Energy and the Human Body Activities
Respiratory System and High Altitude
Division I: Breathing Rate and Exercise
Integration Notes:
The human body must receive a constant supply of oxygen, for if the brain is without oxygen for as little as four minutes, it may be permanently damaged. You probably already know that your lungs get oxygen into your body. Equally as important, they get rid of carbon dioxide. The lungs also warm the air and get rid of water from your body.
Byron must have a constant supply of oxygen to all of his cells. When he is actually climbing, his breathing rate and the depth of his breathing will increase. (See Human Respiratory System)
In this activity, you will take your own breathing rate at rest and after exercising. Byron's doctor on Mt. Everest will be checking Byron's breathing rate at various times and putting this information on the Everest 2000 Website.
Online Opportunities:
Dr. Virginia Robinson, the Everest 2000 team physician, will be conducting a series of experiments at Basecamp throughout this phase of the expedition. Results
Learner Outcomes:
Students will:
- measure their own breathing rate at rest and after exercising
- demonstrate water vapour is released when exhaling
Materials:
- watch
- mirror (needs to be cool)
Activity Instructions:
Part 1: Breathing Rate
1. One person will act as the recorder and timer. The second person will conduct the activity.
2. Have your partner sit down and rest for two minutes and read a book.
3. As your partner continues to read, count the number of breaths he/she takes per minute.
4. Record this information in a data table.
5. Also look at the depth of breathing - how far does his/her chest move up and down?
6. Have your partner exercise for two minutes
7. Count the number of breaths taken immediately after exercise. Also note how exercise has affected the depth of breathing - is the chest moving more now, or when it was at rest?
8. Record this information in a data table with three headings across the top: Student Name; Breathing rate at rest
(number of breaths
per minute); Breathing rate after exercise
(number of breaths
per minute).
9. Switch roles and compare your results.
Part 2: Water in Air
1. Breathe out onto the cool mirror.
2. Observe what collects on the surface of the mirror.
Discussion:
Students should be able to:
- Explain the relationship between exercise and breathing rate.
- Describe how exercise affects the depth of breathing.
- Explain how they can tell water vapour is removed from the body when they exhale.
Extension Ideas:
Design an experiment to determine the effects different kinds of exercise have on breathing rate.
Division II: Breathing and Carbon Dioxide
Integration Notes:
The human body must receive a constant supply of oxygen, for if the brain is without oxygen for as little as four minutes, it may be permanently damaged. You probably already know that your lungs get oxygen into your body. Equally as important, they get rid of carbon dioxide. The lungs also warm the air and get rid of water from your body.(See Cellular Respiration)
Byron must have a constant supply of oxygen to all of his cells. When he is actually climbing, his breathing rate and the depth of his breathing will increase. (See Human Respiratory System)
In this activity, you will take your own breathing rate at rest and after exercising. Byron's doctor on Mt. Everest will be checking Byron's breathing rate at various times and putting this information on the Everest 2000 Website.
Online Opportunities:
Dr. Virginia Robinson, the Everest 2000 team physician, will be conducting a series of experiments at Basecamp throughout this phase of the expedition. Results
Learner Outcomes:
Students will:
- measure their own breathing rate at rest and after exercising
- use a model to explain that carbon dioxide is a waste gas
- demonstrate water vapour is released when exhaling
- demonstrate that lungs warm the air
Materials:
- watch
- glass jar
- flat dish
- candle - adult supervision is required
- mirror (needs to be cool)
Activity Instructions:
Part 1: Breathing Rate
1. One person will act as the recorder and timer. The second person will conduct the activity.
2. Have your partner sit down and rest for two minutes and read a book.
3. As your partner continues to read, count the number of breaths he/she takes per minute.
4. Record this information in a data table.
5. Also look at the depth of breathing - how far does his/her chest move up and down?
6. Have your partner exercise for two minutes
7. Count the number of breaths taken immediately after exercise. Also note how exercise has affected the depth of breathing - is the chest moving more now, or when it was at rest?
8. Record this information in a data table with three headings across the top: Student Name; Breathing rate at rest
(number of breaths
per minute); Breathing rate after exercise
(number of breaths
per minute).
9. Switch roles and compare your results.
Part 2: Water in Air
1. Breathe out onto the cool mirror.
2. Observe what collects on the surface of the mirror.
Part 3: Carbon Dioxide is Exhaled
Caution: You must have an adult present to complete this activity.
1. Place the candle on the flat dish - make sure it does not fall over.
2. Have an adult light the candle for you.
3. Place the jar over the candle.
4. Use a watch to time how long it takes the candle to go out. Record this time on a data chart similar to the one shown below.
5. Lift off the glass jar and have an adult light the candle once again.
6. Breathe out into the jar and quickly place it over the burning candle.
7. Use a watch to time how long it takes the candle to go out. Record this time on a data chart.
8. Remove the jar and light the candle.
9. Exercise for 30 seconds and then breathe into the jar.
10. Quickly place the jar over the burning candle.
11. Use a watch to time how long it takes the candle to go out. Record this time on a data chart.
12. Remove the jar and light the candle.
13. Exercise for 60 seconds and then breathe into the jar.
14. Quickly place the jar over the burning candle.
15. Use a watch to time how long it takes the candle to go out. Record this time on a data chart.
16. Remove the jar and light the candle.
17. Exercise for 90 seconds and then breathe into the jar.
18. Quickly place the jar over the burning candle.
19. Use a watch to time how long it takes the candle to go out. Record this time on a data chart.
Discussion:
Students should be able to:
- Explain the effect of exercise on the rate and depth of breathing.
- Demonstrate that carbon dioxide is found in exhaled air.
- Explain the relationship between exercise and the amount of carbon dioxide released.
- Demonstrate that water vapour is found in exhaled air.
Extension Ideas:
Design an experiment to determine the effects different kinds of exercise have on breathing rate.
Division III: Lungs and Breathing
Integration Notes:
The human body must receive a constant supply of oxygen, for if the brain is without oxygen for as little as four minutes, it may be permanently damaged. You probably already know that your lungs get oxygen into your body. Equally as important, they get rid of carbon dioxide. The lungs also warm the air and get rid of water from your body.
Your lungs are part of the respiratory system. Other parts include the trachea, bronchial tubes and alveoli.
Your lungs, however, are not responsible for the mechanics of breathing. It is your diaphragm and rib muscles that do all of the work to get air into and out of your lungs.
Byron must have a constant supply of oxygen to all of his cells. When he is actually climbing, his breathing rate and the depth of his breathing will increase.
In this activity, you will take your own breathing rate at rest and after exercising. Byron's doctor on Mt. Everest will be checking Byron's breathing rate at various times and putting this information on the Everest 2000 Website.
Online Opportunities:
Dr. Virginia Robinson, the Everest 2000 team physician, will be conducting a series of experiments at Basecamp throughout this phase of the expedition. Results
Learner Outcomes:
Students will:
- measure their own breathing rate at rest and after exercising
- use a model to explain that carbon dioxide is a waste gas
- use a model to explain the mechanics involved in breathing
Materials: Part 1
Activity Instructions:
Part 1: Breathing Rate
1. One person will act as the recorder and timer. The second person will conduct the activity.
2. Have your partner sit down and rest for two minutes and read a book.
3. As your partner continues to read, count the number of breaths he/she takes per minute.
4. Record this information in a data table.
5. Also look at the depth of breathing - how far does his/her chest move up and down?
6. Have your partner exercise for two minutes
7. Count the number of breaths taken immediately after exercise. Also note how exercise has affected the depth of breathing - is the chest moving more now, or when it was at rest?
8. Record this information in a data table with three headings across the top: Student Name; Breathing rate at rest
(number of breaths
per minute); Breathing rate after exercise
(number of breaths
per minute).
9. Switch roles and compare your results.
Part 2: Exercise and the Amount of Carbon Dioxide Produced
Caution: You must have an adult present to complete this activity.
Materials: Part 2
glass jar or beaker
bromothymol blue
plastic drinking straws
100 mL graduated cylinder
medicine dropper
vinegar
baking soda solution
Safety Goggles must be worn throughout this activity
Additional Background Information:
Bromothymol blue is a chemical that is referred to as an indicator. It indicates the presence of an acid or a base. This chemical will turn different colours depending on the pH of the solution.
Vinegar is an acid and has a low pH.
Baking soda solution is a base and will have a higher pH.
When carbon dioxide is dissolved in water it forms a weak acid (carbonic acid).
Procedure:
1. Place 10 mL of bromothymol blue into the beaker.
2. Add five or 10 drops of vinegar to the solution.
3. Record the colour of the bromothymol solution in the presence of an acid.
4. Wash out the glass jar or beaker.
5. Place 10 mL of bromothymol blue into the beaker.
6. Add five or 10 drops of baking soda solution to the bromothymol blue.
7. Record the colour of the bromothymol solution in the presence of a base.
Make sure you are wearing your safety goggles.
Design an experiment that tests the effects of a variable, such as the amount of carbon dioxide exhaled before and after exercise, on the rate at which the bromothymol blue changes colour.
1. Plan:
· As a group, agree upon and write out the hypothesis.
· List the steps in your procedure. Be sure to identify the manipulated and responding variable. Describe the other variables that you will control in the investigation.
· Include safety precautions.
· Have your teacher or parent approve your plan.
2. List your materials
3. Design a data chart
4. Read over your entire procedure
5. Identify all the variables that you must control
6. Conduct your investigation
7. Analyze your data
8. Draw inferences based on your observations
Discussion:
Students should be able to:
- Explain the effect of exercise on the rate and depth of breathing.
- Demonstrate that carbon dioxide is found in exhaled air.
- Explain the relationship between exercise and the amount of carbon dioxide released.
Extension Ideas:
Design an experiment to determine the effects different kinds of exercise have on breathing rate and carbon dioxide production.
Part 3: Model Lungs
Materials:
- two litre clear plastic pop bottle with the bottom removed
- duct tape
- large balloon
- two smaller balloons
- heavy plastic straw (two pieces about 10 cm long)
- rubber tubing that will fit over the straws
Procedure:
1. Use a small piece of duct tape to secure one balloon to each plastic straw.
2. Use a small piece of duct tape to secure the rubber tubing around the two straws.
3. Insert the tubing through the bottom of the bottle and out through the neck. Use the duct tape to seal the opening. Be careful, however, not to close off the tubing. The balloons should be suspended inside the pop bottle.
4. Cut the neck off the larger balloon. Stretch the rest of the balloon across the bottom of the pop bottle. Use duct tape to seal the balloon in place.
5. Pull down on the bottom balloon and observe what happens to the balloons found inside the bottle.
Discussion:
Students should be able to:
Relate the parts of the model to the human respiratory system. For information, see Human Respiratory System
Explain how the diaphragm and ribs are responsible for the mechanical aspects of breathing
Extension Ideas:
1. Research the illnesses associated with high altitude.
2. Identify the parts of the human body affected when a mountain climber reaches extreme altitudes.
3. Check on Byron's progress throughout the climb by visiting the Everest 2000 Website.
Division IV: Activity 1 | Activity 2
Activity #1 Milk Jug Spirometer
Integration Notes:
Byron will have climbed to an altitude of 8850 m (29, 035 ft) when he reaches the summit of Mt. Everest. Even at Basecamp, the members of the expedition will be living at an altitude of more than 5,334 metres (17,500 feet) above sea level. These altitudes have a dramatic effect on the human body. (See Respiration, Effects of Altitude)
Through homeostasis, our body self-regulates itself ensuring all bodily systems, including the respiratory system, are functioning properly. Homeostasis regulates the respiratory and circulatory systems, allowing the body to function at these high altitudes.
The major cause of high altitude illnesses is going too high too fast. The human body, as you have studied in Phase 3, can adjust to the decrease in atmospheric pressure at high altitudes. The process of adjusting to high altitude is called acclimatization.
The distinctions between the various high altitude syndromes are not clear, nor do they necessarily occur in isolation. Instead they form a continuum.
The following are the most common problems associated with high altitudes. For more information on any of these contditions, see Effects of Altitude
- Anoxia
- Acute Mountain Sickness
- High Altitude Pulmonary Edema (HAPE)
- High Altitude Cerebral Edema (HACE)
This series of activities is designed to give you a better understanding of the human respiratory system. These activities will form the basis of research that you can do on High Altitude Syndromes. You are invited to conduct these activities as part of the Stairway to Everest Challenge.
Online Opportunities:
Dr. Virginia Robinson, the Everest 2000 team physician, will be conducting a series of experiments at Basecamp throughout this phase of the expedition. Results
Learner Outcomes:
Students will:
- create and/or use a device to calculate the volume of air in the lungs
- experimentally determine their own tidal volume, expiratory reserve volume, inspiratory capacity, and vital capacity
- calculate their inspiratory reserve volume, vital capacity, and estimate their total lung capacity
Materials:
- small lab sink approximately ½ filled with water (plastic wash tub will work)
- 4L plastic milk jug
- 100 mL graduated cylinder
- 40 to 50 cm of rubber tubing
- tap water
- piece of plastic or wood to cover mouth of the milk jug
- waterproof marker
- ruler
- a spirometer with disposable mouthpieces can be used instead of the milk jug and water. It will give you a much more accurate reading.
Additional Background Information for this Activity:
The breathing rate of most teenagers is between 12 to 18 breaths per minute while at rest. This rate will increase during physical activity.
The diagram below outlines the volumes of air as measured by a device called a spirometer.
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| Diagram from Biology Directions, published by John Wiley and Sons.
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The volume of air that moves in and out of your lungs can vary widely. Usually, you inhale and exhale a relatively constant volume of air with each breath. This is known as the tidal volume (TV) of air. The tidal volume is the amount of air entering or leaving lungs during a single breath under resting conditions.
The normal tidal volume for an adult is approximately 500 mL. An adult at rest breathes from 10 to 14 times per minute. The volume of air entering and leaving the lungs is anywhere from five to seven Litres per minute (minute ventilation).
You can add an extra volume of air to the amount you normally inhale by breathing in as deeply as you can. The additional volume of air you can inhale is called the inspiratory reserve volume. The inspiratory reserve volume (IRV) combined with tidal volume (TV) is called the inspiratory capacity.
You can make an extra effort to exhale more air than normal. This is called the expiratory reserve volume (ERV). Normal values are approximately 1000 mL.
The air that remains in the lungs is called the residual volume (RV). Normal values are approximately 1000 mL.
The vital capacity (VC) is the maximum volume of air which can be expired in a single breath following a maximal inspiration.
The total lung capacity (TLC) is the sum of the Tidal Volume + Inspiratory Reserve Volume + Expiratory Reserve Volume + Residual Volume.
Activity Instructions:
Part 1: Calibrating the Milk Jug
1. Obtain the 4L plastic milk jug.
2. Fill the graduated cylinder with tap water to the 100 mL mark.
3. Pour the water into the milk jug.
4. Add an additional 100 mL of water to the milk jug.
5. Use the permanent marker and ruler to draw a line indicating 200 mL of water.
6. Repeat steps two to five until the milk jug is completely filled and has been calibrated in 200 mL increments.
Part 2:
1. Cover the opening of the milk jug with the piece of plastic and hold on tight.
2. Turn the milk jug upside down - do not spill any water.
3. Place the inverted milk jug into the sink containing the water and slide the plastic away from the opening of the jug. The water should remain inside the milk jug. You will have to start again if any air gets into the container.
4. Stick the rubber tubing inside the milk jug. You will exhale through the tubing and the air will displace the water inside the jug and will allow you to determine the volume of air you breathe out.
5. You may wish to practice several times before beginning the next part of the activity.
Tidal Volume
6. To measure the Tidal Volume (TV), the subject should be seated comfortably and be breathing a normal resting rhythm. After inhaling normally, the subject inserts the rubber tubing into his/her mouth and exhales normally into the tubing. The air will displace the water inside the jug and the second person should determine how much air entered the jug (you will have to estimate). Record this volume as the Tidal Volume (TV) on your data chart.
7. Refill the milk jug with water in preparation for the next measurement.
Expiratory Reserve Volume
8. To measure the expiratory reserve volume, the subject exhales normally then inserts the tubing into his/her mouth. Then the subject exhales maximally. It is important that the subject exhale normally first and then exhale as hard as he/she can. The second person records the value on the data chart.
9. Refill the milk jug with water in preparation for the next activity.
Inspiratory Reserve Volume
10. The inspiratory reserve volume is the volume of air that is inspired beyond normal resting inspiration. The IRV is determined by subtracting the "tidal volume" from the "inspiratory capacity" (IC).
11. To measure the inspiratory capacity (IC), the subject inspires maximally, then expires the air into the milk jug until the lungs deflate to the normal resting position. Avoid expiring beyond the normal resting position.
12. The inspiratory reserve volume is calculated as IRV = IC - TV (the tidal volume was measured earlier in this activity).
13. Refill the jug with water in preparation for the next activity.
Vital Capacity
14. To measure vital capacity, the subject inspires as deeply as possible then breathes the air out into the milk jug as completely as possible.
15. The second person records the volume of air displaced from the milk jug.
16. To check your results, you can calculate the vital capacity by: Vital Capacity = Tidal Volume + Expiratory Reserve Volume + Inspiratory Reserve Volume.
17. You may wish to repeat the procedure several times and average your results.
Total Lung Capacity
18. The total lung capacity (TLC) is the sum of the Tidal Volume + Inspiratory Reserve Volume + the Expiratory Reserve Volume + Residual Volume.
19. You can estimate your total lung capacity by assuming a residual volume of 1000 mL.
20. Record this information on your data chart.
Sample data chart:
Discussion:
Students should be able to:
- Compare their results with the so-called normal values presented in the background information.
- Explain any discrepancies between gathered data and so-called normal values. The explanation should include a discussion in possible experimental errors and with the normal values provided.
- Calculate the volume of air that they exchange at rest.
Extension Ideas:
1. Research the illnesses associated with high altitude.
2. Explain homeostatic mechanisms that permit Byron to reach the summit of Mt. Everest. How does his training regime affect his ventilation and lung volumes?
3. Check on Byron's progress throughout the climb by visiting the Everest 2000 Website. There may be opportunities to compare your data with the data collected at Base Camp.
Activity #2 Pulse Oximeter and High Altitude Sickness
Integration Notes:
In Phase 3 of the Everest 2000 expedition, you learned that there is a marked decrease in the amount of oxygen in the alveoli (airs sacs in the lungs) at higher altitudes. (See High altitude and the human circulatory system and Human respiratory system)
This chart also indicates the percentage of hemoglobin saturated with oxygen at different altitudes.
The graph below shows the relationship between Partial Pressure of Oxygen in the Alveoli and the Arterial Oxygen Saturation at different altitudes.
Oxygen saturation in arterial blood can be measured with a small gadget called a pulse oximeter. The way in which a pulse oximeter works is based on the fact that oxygenated blood is red and de-oxygenated blood is darker, almost blue in appearance.
This explains why we see a lighter red colour in blood found in arteries and darker, blue colour associated with the blood in veins. The blood in each type of vessel has a different absorption of light at its given wavelength.
A pulse oximeter works by shining both a red and an infrared light through tissue. The oximeter detects the fluctuating signals caused by arterial blood pulsations. It is the ratio of the red and infrared signals landing on a receiver that determines the oxygen saturation of the blood (by using an internal software program).
There is a predictable correlation between oxygen saturation measured on the finger with these gadgets and the partial pressure of oxygen when a doctor conducts an invasive test called a blood gas (where they actually puncture the artery in the wrist).
Dr. Robinson, the Everest 2000 team physician, is planning to take a pulse oximeter with her because there is mounting evidence that before someone gets pulmonary edema (HAPE), his or her oxygen saturation will drop.
Learner Outcomes:
Students will:
- use the Internet to gather data on oxygen saturation of blood at different altitudes
- use a spreadsheet to analyze data collected by the Everest 2000 team physician
- use the Internet to share their results with others
Materials:
a computer with Internet access
access to the Everest 2000 Website
Activity:
1. Use the Internet to research pulse oximeters. Locate more detailed information on how they work and the role they play in medicine.
2. Dr. Robinson will be using the pulse oximeter to collect data from members of the expedition including Byron, other climbers, Sherpa, and Base Camp personnel.
3. This data will be posted on the Everest 2000 Website at various times throughout the expedition.
4. Download the data from the different members of the expedition and place it into a spreadsheet.
5. Graph the oxygen saturation of each person of the team over time.
Discussion:
Look for trends and attempt to explain the similarities and differences between the members of the expedition.
Extension Ideas:
1. If possible, use the Internet to share your results with Dr. Robinson and discuss the effects of high altitude on the human circulatory and respiratory systems.
2. Write a research paper on the high altitude illnesses.