Yakima WATERS Mini Lesson
Factors Affecting Circulatory and Respiratory Systems
Targets and Assessment
WA Science Standards Addressed:
 9-12 INQB Investigate
 9-12 INQE Model
Lesson Parameters
Content Area: Biology - Physiology
Assessments:
 Rubric
Suggested Time: 50-75 minutes
Overview: An introduction to physiology equipment –
measuring the effects of exercise on heart rate and
respiratory rate
Grade Level: 10
Special Materials:
Labpro, EKG, & respiratory rate cuffs
Learning Outcomes:
Knowledge: Students should be able to write hypotheses about different factors which may affect
heart and respiratory rates. Students should also be able to define homeostasis, and explain the role of heart
and respiratory rate in homeostasis.
Skill: Students will be able to collect data using an electrocardiogram and a respiratory rate monitor,
and be able to present their experimental results either by a hand drawn graph or on an excel spreadsheet.
Science Concept Background:
The students will be able to quantify the influence of exercise on their bodies buy measuring heart rate
and respiratory rate.
Materials:
This activity will require some form of data logger, such as a labpro or an interface with a scientific calculator,
EKGs or heart rate monitors, and respiratory monitors.
Procedure:
The students should receive an introduction to the equipment, an idea of what can be measured and graphed,
and given a broad description of what these measurements mean. This particular lab can be adapted to
measure other controls such as stress, exercise, etc…
Key questions:
Which outside influences have an effect on homeostasis? Is it possible to determine whether these effects are
negative or positive? What do our data tell us about homeostasis? How does exercise affect heart rate and
respiratory rate?
Extension(s):
Teaching Tips:
The students may design their own experiments or procedures or an outline can be provided. If this is their
first foray into the scientific method it may be useful to let them work out the experimental design, then
educate them about baseline measurements, comparisons, confounding factors, etc… Results may be
presented as papers, posters, or verbally in front of the class. Students should be exposed to the steps of the
scientific method prior to this lesson.
Electrocardiogram (EKG) and Respiratory Rate Lab
Name _____________
Name _____________
Name _____________
Name _____________
Name _____________

Arrange yourselves in groups of four or five researchers.

Go to one of the computer stations which will have either a respiratory rate sensor or an EKG
(electrocardiogram – measures heart rate).

Select a person from your group to be the subject (person who will be measured)

Decide on a factor which may have an effect on heart rate or respiratory rate, such as exercise, sugar,
etc…

For the EKG:

Attach electrode patches to the inside of each elbow and one on the right wrist.

Attach the green clip to the right elbow patch, the red clip to the left elbow patch, and the black
clip to the wrist patch.



Click on the green arrow on the computer to begin recording.
For the bladder:

Velcro the cuff around the subject’s chest with the air pump and bladder facing forward.

Be sure to close the valve on the pump.

Inflate the bladder until the cuff feels tight.

Click on the green arrow on the computer to begin recording.
Take a baseline measurement from your subject, which is a measurement taken before exposure to the
selected factor.

Expose your subject to the selected factor

Take another measurement of the subject. This measurement will show us the change in a particular
measurement after exposure to the selected factor.

Compare the measurements and record the graphs on the second page of this sheet

Answer the questions on the second page of this sheet
What measurement did to take and which factor did you choose? _____________
__________________________________________________________________
__________________________________________________________________
How did the factor you selected affect your measurement? __________________
__________________________________________________________________
__________________________________________________________________
Which other factors might influence respiratory rate or heart rate? ____________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Draw a picture of your group’s graph in the box below. Be sure to include units on the vertical axis and
horizontal axis.
Before
After
Factors affecting respiratory and heart rate
Teacher Name: Mr. Lester
Student Name:
________________________________________
CATEGORY
Data Collection
4
Data was collected
several times. It
was summarized,
independently, in a
way that clearly
describes what
was discovered.
3
Data was collected
at least one time. It
was summarized,
independently, in a
way that clearly
describes what
was discovered.
2
Data was collected
at least one time,
or adult assistance
was needed to
clearly summarize
what was
discovered.
1
Data was collected
once and adult
assistance was
needed to clearly
summarize what
was discovered.
Assignment
incomplete
Variables
Independently
identified and
clearly defined
which variables
were going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables).
With adult help,
identified and
clearly defined
which variables
were going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables).
Adult help needed
to identify and
define almost all
the variables.
Conclusion/Summary
Student provided a
detailed conclusion
clearly based on
the data and
related to previous
research findings
and the hypothesis
statement(s).
Independently
identified which
variables were
going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables). Some
feedback was
needed to clearly
define the
variables.
Student provided a
somewhat detailed
conclusion clearly
based on the data
and related to the
hypothesis
statement(s).
Student provided a
conclusion with
some reference to
the data and the
hypothesis
statement(s).
No conclusion was
apparent OR
important details
were overlooked.
Author: Jack Lester, Yakima WATERS Project, CWU, Fall 2009