Mammalian Dive Response Lab
Name:__________________ Hr:____
The dive response is characterized by three major physiological
responses: apnea, bradycardia and peripheral vasoconstriction. Define
each one and explain what role each response plays in maintaining
homeostasis as these animals dive.
The majority of the research on the diving response has been done on seals. The Weddell seal of Antarctica is
a great example. Weddell seals can hold their breath for extended periods of 20 minutes to an hour and can
dive to depths of 500 meters.
A much smaller version of the dive response occurs in all mammals and is easy to observe in humans. When
cold water contacts the face or inside of the nose, the brain responds by inhibiting breathing and decreasing
heart rate. In this experiment, you will investigate the diving reflex.
Safety
If you have any kind of breathing difficulties, please observe but do not participate in contributing data.
Definition in your own words
How it helps marine mammals
maintain homeostasis
Apnea
Bradycardia
Peripheral
vasoconstriction
Looking at the effects of the dive response, how could data be collected in class today for each of the
variables?
1. Apnea:
2. Bradycardia:
3. Vasoconstriction:
Sea otter diving behavior
Blue whales are the largest animals on Earth and can dive to great
depths when foraging. Sea otters, as the smallest marine mammal, do
not need to forage deep for the small mollusks, urchins, and
crustaceans they consume.
4. Observe the graph at the right and describe the trend you see.
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5. Identify conditions that diving mammals like the sea otter might encounter that could initiate the dive
response.
6. What scientific question will our data help answer?
7. Read the procedure. Write three (3) things that can be done in this lab to avoid inaccurate data.
Basic Protocol for All Tests:
1. No individual should perform this task if they have any
kind of medical issue that would increase risk to their
health.
2. All test subjects should lean over the lab table with elbows
resting on their lap or on the table surface and their head
down over the water.
3. At the beginning of each trial, have the subject take a deep
(but not maximum) breath and hold it for up to 30 seconds
during trials.
4. Subjects should not hyperventilate before holding their
breath.
Dive response procedure
1. Remind the volunteer to sit in testing posture with their hands in their lap or resting on the table.
2. Each group member should contribute to the data collection process. Record the name of the group
member responsible for each task:
Test subject (VOLUNTEER)
Timer
Measure heart rate
Measure breathing rate (number of breaths)
3. Control: The test subject should breathe normally for a designated time. Measure and record subjects'
heart rate and breathing rate.
4. Apnea (no dive): Have the test subject hold their breath. They can stop when they feel uncomfortable
or at 30 seconds; whichever comes first. Measure and record the subject’s heart rate while holding
their breath. Record in Apnea (No Dive) column.
5. Apnea (dive): Have the test subject hold their breath for no longer than 30 seconds while submerging
their face in water. Measure and record the subject’s heart rate. Record this data in the Apnea (Dive)
column.
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6. Recovery from dive: Allow the test subject to recover from the dive for 30 seconds. Measure and
record the subject’s heart rate and breathing rate. Record this data in the Recovery from Dive column.
7. Repeat so your group has three trials of this procedure.
Data Table
Graph the mean data above so you can more easily compare the different responses. Be sure to include both
breathing and heart rates in the same graph (both y-axis) to see if any trends emerge. Be sure to include all
labels and titles on this graph.
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Experiment extension
Select one question to investigate:
● Where on the face are the sensors that stimulate the dive reflex (how much of the face needs to be
under water?)
● Does the dive response vary based on water temperature?
● Does fitness level affect the dive response (compare data of people who are regularly active vs. those
that are not)?
● Does the size of the breath affect the dive response?
● Are there any psychological factors that could affect the dive response?
8.
Summarize how you will collect necessary for your selected experiment.
9.
What must stay constant during this investigation in order to have accurate data?
10. Discuss your experiment with Mrs. McDermid before you proceed.
McD initials: ___________
11. Carry out your experiment and collect your data in an organized way.
Breathing rate
Trial 1
Trial 2
Trial 3
Heart rate
Trial 1
Trial 2
Trial 3
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Analysis: Make sure to support all answers with evidence and reasoning when appropriate.
1) What happens to the heart rate while holding one’s breath?
2) How did the subject’s resting heart rate compare to their heart rate while they were holding their
breath?
3) What happens to the subject’s heart rate as their face is submerged in the water?
4) What caused the subject’s heart rate to change when their face was submerged in water?
5) How would the mammalian diving reflex help a person who falls into cold water? Think in terms of the
organs that need oxygen.
Drawing Conclusions:
1) Identify any patterns that you can see in your data to support or refute your hypothesis.
2) Evaluate the significance of your data. What are the conclusions that you can draw from your data?
3) Evaluate the limitations of your data. What conclusions can you draw from your data?
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Extension experiment
1) What did you learn from your extension experiment: what claim can be made?
2)
List specific data comparisons that helped you determine that claim
●
●
●
3)
Does your data make sense? What science concepts can help explain your results?
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Rubric - Human Dive Response Lab
A - Mastery
D
A
T
A
C - Basic
D/F - Minimal
Breathing rate data is accurate and
appropriate (including units).
Breathing rate data is appropriate but may
have 1 misconception present.
Breathing rate data is appropriate but
may have 2 misconceptions present.
Breathing rate data is not accurate and/or
appropriate. Multiple misconceptions present.
Heart rate data is accurate and
appropriate (including units).
Heart rate data is appropriate but may
have 1 misconception present.
Heart rate data is appropriate but
may have 2 misconceptions present.
Heart rate data is not accurate and/or
appropriate. Multiple misconceptions present.
All necessary components of the
graph are labeled and appropriate.
All necessary components of the graph are
labeled and appropriate but may have 1
misconception.
Most necessary components of the
graph are labeled and appropriate but
may have 2 misconceptions.
Data trends are accurate and appropriate
for the graph but may have 1
misconception.
Data trends are appropriate for the
graph but may have 2
misconceptions.
Necessary components of the graph are not
labeled and/or inappropriate.
X-Axis
Y-Axis Y-Axis 2
Units Title
Key
All data analysis questions have an
accurate and appropriate response but
may have 1 misconception.
All data analysis questions have an
appropriate response but may have 2
misconceptions. .
Student responses clearly demonstrate
understanding of scientific concepts and
relationships between variables but may
have 1 misconception.
Student responses demonstrate
understanding of scientific concepts
and/or relationships between
variables but may have 2
misconceptions.
Data trends are accurate and
appropriate for the graph.
All data analysis questions have
an accurate and appropriate
response.
Student responses clearly
demonstrate understanding of
scientific concepts and
relationships between variables.
I
N
V
E
S
T
I
G
A
T
I
O
N
B - Proficient
Data trends are not accurate and/or in
appropriate for the graph.
Data analysis questions do not have an
accurate and/or appropriate response.
Student responses clearly do not demonstrate
understanding of scientific concepts and
relationships between variables.
Multiple minor and/or major misconceptions
present.
1-5 pre-lab question responses are
accurate and appropriate for the
lab.
1-5 pre-lab question responses are
accurate and appropriate for the lab
but may have 1 misconception.
1-5 pre-lab question responses
are appropriate for the lab but
may have 2 misconceptions.
1-5 Pre-lab question responses are not
accurate and/or inappropriate for the lab.
Multiple misconceptions are evident.
6 Student has developed a
scientific question that is testable..
6 Student has developed a scientific
question that is testable but may have
1 misconception.
6 Student has developed a
question to test but it is not
scientific.
6 Student question is irrelevant to task at
hand and/or has multiple misconceptions.
7 Explanation provided outlines
possible sources of error, what will be
done to minimize error and
demonstrates multiple trials for the
experiment but may have 1
misconception.
7 Explanation provided outlines
possible sources of error, what
will be done to minimize error
and demonstrates multiple trials
for the experiment but may have
2 misconceptions.
7 Explanation does not provide an outline
of possible sources of error, what will be
done to minimize error and demonstrates
multiple trials for the experiment. Major
misconceptions present.
Experiment designed but explanation
does not clearly show it is a
controlled experiment
Experimental design is present but is
lacking details/unclear/difficult to
understand.
7 Explanation provided outlines
possible sources of error, what will
be done to minimize error and
demonstrates multiple trials for the
experiment.
Student has clearly communicated
a controlled experiment to test one
of the scientific questions
Data is appropriately analyzed
Experimental design is inaccurate and/or
inappropriate.
Data is provided and mostly supports
the claim
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