits, it is easy to see that oxygen must be very important and that the body needs a near constant supply. What does oxygen provide to the body that is so important for survival?

Cells need energy to function. They obtain this energy from the energy storing molecule ATP. Think back to what you have already learned about ATP. It is formed by combining the nucleoside adenosine with three high energy phosphate groups. In order for ATP to be produced, oxygen must be available. Without oxygen, the addition of the third phosphate group does not occur, and ATP is consequently not produced. Without ATP, the body’s cells do not have a source of energy and will die once a cell’s ATP reserves are used up.

The body’s source of oxygen is the air in the atmosphere. Getting oxygen from the air to each cell in the body requires a complex and coordinated effort from the respiratory and cardiovascular systems. Every minute these systems work together to take in oxygen the body needs and get rid of the waste gases produced.

In this activity, you will meet a young girl who is struggling to breathe. As you work to diagnose her, you will investigate the structure of the respiratory system and consider what happens in the body when low levels of oxygen cause a person to gasp for even a simple breath.

Materials

Chromebook
ISN
Body System Graphic Organizer
Activity 3.3.1 Medical History – Visit #1 Resource Sheet
Activity 3.3.1 Medical History – Visit #2 Resource Sheet
Colored pencils

Part 1 - Melissa's Initial Doctor Visit

Melissa Martin, age 11, is finding it harder and harder to catch her breath during her normal activities. As you work your way through Lesson 3.3, you will analyze Melissa’s symptoms, research a diagnosis, and provide recommendations for treatment and control.

1. Obtain an Activity 3.3.1 Medical History – Visit #1 Resource Sheet.

2. Read the case notes provided for your patient. Highlight or underline any symptoms or relevant history you feel will be helpful in making a diagnosis. Research information from the medical history and physical exam as needed. Take notes in your ISN.

3. Discuss Melissa’s case with your team. Brainstorm what might be going wrong and work together to come up with an explanation of Melissa’s symptoms.

4. Add your explanation to the appropriate section on the Medical History Resource Sheet. Discuss your theory with your teacher.

5. Research next steps for Melissa Martin. How can you confirm the diagnosis and begin to treat your patient?

6. Record any ideas in the Recommendations section of the Medical History document.

Part 2 - Getting to Know the Respiratory System

Respiratory System Anatomy

Label the following structures on a diagram of the respiratory system:
Create a "zoomed in" view of the alveoli on your diagram. Label the following structures:
Write a brief description of the function of each of the labeled components in both diagrams.

Part 3 - How Breathing is Regulated

Neural Control of Ventilation - Online Resources

http://teachmephysiology.com/respiratory-system/regulation/neural-control-ventilation/

How does inhalation occur? Describe the nerves, muscles, and brain areas involved.
How does passive exhalation occur? Describe the nerves, muscles, and brain areas involved.
How does forced exhalation occur? Describe the nerves, muscles, and brain areas involved.
What are chemoreceptors and how are they involved in regulating the respiratory rate? Under what circumstances would they increase it?

Part 4 - The Mechanics of Breathing

The Mechanics of Breathing - Online Resources

http://teachmephysiology.com/respiratory-system/ventilation/mechanics-of-breathing/
PhET Simulation - States of Matter (pressure-volume relationship): https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html

Inhalation

What happens to the shape of the diaphragm when it receives the signal to contract?
What does this change in shape do to the volume of space inside the thoracic cavity?
What does the change in volume do to the pressure inside the thoracic cavity? Which gas law describes this phenomenon?
What does the change in pressure inside the thoracic cavity cause to happen? Why does this happen in terms of pressure gradients and diffusion of gases?
What do the external intercostal muscles do to help this process?
How do the smooth muscles of the bronchioles & elastic tissues of the alveoli help this process?

Exhalation

What happens to the shape of the diaphragm when it receives the signal to relax?
What does this change in shape do to the volume of space inside the thoracic cavity?
What does the change in volume do to the pressure inside the thoracic cavity? Which gas law describes this phenomenon?
What does the change in pressure inside the thoracic cavity cause to happen? Why does this happen in terms of pressure gradients and diffusion of gases?
What do the external intercostal muscles do to help this process?
How do the smooth muscles of the bronchioles & elastic tissues of the alveoli help this process?

Summary Paragraphs - How Breathing Works

When my blood has too little O2 or too much CO2...

address chemoreceptors, brain centers, nerves and muscles

When my diaphragm and external intercostal muscles get the signal to contract...

address diaphragm shape, ribcage position, volume and pressure changes in the thoracic cavity, how the pressure gradient works to draw air into the lungs, how the smooth muscles in the bronchioles and elastic tissue in the alveoli help the oxygen reach its final destination

When my diaphragm and external intercostal muscles get the signal to relax...

address diaphragm shape, ribcage position, volume and pressure changes in the thoracic cavity, how the pressure gradient works to force out of the lungs, how the smooth muscles in the bronchioles and elastic tissue in the alveoli help the carbon dioxide be exhaled

Part 5 - Gas Exchange

Alveolar Gas Exchange - Online Resources

http://www.nhlbi.nih.gov/health/health-topics/topics/hlw/system

Click on the NIH link above the video. Read the introduction titled The Breath of Life in the mini window.
Select Lung Anatomy in the mini window. Click on either the lung diagram or the names of structures to see more information about the lobes, trachea, diaphragm, bronchi, and bronchioles.
Select the Alveoli tab in the lower left corner to explore the structures associated with the lungs.
Select Lung Functions to explore the interactive demonstration of lung function. Watch carefully what is happening in the alveoli. Make sure to continue through the entire animation.

Summary Paragraphs - How Gas Exchange Works

O₂ is one of the gases in the air we breathe. This is how O₂ get from the atmospheric air into body cells:

O₂ diffuses from the air into the alveoli (air sacs) in our lungs because...
Then O₂ diffuses from the alveoli into the bloodstream because...
Then O₂ diffuses from the bloodstream into body cells because...

CO₂ is a waste product of cellular metabolism. This is how CO₂ gets out of body cells into the atmospheric air:

CO₂ diffuses from body cells into the bloodstream because...
Then CO₂ diffuses from the bloodstream into the alveoli (air sacs) in our lungs because...
Then CO₂ diffuses from the alveoli and is exhaled into atmospheric air because...

Part 6 -Respiratory System Summary

Two-Pager Assignment

Part 7 -Understanding Asthma

Watch the video clips below and visit the American Lung Association asthma education website to gather information about and anatomy and physiology of asthma. Be sure to watch the What is Asthma? animation to explore how asthma impacts normal functioning of the lungs.

Asthma Flipbook Assignment

Make a foldable that brings together all the important information about asthma:

Resources

American Lung Association asthma education website
Google image search

Content Requirements

Title Page: All About Asthma
Page #1
- Title Tab: What is Asthma?
- Inside: Definition & Key Points (2 sections w/written response + illustration for each)

Page #2
- Title Tab: How Does Asthma Affect the Body?
- Inside: Flare-Ups & Airway Remodeling (2 sections w/written response + illustration for each)
Page #3
- Title Tab: What Does an Asthmatic Airway Look Like?
- Inside: Normal Airway, Asthmatic Airway at Rest, Asthmatic Airway During an Attack (3 sections w/written response + illustration for each; Google image search helpful here!)
Page #4
- Title Tab: What are the Symptoms, Causes, and Risk Factors for Asthma
- Inside: Symptoms, Causes, Risk Factors (3 sections w/written response + illustration for each)
Page #5
- Title Tab: How is Asthma Diagnosed and Treated?
- Inside: Diagnosis, Treatment (2 sections w/written response + illustration for each)

Design Requirements

4-color minimum per page
No pencil (pen, colored pencils, skinny markers only)
No white space (or use colored paper)

Sample Flipbook Setup

Part 8 - How to Use a Peak Flow Meter

What is a Peak Flow Meter?

A Peak Flow Meter is a device used to measure your “Peak Expiratory Flow Rate,” which is simply the highest speed you can blow air from your lungs.

How Do I Measure My Peak Flow?

What Are Normal Peak Flow Values for My Age, Gender, and Height?

What Do My Peak Flow Results Mean?

Green Zone:

80-100% of your usual or "normal" peak flow rate signals all clear. A reading in this zone means that your asthma is under reasonably good control. Your medication is working and you can go ahead with your normal activities and prescribed program of management.

Yellow Zone:

50-80% of your usual or "normal" peak flow rate signals caution. It is time for decisions. Your airways are narrowing and may require extra treatment. Your symptoms can get better or worse depending on what you do, or how and when you use your prescribed medication. Use caution in your activities and refer to your treatment plan for actions to be taken in case symptoms arise.

Red Zone:

<50% of your usual or "normal" peak flow rate signals a Medical Alert. Immediate decisions and actions need to be taken. Severe airway narrowing may be occurring. Take your rescue medications right away.

Part 9 -Melissa's Follow-Up Visit

Obtain an Activity 3.3.1 Medical History – Visit #2 Resource Sheet.
Read the updates to the Case History.
Review Melissa’s Peak Flow Chart. Note that average (or normal) peak flow for a patient of Melissa’s size is 267. The chart below describes the classification of peak flow values.
Calculate the value ranges that relate to the Green, Yellow, and Red zones for Melissa.
List the values on the Medical History form under the graph and use colored pencils or markers to shade in the associated ranges of the peak flow chart.
Analyze Melissa’s peak flow graph as well as her descriptions of her symptoms and activities on each day of her diary.
Describe conclusions about her condition on the Explanation of Results section of the Medical History Resource Sheet.
Read the Recommendations section of the report.

Conclusion Questions

The walls of the alveoli in the lungs are incredibly thin. How does this structure support lung function?
Using the principle of diffusion, explain why O2 molecules in the tissues of the lung go into the blood, and then in other tissues the oxygen molecules leave the blood.
What changes inside bronchi lead to an asthma attack?
How can monitoring Melissa’s response to medication during wheezing help in making a clinical diagnosis of asthma?
Melissa’s exam indicates a pulse ox value of 91%. What is this value and how can it be used to monitor overall health?
What environmental conditions might cause damage to the alveolar sacs, and what would be the consequences of that damage?
How the muscular system is interconnected to the respiratory system. What role do muscles play in an asthma attack?
Describe the interaction between the cardiovascular system and the respiratory system. Make sure to include the words hemoglobin and carbon dioxide as well as relevant anatomy you have learned in this lesson.

Unit 3 - Power

Introduction
Practice by Topic

3.1 - Intro to Power

3.1 Foundations

3.1 Activities

3.2 - Food

3.2 Foundations

3.2 Activities

3.3 - Oxygen

3.3 Foundations

3.3 Activities

3.4 - Water

3.4 Foundations

3.4 Activities