Transcript Circulation and Respiration - UNT's College of Education

Circulation and
Respiration
How Does the Heart and Lungs Work
Together?
ENGAGE
Engage 1:
•
Obtain a pluck from Owen’s Sausage or local butcher.
Demonstrate how air goes in and out of their lungs. The lungs
are very elastic and will expand greatly. Allow the students to
look at the heart, lungs and trachea.
EXPLORE
Explore 1
Construct a Lung Model
 Have students work
together in groups to
construct a lung
model
Do-It-Yourself Lung Model
http://student.biology.arizona.edu/sciconn/respiratory/step4.html
Assemble the “Lungs”
 Step 1
 Step 2
Construct the “Chest
Cavity”
 Step 3
 Step 4
Prepare the “Diaphragm”
 Step 5
 Step 6
Start “Breathing”
Measuring Lung Capacity
Explore 2
In this investigation, you will determine the tidal
volume and vital capacity of your lungs.
EXPLAIN
Respiratory System
Structures
 Pair of Lungs
 Series of passageways




Trachea
Bronchi
Bronchioles
Alveoli
 Diaphragm (thin sheet of smooth muscle)
Respiratory System
Function
 Involves all mechanisms that get O2 to
the cells via the bloodstream
 Gets rid of the waste gas CO2
 Formation of ATP for energy
Path Air Takes
1.
2.
3.
4.
5.
6.
Air enters nose or mouth
Passes Pharynx
Moves past epiglottis
Passes through larynx
Trachea
Lungs and their passageways
Respiratory System
 I bring in the oxygen that is carried on the
red blood cells…without me you’d have no
oxygen to carry!
 I carry the CO2 (waste gas) out of the body.
 The circulatory system needs me for gas
exchange.
 The muscles need oxygen to move.
 The brain needs
my oxygen to think.
Breathe Easy
The Lungs
 A lung weighs about 600 grams
 Total LUNG CAPACITY of an adult is
between 5 and 6 liters
 A NORMAL breath is about 0.5 Liters
 VITAL LUNG CAPACITY is the maximum
amount of air that can be EXHALED at
ONE time
The Diaphragm
 A large sheet of MUSCLE at the
BOTTOM of the rib cage.
 When you INHALE, this muscle DROPS
and the rib cage RAISES
 This motion INCREASES the VOLUME
of the lung cavity causing a LOW
PRESSURE area
 EXTERNAL air pressure FORCES air
INTO the lungs
The Pharynx
 A muscular organ at the back of the
throat
 The respiratory and digestive systems
branch here
 The epiglottis is located in the pharynx
The Trachea
 Also called the “WINDPIPE”
 A NON-MUSCULAR tube leading from
the PHARYNX to the LUNGS
 There are RINGS of CARTILAGE spaced
along this rube to keep it open
Bronchi and Bronchioles
 Bronchi
 The two branches of the trachea leading to
the two lungs
 Bronchioles
 The smallest branches of the bronchial
tubes
The Aveoli
 The air sacs at the
end of each
brochioles
ELABORATE
 Exhaling
 Andrea knows that her breathing rate increases
when she starts to run or exercise. She thinks it
is because she needs to increase her oxygen
intake. Does increased activity have an affect on
the amount of carbon dioxide she exhales?
Design an experiment that will answer her
question.
 Color your Lungs
EVALUATE
 Upon completion of the human lung model the student
will explain the mechanism of breathing through the use
of their model, they will name the gases the primary
gases that compose air, and they will name the gases we
exhale. A grade of pass or fail will be given.
 After creating the respiration model the student will list
six components of respiration: Nose, trachea, bronchi,
bronchioles, alveoli, and lung.