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Secondary Math & Science – EDUC 5833
Demonstration in High School Science
Monday, January 27th/2014
Keely Campbell
Grade: Grade 11 Biology (11-1 or 11-2)
Unit: Unit 3: Maintaining Dynamic Equilibrium 1 – Circulatory and Respiratory
System
Curriculum Outcomes:
Prescribed Outcomes:
Explain the function of the human circulatory and respiratory
systems and how they interact (116-7, 317-1)
Investigate the structures and mechanics of the respiratory system.
(116-7. 212-6, 215-2, 213-5, 317-1)
Design and carry out an experiment to investigate respiratory
function (212-6, 213-5, 214-9, 214-10, 215-2, 317-3)
Purpose/Objective:
Students should be able to describe the structure of the human
circulatory system, how gases and nutrients are delivered to cells
throughout the body, and how the circulatory system helps to
maintain homeostasis. They should be able to describe the
mechanics of human breathing, lung structure and function, gas
exchange with the blood stream, and respiratory disorders.
Materials/Apparatus Required:
One 2L plastic pop bottle
1 Nitrile glove
Duct tape
Elastic band
Modeling clay
2 Straws
2 Balloons
Scissors
Step-By-Step Instructions:
1) Stretch the glove over the cut portion of the upper half of the pop bottle.
Secure it with duct tape and/or an elastic band.
2) Attach the opening of a balloon to the end of each straw and tape then on
securely.
3) Wrap the ball of modeling clay around the 2 straws so they are parallel to
each other and make an airtight seal.
4) Insert the balloon end of the straws into the top of the plastic bottle.
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5) Wedge the modeling clay in the mouth of the bottle, ensuring an airtight seal.
Discussion Points:
 What do you know about lungs?
 What do you know about breathing and respiration?
 What are some of the body parts and elements involved in breathing?
 Have you heard of the respiratory system before?
 Why do you think it’s called a system?
 What does each part of the model represent?
 Why is each component necessary?
 What is the cause and effect relationship among parts? What is the
relationship of parts to whole in a system? Between systems?
 How else could you model the lungs using household items? Explain.
 What other parts of the body could you model? How?
Hints/Suggestions:
 You will be able to visualize how the lungs, thoracic cavity, and diaphragm
work together to facilitate inhalation and exhalation.
 With your group predict what will happen when the fingers of the glove are
pulled down and then pushed back up.
 Attempt to come up with a rationale for their prediction.
 Record your observations on your sheet.
 When the fingers of the glove are pulled down, air enters the balloons
through the straws and the balloons expand.
 When the fingers of the glove are released, air leaves the balloons through
the straws.
 Bottle = Chest
 Straws = Trachea and Bronchi
 Balloons = Lungs
 Glove = Diaphragm
 Space inside bottle = Thoracic cavity
 Breathing in oxygen, breathing out carbon dioxide
 Inhalation: Diaphragm contacts and lowers, increasing the volume of the
thoracic cavity and lowering the air pressure in the lungs. Air goes from high
to low pressure – causing lungs to expand.
 Exhalation: Diaphragm expands, rises and decreases the volume of the
thoracic cavity – lungs contract, increases the air pressure in the lungs and
expelling air up through the trachea out of the body.
 Autonomic nervous system controls the contractions of the diaphragm.
 The main purpose of respiration is the intake of air, which contains oxygen,
an element vital to our survival, and the removal of the waste product carbon
dioxide.
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What Happens Next in Class:
 This lesson links back to Unit 1 and the requirements of each cell for
nutrition, excretion, and oxygen. Will support the study of the human
systems in Unit 3, and the study of evolutionary theory and human systems
in Grade 12 Biology.
 Describe disorders linked to the circulatory system and/or the respiratory
system and their effect on the homeostasis of the system and the organism as
a whole. (317-1, 317-3, 317-4, 317-6)
 Biology 11-1: Students should describe the structures of the respiratory
system that increase gas exchange including: cilia, mucous membranes, large
surface area of alveoli, cartilaginous rings in airway, epiglottis.
 Environmental factors that can impact on respiratory disorders such as
asthma, bronchitis, or emphysema may include cigarette smoke, allergens
(dust, mold, food), petrochemical fumes, smog and perfumes.
 Describe adaptive features that provide for efficient gas exchange in humans
(116-7, 317-1)
 Predict the impact of environmental factors such as allergens on homeostasis
within an organism. (317-6)
 Extra mucus that forms in the lungs during a cold and with some respiratory
diseases has an effect on the function of the lungs. To explore this, add one
spoonful of water to the balloon. Push and pull on the plastic and observe
what happens. How has the addition of the water affected the ability of the
lungs to function properly? How does the extra “mucus” affect the amount of
air that can be inhaled?
 Research various diseases such as asthma, emphysema, etc. What is their
cause, and what effect do they have on the lungs and breathing?
References/Resources:
NB Department of Education. (June 2008). Biology 111-112 curriculum.
Science Museum of Minnesota. (2000). Habits of the heart: Lessons. Retrieved from
http://www.smm.org/heart/lessons/lesson7.htm
Advancing Science. Serving Society. (2014). Bottled model lungs - science netlinks.
Retrieved from http://sciencenetlinks.com/lessons/bottled-model-lungs/
Science Teachers' Association of Ontario. (2014). SNC2D/2P tissues, organs, and
systems of living things/tissues, organs, and systems. Retrieved from
http://stao.ca/res2/demo/10AP-B7.pdf