Unit J: Respiratory System
Program Area:
Health Occupations Education
Course Title:
Allied Health Sciences I
Unit Title:
Respiratory System
Suggested
Time for
Instruction:
Number: 7211
5 class periods (90 minute classes)
11 class periods (55 minute classes)
Course Percent:
5%
Unit Evaluation:
100 % Cognitive
-------------------------------------------------------------------------------
Competency:
1H10. Analyze the anatomy and physiology of the respiratory
system.
Specific Objectives:
1H10.01
Describe the structure of the respiratory system.
1H10.02
Analyze the function of the respiratory system.
1H10.03
Identify characteristics and treatment of common respiratory
disorders.
Summer 2005 J.1
Unit J Master Outline
J.
Respiratory System
1H10.01
Describe the structure of the respiratory system.
A. Nasal cavity (nose)
1. Nasal septum divides nose into R and L sides
2. Cilia – hairs that trap dirt and particles
B. Sinuses
1. Cavities in skull
2. Connected to nasal cavity by ducts
3. Lined with mucous membrane
C. Pharynx
1. Throat
2. 5” long
D. Larynx (voice box)
1. Triangular chamber below pharynx
2. Contains vocal cords
3. Adam’s apple
4. Epiglottis – covers larynx during swallowing
E. Trachea (windpipe)
1. 4 ½” long
2. Walls have bands of C-shaped cartilage
3. Lined with ciliated mucous membrane
F. Bronchi and Bronchioles
1. Lower end of trachea divides into R and L bronchus
2. Become bronchial tubes and bronchioles as branches enter lungs
G. Alveoli
1. Clusters of thin-walled sacs made of single layer epithelial tissue
2. Inner surfaces covered with surfactant
3. Each alveolus surrounded by capillaries
H. Lungs
1. Fill thoracic cavity
2. Upper part = apex
3. Lower part = base
4. Lung tissue porous and spongy, it floats
5. R lung larger and shorter, 3 lobes
6. L lung has 2 lobes
I. Pleura
1. Membrane that covers lungs
2. Double-walled sac
3. Space is pleural cavity
4. Pleural cavity filled with pleural fluid to prevent friction
J. Upper respiratory tract
Summer 2005 J.2
1H10.02
Analyze the function of the respiratory system.
A. Cilia – hair in nose that traps dirt and particles
B. Sinuses
1. Lined with mucous membrane to warm and moisten air
2. Give resonance to the voice
C. Pharynx
1. Common passageway for air and food
2. When food swallowed, epiglottis closes over opening to larynx,
preventing food from entering lungs
D. Larynx
1. Produces sound (voice box)
2. Made of cartilage fibrous plates
E. Trachea
1. C-shaped cartilage rings keep trachea open and more rigid
2. Coughing and expectoration get rid of dust-laden mucous
F. Bronchi and bronchioles – passageway for air from trachea to alveoli in lungs
G. Alveoli
1. Surfactant – keep alveoli from collapsing
2. O2 and CO2 exchange takes place between alveoli and capillaries
H. Pleura – pleural cavity filled with pleural fluid to prevent friction
I. Pulmonary ventilation (breathing)
1. Inspiration (inhalation)
a. Intercostal muscles lift ribs outward
b. Sternum rises and the diaphragm contracts and moves downward
c. This increases the volume of the lungs and air rushes in
2. Expiration (exhalation)
a. Opposite action from inhalation
b. Passive process
J. Respiratory movements
1. 1 inspiration + 1 expiration = 1 respiration
2. Normal adult = 14 – 20 respirations/min
3. Increases with exercise, body temperature, certain diseases
4. Newborn resp = 40 – 60/min
5. During sleep – resps decrease
6. Emotion can change rate of respiration
7. Coughing – deep breath followed by forceful expulsion of air – to clear
lower respiratory tract
8. Hiccups – spasm of the diaphragm and spasmodic closure of the glottis
9. Sneezing – air forced through nose to clear respiratory tract
10. Yawning – deep prolonged breath that fills lungs, increases blood O2
K. Control of breathing
1. Neural factors
a. Respiratory center located in medulla oblongata
b. Increase or decrease of O2 or CO2 in the blood will trigger respiratory
center
c. Phrenic nerve – stimulates diaphragm
2. Chemical factors
a. Depends on level of blood CO2
b. Chemoreceptors in aorta and carotid arteries sensitive to the amount
of blood O2
Summer 2005 J.3
1H10.03
Identify characteristics and treatment of common respiratory
disorders.
A. Common Cold
1. Contagious viral, respiratory infection
2. Contributing factors – chilling, fatigue, poor nutrition, not enough sleep
3. Rx – stay in bed, drink warm liquids and fruit juice, good nutrition
4. Good handwashing = best prevention
B. Pharyngitis – red, inflamed throat
C. Laryngitis
1. Inflammation of larynx
2. Symps – sore throat, hoarseness, loss of voice, difficulty swallowing
D. Bronchitis
1. Inflammation of mucous membranes of trachea and bronchi
2. Symps – cough, fever, substernal pain and rales (raspy sound)
3. Chronic bronchitis – middle or old age, caused by cigarette smoking
E. Influenza (Flu)
1. Viral infection upper respiratory tract
2. Symps – fever, mucopurulent discharge, muscular pain, extreme
exhaustion
3. Rx – symptomatic
F. Pneumonia
1. Infection of lung
2. Caused by bacteria or virus
3. Alveoli fill with thick fluid
4. Symps – chest pain, fever, chills, dyspnea
5. Diagnosis – x-ray and listening to lungs
6. Rx – oxygen and antibiotics
G. Tuberculosis
1. Infectious bacterial lung disease
2. Tubercles (lesions) form in lungs
3. Symps – cough, low grade fever in the afternoon, weight loss, night
sweats
4. Diagnosis – skin test, if positive, follow up with chest x-ray and sputum
5. Rx – antibiotics
H. Asthma
1. Inflammatory airway obstruction
2. Caused by allergen or psychological stress
3. 5% of Americans have asthma
4. Symps – difficulty exhaling, dyspnea, wheezing, tightness in chest
5. Rx – antinflammatory drugs, inhaled broncholdilator
I. Emphysema
1. Alveoli become distended, lose their elasticity, can’t rebound, may
eventually rupture
2. Air becomes trapped in alveoli, can’t exhale, forced exhalation required
3. Dyspnea increases as disease progresses
4. Rx – alleviate symptoms, decrease exposure to respiratory irritants,
prevent infections
Q. Related terms
1. Apnea
2. Dyspnea
3. Tachypnea
Summer 2005 J.4
Unit J:
Respiratory System
Competency 1H10:
Describe the structure of the respiratory system.
Materials/Resources
Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers, Latest
Edition. www.DelmarAlliedHealth.com
National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current
Edition. www.hosa.org
Teaching/Learning Indicators: The following letters are used to indicate specific
skills/areas required in the instructional activity.
R
W
M
H
Reading
SS
Social Studies
Writing
S
Science
Math
A
The Arts
Health professional/parent/community involvement
Summer 2005 J.5
Objective 1H10.01
Describe the structure of the respiratory system.
Teaching/Learning Activities
 Cognitive
S
Have students label the diagram of the lung. (Appendix 1H10.01B)
 Basic Skills
S, R
Instruct the students to read about the Respiratory System in Body Structures and
Functions. Complete the “Respiratory Structure” Worksheet. (Appendix 1H10.01C)
 Cognitive
S
Divide students into small groups. Give each group a ball (or orange) and an empty mesh
bag. After a class discussion of alveoli, instruct the students to explain, in their own
words, the relationship of alveoli to capillaries. Have them demonstrate the relationship
with the ball and mesh bag. (The mesh bag should simulate the capillaries that surround
the alveoli.) Allow one group to volunteer to present their understanding to the class.
 Teamwork
S, R
Activity Title: As the Air Goes
Give individual students one index card with the name of one structure of the Respiratory
System. Have students read about the structure they’re been given in their textbook. On
a signal given by the teacher, the students arrange themselves in a line in the order that
air would pass through them.
Students will need to decide what to do with the mouth and nose as air comes in both,
and the right and left bronchus as air goes thorough both. (See Transparency, Last page
of Appendix) It is possible that you have more students than parts, in which case you
could divide the class in half and let the two groups arrange themselves, or use multiple
bronchiole and alveoli cards.
 Technology S
Take students to the computer lab and have them work through anatomy software such
as A & P Challenge. Check with your media specialist or anatomy teacher for titles
available. Students may work individually or in pairs.
 HOSA
S
Using HOSA Competitive Event Guidelines for Medical Spelling, hold a spelling bee using
the terms in the Terminology List. If they spell the word correctly, allow them to go to an
anatomical wall chart or model and point out the location of the structure they spelled.
 Critical Thinking
S, A
Have students create “Model Lungs” using the directions provided. (Appendix 1H10.01D)
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.
Summer 2005 J.6
Objective 1H10.02
Analyze the function of the respiratory system.
Teaching/Learning Activities
 Basic Skills S, R
Have students read the section about respiratory function in Body Structures and
Functions.
Have students create five matching questions. They can exchange papers and answer
the peer-created questions
 Critical Thinking
S
Give students a hoola hoop and ask them to demonstrate diffusion. Explain that half of
them will be oxygen molecules and the other half will be carbon dioxide molecules. They
are to use the hoop as the alveolus and must arrange the molecules to represent
diffusion. (Students must “duck” underneath the hoop to move in and out.)
Have students brainstorm how they think the respiratory system responds to the need for
oxygen. Then, introduce the section on “Control of Breathing” (Body Structures and
Functions). Have them complete the worksheet provided. (Appendix 1H10.02A)
 Technology/Employability
S, H
Have students use a pulse oxygen saturation monitor (pulse oximeter) to determine their
own oxygen saturation level. If the HOE department does not have this piece of
equipment, arrange to borrow one from a local hospital or other health facility.
You can also invite a respiratory therapist to speak with the class who can bring the
monitor for the session. Have the students determine if their own oxygen saturation is
within normal levels. Have the Respiratory Therapist discuss gas exchange and control
of breathing.
 Teamwork
S. A
Have students work in small groups to create a song that they will sing to the class. The
lyrics must explain the production of sound. They may use the tunes from familiar songs
such as Twinkle, Twinkle, Row Your Boat, etc.
 Cognitive
S, M
In small groups, have the students complete the “Respiratory Rate Comparison”
worksheet. (Appendix 1H10.02B)
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.
Summer 2005 J.7
Objective 1H10.03
Identify characteristics and treatment of common
respiratory disorders.
Teaching/Learning Activities
 Basic Skills S, R, W, SS
Have students read about respiratory disorders in their textbook and complete the
“Respiratory Disease Fact Chart” provided. (Appendix 010.03A)
Call the American Lung Association to obtain material for the “Great American
SmokeOut” which is usually held in November. Have students review the information,
and plan activities for the student body and community. (Appendix 1H10.01B)
 HOSA
S, R, W
Have students write an oral report on one of the following diseases: common cold,
pharyngitis, laryngitis, bronchitis, tuberculosis, emphysema, pneumonia, asthma, or
influenza. The report should include the etiology, signs and symptoms, treatment, and
preventative measures.
Use the Prepared Speaking guidelines to evaluate the speeches.
 Critical Thinking/Technology
S, R, M
Have students research the incidence of tuberculosis in their county, state, and country.
Have them interview local health care providers to determine current treatment
modalities, and any measures which will help reduce the incidence.
Have students present their findings using PowerPoint or Hyperstudio. Also, have
students create pie charts or graphs to show the number of cases, age of patients,
relation to other diseases, etc.
 Teamwork
S
Have students create “Jeopardy” questions for respiratory diseases. Each question
should include a clue, but should NOT contain a form of the answer. (Example: If the
answer is laryngitis, the question should not contain the word larynx.) Gather all the
questions, revise as necessary. Divide the class into teams and play “Jeopardy”.
 Employability Skills
S, SS
Divide students into small groups for role playing. Assign the following roles: respiratory
therapist, patient, family member, etc. The patient is diagnosed with a respiratory
disorder and the therapist must explain the disease and treatment to the patient and the
family.
Note: Write the different respiratory disorders studied on note cards, and let each small
group draw a card to determine their disorder.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.
Summer 2005 J.8
Unit J: Respiratory System
Terminology List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Alveoli
Apex
Bronchi
Bronchioles
Cilia
Coughing
Epiglottis
Expiration/exhalation
Hiccups
Inhalation/inspiration
Larynx
Lobes
Lungs
Medulla oblongata
Nasal septum
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Nose (nasal cavity)
Pharynx
Phrenic nerve
Pleura
Pleural cavity
Pleural fluid
Respiration
Sinuses
Sneezing
Surfactant
Trachea
Ventilation
Yawning
Disorders and Related Terminology
1.
2.
3.
4.
5.
6.
apnea
asthma
bronchitis
common cold
dyspnea
emphysema
7. influenza
8. laryngitis
9. pharyngitis
10. pneumonia
11. tachypnea
12. tuberculosis
Appendix 1H10.01A
Summer 2005 J.9
Label the Lungs
Label the following structures:









Right lung
Left lung
Larynx
Trachea
Heart
Ribs
Left bronchus
Right bronchus
Pleura
Appendix 1H10.01B
Summer 2005 J.10
Respiratory Structure Worksheet
Directions: Fill in the blanks using the word bank below.
Sinuses
Nasal Septum
Right
Lungs
Mediastinum
Epiglottis
Larynx
Trachea
Anterior Nares
Alveoli
Left
Bronchi
Glottis
Pharnyx
Pleural
Surfactant
1.
Air enters the nostrils, or _________________, which is divided into two chambers
by a partition known as the _____________________________________.
2.
_____________________, or small hairs in the nose, entrap and prevent the entry of
larger dirt particles.
3.
The _______________________ serves as a common passageway for air and food.
4.
The ______________________, a cartilage “lid”, covers the opening into the larynx
when food is swallowed.
5.
The tube-like passageway which extends from the larynx, passes in front of the
esophagus, and continues to form two bronchi is the ______________________.
6.
The inner surfaces of the _____________________ are covered with a lipid material
known as surfactant.
7.
The __________________ lung is larger and broader than the ________________ lung
due to the location of the heart.
8.
The four cavities of the skull in and around the nasal region are called _____________.
9.
The structure situated between the lungs along the median plane of the thorax
is known as the _________________________.
10.
The ______________________________ fluid is necessary to prevent friction as the
two pleural membranes rub against each other during each breath.
Appendix 1H10.01C
Summer 2005 J.11
Answer Key – Respiratory Structure Worksheet
1.
anterior nares, nasal septum
2.
cilia
3.
pharynx
4.
epiglottis
5.
trachea
6.
alveoli
7.
right, left
8.
sinuses
9.
mediastinum
10.
pleural
11.
nasal cavity, pharynx, larynx, trachea, bronchial tree, bronchus, bronchiole,
alveoli
Summer 2005 J.12
Model Lungs
When you inhale, muscles cause the chest to expand, making the lungs do the same.
When this happens, air is sucked into the lungs. Make a model to demonstrate this.
You will need:







Large clear, plastic bottle
Three-way hose connector
2 rubber bands
modeling clay
plastic tube
3 small balloons
scissors
Directions:
1.
Push the plastic tube into one opening of the hose connector. Use modeling clay, if
necessary, to make an airtight seal. Fix the balloons tightly onto the other opening with
rubber bands, making sure that the joints between the connector and the balloons are
airtight.
2.
Carefully cut off the bottom 1 inch from the bottle, using the scissors. Make sure the
cut edge of the bottle is smooth. Place the balloons and connector inside. Seal the
plastic tube into the neck of the bottle with the modeling clay to make an airtight fit.
3.
Tie a knot in the neck of the third balloon. Then carefully cut it in half, crossways.
Gently stretch the knotted part of the balloon over the lower end of the bottle, and pull it
around the sides. Make the balloon as taut as you can-like a drum skin. Now hold it by
its knot.
4.
The lower balloon represents the diaphragm, the main breathing muscle. Pull it down,
As though you were inhaling. This lowers the air pressure in the bottle. Air from outside
rushes in and makes the two balloons expand just like the real lungs in your chest.
Additional assignment:
Read pages 261-262 in Body Structures and Functions. In your own words, explain the
process of inspiration and expiration. Write your answer on the back of this handout.
Appendix 1H10.01D
Summer 2005 J.13
Breathing Control Worksheet
I.
Directions:
Read the situations below. If the situation is closely related to the
NEURAL factors affecting respiration, write an “N” in the blank provided. If the
situation is more closely related to the CHEMICAL factors, write a “C” in the blank.
_____1.
Donnie jumps in a pool of cold water and “gasps” for air.
_____2.
Maria is “out of breath” after running up four flights of stairs.
_____3.
Emanuel, a health care assistant, determines the respiratory rate of his
patient, Mr. Nguyen, to be 10 breaths per minute. Emanuel learns that his
patient is on Morphine for post-operative pain.
_____4.
Sally is allergic to pollen. When she works in her outdoor garden, she
constantly sneezes.
_____5.
Terrell has been taking diet pills and has experienced an increase in
respiratory rate.
II.
Directions: Read the statements below and write the answer in the space
provided.
1.
Where is the body’s respiratory center located? What is the name of the
structure?
2.
Describe the major function of the phrenic nerves.
3.
Explain how the level of oxygen and carbon dioxide in the blood will trigger
the respiratory center.
4.
Chemical regulators of respiration, or chemoreceptors are found in which major
arteries in the body? Briefly explain their function.
5.
Explain how sensory impulses are involved in changing the rhythm of breathing.
Appendix 010.02A
Summer 2005 J.14
Answer Key – Breathing Control Worksheet
I.
1.
2.
3.
4.
5.
N
C
C
N
C
II.
1.
The respiratory center is located in the brain, the medulla oblongata.
2.
They are motor nerves which lead to the diaphragm and the
intercostal muscles.
3.
An increase of carbon dioxide or lack of oxygen in the blood will
trigger the respiratory center.
4.
They are found in the carotid arteries and the aorta. As the arterial
blood flows around these structures, the chemoreceptors are
particularly sensitive to the amount of oxygen present. If the level
become low, impulses are sent from these structures to the
respiratory center which will stimulate the rate and depth of
respiration.
5.
Nerve pathways carry sensory impulses from the nose, larynx, lungs,
skin, and abdominal organs via the vagus nerve in the medulla.
Summer 2005 J.15
Respiratory Rate Comparison
Directions: Have each student in your group count the number of breaths per minute
while resting. Record the number in the chart. Then do 2 minutes of
vigorous exercise, such as running in place or jumping jacks. Have each
member of the group count the breaths per minute again and record in the
chart below.
Once this is done, find the range and mean respiratory rate of your group.
Answer the questions at the bottom of this page.
NAME
RESPIRATORY RATE
AT REST
RESPIRATORY RATE
DURING ACTIVITY
1.
What is the range of respiratory rates of your group at rest?__________after
activity?__________
2.
What is the average respiratory rate of your group at rest?__________after
Activity?__________
3.
How do these rates compare with the normal rates discussed in your text on
pages 262-264?
4.
After reviewing the pages listed above, describe other situations that can affect
the respiratory rate.
Appendix 010.02A
Summer 2005 J.16
Respiratory Disease Fact Chart
Directions:
Complete the chart by filling in the “missing” information.
DISEASE
SIGNS
SYMPTONS
Common
cold
ETIOLOGY
TREATMENT
PREVENTION
Usually viral
Red, inflamed
throat and
painful
swallowing
Aimed at symptonsquit smoking
Laryngitis
Vaccine
Chest pain,
fever, chills,
dyspnea
Mycobacterium
tuberculosis
AnitiInflammatory
Drugs, bronchoDilators
Emphysema
Appendix 010.03A
Summer 2005 J.17
IDEAS FOR THE GREAT
AMERICAN SMOKEOUT
1.
Call your local American Lung Association early in the school year to find out
how to get materials for this event. The materials are free. If you are not
teaching this unit at the right time to coincide with the event, this Association will
let you borrow teaching materials such as diseased and non-diseased lung
specimens, etc.
2.
Contact your school nurse for assistance in providing school-wide or community
education related to this event. She may even be able to obtain the materials for
you.
3.
Students may create displays about the effects of smoking on the respiratory
system. The displays can be used for the Great American Smokeout.
4.
Have a jar of molasses to represent the tar in the lungs.
5.
Obtain coffee stirrers and set up a station which allows the participant to breathe
through the stirrer. Ask him/her how it felt to breathe this way. Explain the
effects of diseases such as emphysema.
5.
Include pledge cards which participants can sign which states they will either
quit smoking or never start. These cards and stickers are available through the
American Lung Association.
6.
Short video commercials are also available as part of the promotional items for
this event. Have students meet with administration to plan how they can be used
for the school wide viewing.
7.
At the conclusion of the event, instruct your students to write their observations
and evaluation of their participation and the student body’s reaction to the
activities. You may even follow up with a school-wide survey to determine
the number of students who continue to follow their pledge of not smoking at
certain interval (2 weeks, 2 months, 6 months, etc.) Have students graph the
survey results and include it and an article in the school paper.
Appendix 010.03B
Summer 2005 J.18
Unit J:
Respiratory System
OVERHEAD TRANSPARENCY
MASTERS
Summer 2005 J.19
Includes the nasal cavity, pharynx, larynx, trachea,
bronchi, bronchioles, alveoli, lungs, and pleura.
NASAL CAVITY
NASAL SEPTUM =
divides nasal cavities into
R and L sides
Turbinates are bones that
protrude into the nasal
cavity – they increase
surface area for filtering
dust and dirt particles by
the mucous membrane.
CILIA – the hairs in your
nose, trap larger dirt
particles
Summer 2005 J.20
SINUSES – cavities in the
skull, ducts connect them to
the nasal cavity, lined with
mucous membrane to warm
and moisten the air.
 Frontal
 Maxillary
 Ethmoid
 Sphenoid
Sinuses give resonance to the
voice.
PHARYNX




The throat
Common passageway for air and food
5” long
When food is swallowed, the EPIGLOTTIS closes
over the opening to the larynx, preventing food
from entering the lungs.
Summer 2005 J.21
LARYNX




Voice box
Triangular chamber below pharynx
Within the larynx are vocal cords (GLOTTIS)
Adam’s Apple
TRACHEA
 Windpipe
 4 ½ in. long
 walls are
alternate bands
of membrane
and C-shaped
rings of hyaline
cartilage – to
keep trachea
open
 Lined with
ciliated mucous
membrane
 Coughing and
expectoration gets rid of dust-laden mucous
Summer 2005 J.22
BRONCHI and BRONCHIOLES
 Lower end of trachea divides into R and L
bronchus
 As they enter lungs, subdivide into bronchial tubes
and bronchioles
 Bronchi – similar to trachea with ciliated mucous
membrane and hyaline cartilage
 Bronchial tubes – cartilaginous plates (instead of
C-shaped rings)
 Bronchioles – thinner walls of smooth muscle,
lined with ciliated epithelium
 At the end, alveolar duct and cluster of alveoli
ALVEOLI
 Composed of a single layer
of epithelial tissue
 Inner surfaces covered with
SURFACTANT – to keep
alveoli from collapsing
 Each alveolus surrounded
by capillaries
 O2 and CO2 exchange takes
place between the alveoli
and capillaries
Summer 2005 J.23
LUNGS





Fill thoracic cavity
Upper part = apex Lower part = base
Base fits snugly over diaphragm
Lung tissue porous and spongy – it floats
R lung = larger and shorter (displaced by the liver)
and has 3 lobes
 L lung smaller (displaced by the heart) and has 2
lobes
PLEURA
 Thin, moist slippery membrane that covers lungs
 Double-walled sac
 Space is pleural cavity – filled with pleural fluid to
prevent friction
Summer 2005 J.24
FUNCTION OF THE RESPIRATORY SYSTEM
 External respiration, internal respiration, and
cellular respiration
 Production of sound (vocal cords)
PULMONARY VENTILATION (Breathing)
INSPIRATION
 Intercostal
muscles lift ribs
outward, sternum
rises and the
diaphragm
contracts and
moves downward
– this increases
the volume of the
lungs and air
rushes in.
EXPIRATION
 Opposite action
takes place
 Exhalation is a passive process
Summer 2005 J.25
Respiratory Movements
 1 inspiration + 1 expiration = 1 respiration
 Normal adult = 14 - 20 respirations per minute
 Increases with exercise, body temperature, certain
diseases.
 Age - newborn = 40-60/min
 Sleep = respirations 
 Emotion can  or  rate
Coughing – deep breath followed by
forceful expulsion of air – to clear
lower respiratory tract.
Hiccups – spasm of the diaphragm and
spasmotic closure of the glottis –
irritation to diaphragm or phrenic nerve
Sneezing – air forced through nose
to clear respiratory tract
Yawning – deep prolonged breath that
fills the lungs, increases oxygen within
the blood
Summer 2005 J.26
Control of Breathing
Breathing controlled by neural and chemical factors.
Neural Factors
 Respiratory center located in MEDULLA
OBLONGATA
  on CO2 or  O2 in the blood will trigger
respiratory center
 PHRENIC NERVE – stimulates the diaphragm
Chemical Factors
 Depends on the levels of CO2 in the blood
(respiratory center in brain)
 Chemoreceptors in aorta and carotid arteries
sensitive to the amount of blood O2
Summer 2005 J.27
COMMON COLD
 Contagious viral respiratory infection
 Indirect causes - chilling, fatigue, lack of proper
food, and not enough sleep
 Rx – stay in bed, drink warm liquids and fruit
juice, good nutrition
 Also called an Upper Respiratory Infection (URI)
 Handwashing – best preventative measure
LARYNGITIS
 Inflammation of larynx or voice box
 Often secondary to other respiratory infections
 Symptoms – sore throat, hoarseness or loss of
voice, dysphagia (difficulty swallowing)
SINUSITIS
 Infection of mucous membrane that lines sinus
cavities
 Caused by bacteria or virus
 Symptoms – headache or pressure, thick nasal
discharge, loss of voice resonance
 Rx – symptomatic, surgery for chronic sinusitis
Summer 2005 J.28
PHARYNGITIS – red, inflamed throat
BRONCHITIS




Inflammation of the mucous membrane of the
trachea and bronchial
tubes, producing
excessive mucous
May be acute or chronic
Acute bronchitis
characterized by cough,
fever, substernal pain
and RALES (raspy
sound)
Chronic bronchitis – middle or old age, cigarette
smoking most common cause
INFLUENZA (Flu)
 Viral infection causing inflammation of the
mucous membrane
 Fever, mucopurulent discharge, muscular pain,
extreme exhaustion
 Complications – pneumonia, neuritis, otitis
media and pleurisy
 Rx – treat the symptoms
Summer 2005 J.29
PNEUMONIA
 Infection of the lung
 Caused by bacteria or virus
 Alveoli fill with exudates (thick fluid)
 Symptoms – chest pain, fever, chills, dyspnea
 Rx – O2 and antibiotics
TUBERCULOSIS
 Infectious bacterial lung disease
 Tubercles (lesions) form in the lungs
 Symptoms: cough, low grade fever in the
afternoon, weight loss, night sweats
 Diagnosis – TB skin test
 If skin test positive – follow up with chest x-ray
and sputum sample
 RX – antibiotic
ASTHMA
 Inflammatory airway obstruction
 Caused by allergen or psychological stress
 5% of Americans have asthma
 Symptoms: difficulty exhaling, dyspnea,
wheezing, tightness in chest
 Rx: anti-inflammatory drugs, inhaled
bronchodilator
Summer 2005 J.30
EMPHYSEMA
 Alveoli become over-dilated, lose their elasticity,
can’t rebound, may eventually rupture
 Air becomes trapped, can’t exhale – forced
exhalation required
 Reduced exchange of O2 and CO2
 Dyspnea increases as disease progresses
Rx – alleviate the symptoms, decrease exposure to
respiratory irritants, prevent infections, restructure
activities to prevent need for O2
Summer 2005 J.31