You Take My Breath Away
Student Information Page 5C Part 1
Students with asthma or other respiratory problems should not participate
in this activity because it involves repeated maximal inhalations and
exhalations which could leave the students short of breath or, possibly, trigger
an asthmatic episode.
Activity Background:
In the previous activity, You Really Are Full of Hot Air!, you learned just how much hot,
humid air your lungs can normally hold and explored some variables that might affect lung
volumes such as age, height, and gender. Lung volumes are also affected by the presence or
absence of lung diseases. Some of these diseases, such as asthma, are seen in both young
people and adults while others are primarily seen in older individuals with a history of
smoking or jobs that expose them to harmful fumes and dust particles.
Whatever the circumstances people with lung disorders are all too familiar with the phrase,
You Take My Breath Away, because their condition robs them of the breath most of us take
for granted.
Activity Background:
Through this activity you explore some lung conditions from the perspective of both the
doctor and the patient by first simulating diseases and then interpreting the test results to
formulate a preliminary diagnosis. Before beginning this activity you should first review the
vocabulary introduced in You Really Are Full of Hot Air! then become familiar with the new
lung function terms outlined below:
• Forced Vital Capacity (FVC) – the largest volume of air that can be expired when exhaling
second of a forced exhalation after a maximal inhalation
• FEV1/FVC(%) — the ratio, or percent, of FVC represented by FEV1 (FEV1/FVC X 100)
• Predicted Normal Values – A set of values describing normal lung function measurements by
age and height (in cm). These values are created using data collected from thousands of people,
children and adults, with normal, healthy lung function
• %Predicted – the ratio, or percent, of the predicted value represented by the measured value
(measured value/predicted value X 100)
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
forcefully after a maximal inhalation
• Forced Expiratory Volume in One Second (FEV1) – the volume of air expired in the first
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Activity Background:
All materials listed require one per group unless otherwise noted.
• Lung Volume Bag or spirometer
• Disposable mouthpieces – one for each group member
• #3 or 4 rubber stopper; one hole
• Ace bandage
• Calculator
• Thermometer (for measuring room temperature)
• Stopwatch (for measuring FEV1)
• BTPS conversion table
• Predicted Normal Values tables
• You Take My Breath Away Lung Disease Decision Tree
• Lab procedures and record sheet – one per student
• Nose clip – one for each group member (Some nose clips can be cleaned in the
dishwasher and re-used if one is available at the school, so be sure to check the
package information insert)
Activity Instructions:
Ë 1. For this activity you will work in groups of three. Assign each group member a letter
designation of Student A, Student B, or Student C.
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2. Record each person’s age in the appropriate column on Data Table 1 – Age and
Height Measurements in Part 1 of the Student Data Page.
3. Using the Height Station provided by the teacher, measure the height (in cm) of each
group member. Record in Data Table 1 on your Student Data Page. Standing height is
the most important predictor of lung function so be sure to make this measurement
as accurately as possible following the instructions posted at the station.
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
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4. Using the thermometer find the room temperature in oC and record this
temperature on Data Table 1 on your Student Data Page. Look up the
conversion factor for this temperature on the BTPS Conversion Chart
below and record on Data Table 1 in Part 1 of the Student Data Page.
This is the conversion factor you will use to find the corrected lung
volumes for all measurements.
Room
Temperature oC
BTPS Factor
17
1.118
18
1.113
19
1.108
20
1.102
21
1.096
22
1.091
23
1.085
24
1.080
25
1.075
26
1.069
27
1.063
28
1.057
29
1.051
30
1.045
31
1.039
32
1.032
Assumes a barometric pressure of 760mmHg
Chart adapted from Pocket Guide to Spirometry by David P. Johns and Rob Pierce;
McGraw-Hill, San Francisco; 2003
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
BTPS Conversion Chart
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5. Using the Predicted Normal Values tables provided by your teacher,
determine the predicted values for FVC, FEV1 and FEV1/FVC(%) for
each group member and record in the appropriate column on
Data Tables 2, 3, and 4 on your Student Data Page, Part 1.
6. Review the procedures for making the lung measurements then
gather the materials required.
7. Remember accurate lung volume measurements require that procedures be followed
carefully and consistently so be sure to thoroughly familiarize yourself with the
techniques described.
8. Please note that these measurements are similar to those you learned in You Really
Are Full of Hot Air! but they all require maximal inhalation followed by forced
exhalation, meaning that you should breathe in as much air as possible and then
exhale into the lung volume bag as forcefully as you can.
9. Distribute a disposable mouthpiece and nose clip to each group member. Mark your
mouthpiece with your designation (Student A, B or C). Give the one-holed rubber
stopper to Student A and the Ace bandage to Student B. Student C will use only the
disposable mouthpiece.
10. Begin the lung function tests with Student A. Place the rubber stopper in one end of
the disposable mouthpiece and then place the mouthpiece in the plastic extension
tube on the lung volume bag. Student A will make all lung function measurements
with this rubber stopper in place.
11. Once the lung volume bag is set up properly (See Figure 1), Student A should place
the nose clip on his or her nose. Instruct Student A to take three normal breaths
breathing through the mouth. On the fourth breath inhale as a large a breath as
possible and then forcefully and quickly exhale into the lung volume bag until he or
she simply cannot exhale any further.
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
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12. As described in the previous activity You Really Are Full of Hot Air!,
grab the lung volume bag with your free hand and wrap the bag
around the palm of your hand to push the collected air to the bottom
of the bag. Using the liter markings on the side of the lung volume
bag read the amount of air collected. Use the BTPS Conversion
Factor to convert the FVC measurement and then record this figure in
the correct column on Data Table 2 – Measurement of FVC. Remember
from You Really Are Full of Hot Air!, the formula for converting volumes to BTPS is
BTPS factor X Measured Volume.
Figure 1
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13. Repeat steps 10 and 11 two more times for a total of three trials. Using the calculator
if needed find the average of the three FVC readings and record on Data Table 2 on
your Student Data Page, Part 1.
14. Remove the disposable mouthpiece and have Student B insert his or hers. Before
Student B makes the lung function measurements, the Ace bandage must first be in
place. Have a group member of the same gender (or teacher) assist Student B in
wrapping the Ace bandage tightly around his or her abdomen just below the rib
cage. The bandage should be tight enough to limit movement of the abdomen while
breathing but not so tight as to be painful.
15. Once the Ace bandage is in place Student B should repeat steps 10 – 12 to obtain
and record his or her FVC measurements. Be sure to record measurements converted
to BTPS.
16. Remove the disposable mouthpiece of Student B and replace it with Student C’s
mouthpiece. Remember that Student C uses only the disposable mouthpiece
and no extra equipment.
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
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17. Repeat steps 10 – 12 to obtain and record the FVC measurements for
Student C. Be sure to record measurements converted to BTPS.
18. Once all FVC measurements are recorded return the lung volume
bag to Student A. Insert Student A’s mouthpiece (including the rubber
stopper) to make the FEV1 measurement. Another group member
should be ready with the stopwatch to time the measurement for
one second.
19. As in the previous activity, You Really Are Full of Hot Air!, take three normal breaths
breathing through the mouth. On the fourth breath inhale maximally and then
exhale forcefully into the bag. Start the stopwatch as soon as Student A places his or
her mouth on the mouthpiece and instruct him or her to stop at the 1 second mark
on the stopwatch.
20. Using the technique described earlier measure the amount of air in the lung volume
bag and convert this amount to BTPS. Record this figure in the appropriate column
on Data Table 3 – Measurement of FEV1.
21. Repeat steps 19 and 20 two more times for a total of three trials and then find
the average FEV1 measurement and record it on Data Table 3 in Part 1 of
Student Data Page.
22. Repeat steps 18 – 20 to obtain FEV1 measurements for Students B and C.
23. Remove the rubber stopper from the mouthpiece of Student A and the Ace bandage
from Student B. Return these items to the equipment container. Dispose of all used
mouthpieces and nose clips as instructed.
24. Using the calculator find the FEV1/FVC ratio and record in the appropriate column
on Data Table 4 – Measurement of FEV1/FVC(%).
25. Calculate and record the %Predicted for all measurements on all tables and then
transfer the average measurements to the appropriate columns on Data Table 5 –
Summary of %Predicted and Preliminary Diagnosis.
26. Examine the summary data table carefully then, using the You Take My Breath Away
Lung Disease Decision Tree, work together to determine whether each student can be
categorized as Healthy or suffering from Obstructive or Restrictive Lung Disease.
Record your preliminary diagnoses on Data Table 5 and then answer the Processing
Out Questions on your Student Data Page.
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
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You Take My Breath Away
Student Data Page Activity 5C Part 1
Data Table 1 – Age and Height Measurements
Room Temp oC:
Trial
BTPS Conversion Factor:
Age (yr)
Height (cm)
1
2
3
AVERAGE
Data Table 2 – Measurement of FVC
Trial
Predicted (L)
Measured (L)
%Predicted (L)
1
2
3
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
AVERAGE
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Data Table 3 – Measurement of FEV1
Predicted (L)
Trial
Measured (L)
%
Predicted (L)
(L)
%Predicted
1
2
3
AVERAGE
Data Table 4 – Measurement of FEV1/FVC(%)
Predicted (L)
Trial
Measured (L)
%Predicted (L)
1
2
3
AVERAGE
Data Table 5 – Average % Predicted and Preliminary Diagnosis
Student
FVC
FEV1
FEV1/FVC(%)
Diagnosis
A
B
LESSON 5
2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
ACTIVITY 5C PART 1
Pulmo-Park
C
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Processing Out Questions:
Answer the following questions and be prepared to discuss them with the class.
1. Describe the %Predicted measurements and preliminary diagnoses for
each student:
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2. Based on the measurements you made and the information provided in the Lung
Disease Decision Tree, write an explanation of how the measurements are used to
distinguish between obstructive and restrictive lung diseases.
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
OBSTRUCTIVE
RESTRICTIVE
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2006 PROTOTYPE
Positively Aging®/M.O.R.E.
2006©The University of Texas Health Science Center at San Antonio
LESSON 5
ACTIVITY 5C PART 1
Pulmo-Park
3. Using the knowledge you gained in this activity write a definition in your own words of
each type of lung disease.
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