Unit 3: Teacher Notes
Lesson 3.1: Introduction to Energy (Optional)
Activity 3.1.1 Resources for Life
Activity 3.1.2 The Rule of Threes
Lesson 3.2: Food
Activity 3.2.1 Action Molecules
Project 3.2.2 Digestive System Design
Project 3.2.3 Living in a Material World (Optional)
Project 3.2.4 Investigating Enzyme Action
Activity 3.2.5 Metabolism – A Balancing Act
Activity 3.2.6 In Search of Energy
Lesson 3.3: Oxygen
Activity 3.3.1 Gasping for Air
Activity 3.3.2 Measuring Lung Capacity
Activity 3.3.3 Rx – Understanding Prescriptions
Activity 3.3.4 Respiratory Therapy
Lesson 3.4: Water
Activity 3.4.1 Hook Up the Plumbing
Activity 3.4.2 Spotlight on the Kidney
Project 3.4.3 The Blood/Urine Connection
Activity 3.4.4 Water Balance
Activity 3.4.5 Urinalysis
Lesson 1
This lesson is meant to engage students in a discussion about power in the human
body. The two activities in this lesson can be completed as described or the teacher can
use elements of the activities as a quick classroom engagement discussion.
The teacher may want to engage the class with photos, video clips, or stories that
showcase people pushing their bodies to the limit. The story of Mauro Prosperi has
been included in the Purpose of Activity 3.1.1 as an example. Additional information on
Mauro Prosperi can be found in the book Surviving the Extremes: What Happens to the
Body and Mind at the Limits of Human Endurance by Kenneth Kamler, MD. The
National Geographic Channel’s series Expeditions to the Edge featured Mauro’s story in
the episode Sahara Nightmare. Please see the National Geographic site at
http://channel.nationalgeographic.com/ for additional information about the
availability of the episode.
The students will delve deeper into the book Surviving the Extremes: What Happens to
the Body and Mind at the Limits of Human Endurance by Kenneth Kamler, MD in Unit 6,
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Human Body Systems Lesson 3.4 – Page 1
but you may want to consider assigning chapters to the class as they work through the
activities in the next few units. The readings provide great discussion topics for issues of
power and movement in the body. “Surviving the Extremes - Discussion Questions” can
be used to review content, ignite discussion, and further illustrate the interactions of the
human body systems.
If using this lesson as engagement, consider introducing the case of Mauro Prosperi
and completing the chart described in Activity 3.1.1 as a class brainstorm on the board.
Have the class list the main resources for life (food, water, and oxygen) and brainstorm
functions of these fuels, the body systems that may be involved with processing or
delivering these fuels, as well as environmental and personal factors that could impact
availability and utilization of each. As a class, rank the resources discussed in order of
importance for the body, thinking about which would run out first. Use the Conclusion
questions for Activity 3.1.1 to help lead the discussion. If desired, ask students to
estimate how long a person could last without each key resource (as outlined in Activity
3.1.2). Compare classroom estimates with the “Rule of Threes” and discuss factors that
might impact this rule. Remind students that in this unit, they will discuss each of the
resources that power the human body as well as investigate the systems of the body
that work to process and deliver these key fuels.
Activity 3.1.1(Optional) – see general Lesson 1 note about using this activity as
engagement
In this activity, students will begin to brainstorm the resources humans need to live, as
well as the function food, water, and oxygen play in keeping a person healthy. Food
serves as a source of energy for the body as well as a source of fat and insulation. This
fat cushions organs and protects the human body. Water helps regulate body
temperature, moistens tissues in the eyes, mouth and nose, lubricates joints, dissolves
minerals and nutrients to make them accessible to the body, flushes out waste products
and helps deliver nutrients and oxygen to cells. Oxygen is required to feed the body’s
tissues and produce ATP in aerobic cellular respiration. The physical act of breathing
assists with gas exchange and the removal of harmful gases from the body. Students
will further investigate the way in which the body distributes, processes and utilizes
food, oxygen and water in the next three lessons and will revisit the idea of energy as it
relates to sports and movement in Unit 4. Students will also return to explore how all
body systems are affected by extreme environments in the final unit.
Activity 3.1.2 (Optional) - see general Lesson 1 note about using this activity as
engagement
This activity is simply an extension of Activity 3.1.1. Students will compare their
estimates to a general “rule” for how long a person can survive without vital resources.
The Rule of Threes is referenced in survival handbooks and various adventure sports
and military websites. This “rule” is one estimate on the power of the body’s resources
and is used merely as an engagement point. Students will quickly see that this estimate
is not an absolute. Students have probably already come to the conclusion that factors
in the environment and factors unique to the person (overall health, age, weight, will and
determination, etc.) directly relate to how long a particular fuel will last. They will list
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Human Body Systems Lesson 3.4 – Page 2
these factors and use this knowledge to write a disclaimer to go under the rule.
Students will further explore how the body deals with food, oxygen, and water in the
upcoming lessons.
The Discovery Channel video clip can be viewed on the Internet or on the “Strength”
DVD. The clip shows how an elite athlete’s body manages a fuel crisis and sets the
stage for a discussion on macromolecules in food as a source of energy.
Lesson 2
Activity 3.2.1
Students will be using a variety of materials to create a model of the lock and key and
induced fit model of enzyme function. The list of materials provided can be changed or
expanded as there are many ways to make the models. In Part A you may want to
review with the students the use of the Inspiration software and the outlining techniques
used to create the concept maps by developing a short review lesson.
There is a sample outline and concept map provided. These designs are meant to be
samples as there are many ways to create both the outline and the map.
Materials for 3-D Modeling Kits:

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





1 Styrofoam ball
1 Styrofoam square
1 12 cm piece of wire
1 8 cm2 piece of modeling clay
1 colored marker
1 20 cm2 piece of construction paper
2 Pipe cleaners
Glue
Project 3.2.2
In this project, students will work in teams to research the components of the digestive
system and design a model of this system on their manikens. Students will work in
teams of four to formulate the design. They can either work together to build one
completed model on one of the two manikens in the team or if time permits, each pair
should build the digestive system on their own maniken. Provide clay in all available
colors and encourage students to use additional modeling materials and materials from
home to add texture or specific structure to the model. Stress that the materials that
make up the structures of the digestive system are highly related to their function in the
body. Check to make sure that the organs placed on the maniken are connected in an
appropriate order and that placement is consistent with true anatomy. Provide reference
textbooks or suggest helpful websites that display true digestive system anatomy.
One basic assembly for the maniken digestive system is shown and described below.
These building photographs are presented simply as a guideline. This activity should
not be a teacher-led building activity. Students should customize the design using clay
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Human Body Systems Lesson 3.4 – Page 3
and other modeling materials and figure out connections and placement on their own.
You may want to provide students with the hint that it may be easier to first sculpt all of
the organs on the gastrointestinal tract and then go back and add any accessory
organs.
Students can build the palate, the roof of the mouth, above the mouth and below the
nasal cavity. A projection of this tissue known as the uvula hangs down from the middle
of the soft palate over the roof of the tongue. In this model, the palate and uvula are
shown in white and the tongue has been constructed in terra cotta clay. Remind
students that the tongue is a very powerful muscle. The tongue extends back to the
hyoid bone, its bony attachment. Students may want to add salivary glands and teeth to
the oral cavity. The pharynx directs food into the esophagus and sits directly behind the
palate and the tongue (it is the open space you see when you open up and say “ahh”).
The tube runs from the mouth and halfway down the neck where it becomes the
esophagus. In this model, the pharynx and the esophagus are shown in pink. Make sure
to hollow out a funnel at the top of the pharynx to show the opening of the cavity.
Build the J-shaped stomach and attach the organ on the left side of the abdominal
cavity. The esophagus pipes directly into the stomach. The pylorus, the region of the
stomach that attaches to the duodenum, points over to the side under the rib cage. In
this model, the stomach has been sculpted in pink clay.
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Human Body Systems Lesson 3.4 – Page 4
The duodenum, the first part of the intestine, attaches to the pylorus and forms a letter
“C” so it can curve around the head of the pancreas. All of the organs of the GI tract can
be constructed in the same color of clay to show the direct pathway of food. In this
model, the small intestine has been constructed out of blue clay for emphasis. Mixed
clay from the previous year also makes great intestines.
Humans have approximately 18 - 20 feet of small intestine. Use a clay extruder or roll
out thick spaghetti stands for the remainder of the small intestines. About 6-8 feet of
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Human Body Systems Lesson 3.4 – Page 5
intestine was used to construct the organ in the picture below. Consider having the
students measure out this length and marvel and how it could possibly fit inside the
abdominal cavity. Twist the long strand back and forth to create the remaining two parts
of the intestine, the jejunum and the ileum. Attach the twisted intestine to the end of the
duodenum and fill the abdominal cavity with the organ. Secure the intestine on the back
support and on the ilium of the pelvic bone.
Roll out a thicker tube to represent the large intestine. Approximately 14-16 inches of
orange clay was used to create the intestine shown below. Attach the ileum of the small
intestine to the cecum of the large intestine. The cecum is shown as a thicker pouch at
the beginning of the large intestine. Wrap the intestine upward to represent the
ascending colon, wind the clay across the abdominal cavity to form the transverse
colon, and bend the clay downward to represent the descending colon. Bring the clay
back behind the small intestine and next to the sacrum to represent the rectum and the
anus.
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Human Body Systems Lesson 3.4 – Page 6
The pancreas is then constructed using yellow clay. The organ takes the shape of a
sideways comma. Reinforce that this organ is part of the digestive system, supplying
enzymes needed to break down food, and part of the endocrine system, producing the
hormone insulin. The pancreas fits inside the “C” shape of the duodenum and extends
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Human Body Systems Lesson 3.4 – Page 7
across the abdomen. You may have to pick up the duodenum and hold the stomach in
place to secure the pancreas.
The liver is located in the upper abdomen under the diaphragm. This large organ is
constructed using terra cotta clay. A small gallbladder is assembled using green clay
and is placed in the hollowed-out underside of the liver.
NOTE: The digestive system will most likely have to be removed from the maniken
when assembling the urinary system. Challenge the students to figure out how these
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Human Body Systems Lesson 3.4 – Page 8
two systems are actually oriented in the human body. You may also want to discuss
placement of the reproductive organs.
Consider using plastic wrap to secure the entire digestive system and to help move the
organs out of the way as needed. Remind students that this layer could represent the
parietal peritoneum that holds the massive set of organs in place.
Each group should be assigned a different “bite of food.” Use foods that are
representative of different macromolecules. Possible items include bread, butter, steak
or other protein, candy, or celery (to discuss hard to digest foods high in cellulose). As
students give their presentations and trace the path of their bite of food, the class
should see the fate of all types of macromolecules and begin to appreciate the
specificity of enzymes in the digestive tract. Students may use toothpick flags to label
the location and function of key digestive enzymes. These flags can be removed at the
end of the activity or left in for further study.
As a possible extension, each team could also be given a specific disease or disorder
and asked to alter their model to show how this state occurs and can be remedied (if
possible). Examples illnesses include ulcers, gallstones, heartburn, dehydration,
anorexia, or various types of cancer.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 9
The Human X-ray Print Set includes great shots of food moving in the digestive system.
X-ray 9 clearly shows the shape of the stomach. X-rays 10 and 11 show movement of a
meal through the intestines over a four hour period. The teacher may want to show the
class these X-rays as a wrap-up or as a conclusion to the activity. The teacher can
either show these X-rays on an overhead or make copies of the documents and give
them to student groups. Students should observe the anatomy and discuss what they
see over time and/or should write about what they see in their lab journals. The
discussion or the writing sample could serve as an informal assessment for the project.
More information about what is visible in the X-rays is provided in the booklet that
comes with the X-ray set.
Project 3.2.3 (Optional Alternative to Project 3.2.2)
This optional alternative to Project 3.2.1 covers the same concepts, but asks the
students to working digestive system model that is not assembled on the maniken. The
focus on the lesson is material science engineering and the students are asked to
choose materials for the model that mimic the properties of actual digestive organs and
structures. This project may take longer to complete and does not involve the manikens.
In this project, students can use the Twelve Step Design Process to focus their overall
design. They do not have to take detailed notes on each step in their lab journal, but
they should follow the steps as a guide. Remind students of the steps that go into
designing any sort of model or unique new product. Have the class brainstorm other
potential uses for a working material science model of the human digestive system.
Alternatively, instruct the students to follow through each step of the design process and
take formal notes at each step. Focus should be placed on evaluating the materials that
are picked for each area of the model.
The teacher should have modeling materials available in the classroom, but the
students will most likely be bringing in specific items from home. Some suggested
materials to have in the classroom are modeling clay, foam, various types of hoses,
tubing of different diameters, straws, scraps of material, plastic wrap, pillow stuffing,
thread and needles, balloons of all sizes, bubble wrap, carpet scraps, tin foil, paint,
markers, glue, string, pipe cleaners and wire. Dishwashing detergent would be a good
way for the student to represent bile and its role as an emulsifier. Balloons or stretchy
fabric would be a good material to demonstrate the elastic properties of the stomach.
Additional possibilities are listed below, but allow students to really think outside of the
box and come up with their own creative materials.
Oral cavity
Pharynx
Salivary gland
Uvula
Tongue
Teeth
Esophagus
Stomach
Styrofoam ball, balloon
Styrofoam ball
Tiny latex balloons
Modeling clay
Sponge, red clay with grape nuts
White Chicklets, small gravel
“animal making” balloons, tubing
Hot water bottle, whoopee cushion, balloon
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Human Body Systems Lesson 3.4 – Page 10
Small intestine
Large intestine
Pancreas
Liver
gallbladder
ducts
Slinky (with tissue paper wrap), Twizzlers, white
nebulizer hose
Soaker hose, vacuum hose, irrigation pipe, nerd rope,
dialysis tubing, sausage casing, slinky in panty hose
Sponges, tubing, utility glove (finger portion), feather,
Floam
Pancake, open-cell foam
Green balloon
2-hole rubber stopper, aquarium tubing and Yjunctions, old electric cords/ mouse cords
Each group should be assigned a different “bite of food.” Use foods that are
representative of different macromolecules. Possible items include bread, butter, steak
or other protein, candy, or celery (to discuss hard to digest foods high in cellulose). As
students give their presentations and trace the path of their bite of food, the class
should see the fate of all types of macromolecules and begin to appreciate the
specificity of enzymes in the digestive tract.
Students can take this project as far as they want to go. They can add moveable parts.
They can add texture and encourage those who “tour” their system to touch and
experience the digestive system. The teacher may want to make the project a contest
and bring in other teachers or classes to vote on the most engaging and factual model.
If possible, have the students actually present their final products to a middle school
class. Students should remember to tailor the presentation to the target audience.
To make the project a bit more challenging, consider adding the requirement that a
marble has to be able to pass through the mouth and out the other end just like food in
real life.
As a possible extension, each team could also be given a specific disease or disorder
and asked to alter their model to show how this state occurs and can be remedied (if
possible). Examples illnesses include ulcers, gallstones, heartburn, dehydration,
anorexia, or various types of cancer.
If you decide to complete the project in groups of 6, break up the questions for the large
and small intestine and give each set to a different student. The same can be done for
the stomach and the esophagus or the pancreas and the gallbladder. This may allow
the project to be completed a bit faster, but groups of six may be a bit harder to manage
effectively.
Pictures of completed student projects from Adesha Armstrong and Alexandra Kloepper
in Jadee Lauer’s class at Hazelwood Central High School are shown below.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 11
The Human X-ray Print Set includes great shots of food moving in the digestive system.
X-ray 9 clearly shows the shape of the stomach. X-rays 10 and 11 show movement of a
meal through the intestines over a four hour period. The teacher may want to show the
class these X-rays as a wrap-up or as a conclusion to the activity. The teacher can
either show these X-rays on an overhead or make copies of the documents and give
them to student groups. Students should observe the anatomy and discuss what they
see over time and/or should write about what they see in their lab journals. The
discussion or the writing sample could serve as an informal assessment for the project.
More information about what is visible in the X-rays is provided in the booklet that
comes with the X-ray set.
Project 3.2.4
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Human Body Systems Lesson 3.4 – Page 12
The Royal Society of Chemistry site available at
http://www.rsc.org/education/teachers/learnnet/cfb/enzymes.htm contains a nice
review of enzyme structure and action and also includes an online quiz on enzyme
action.
Solution Preparation
Purified catalase enzyme should be purchased from an appropriate vendor. The
concentration of enzyme varies from 2000–5000 units/mg and depends on the bottle.
For this project you will need to mix up a stock solution of 1000units/1ml of water. For a
step-by-step video on how to do this, visit
http://www.youtube.com/watch?v=zcHMHKFI038. Store the catalase powder as
instructed. Enzyme activity may decrease from year to year, but it will remain viable for
up to three years.
For the preliminary experiment, students should use 1 drop of 200 units/ml catalase
solution. If students are investigating enzyme concentration as an independent variable,
make 100 units/mL, 1000 units/mL, and 2000 units/mL enzyme solutions available for
student use.
Hydrogen peroxide is typically supplied as a 3% solution. Dilute the solution with
distilled water to begin the preliminary experiment with a 1.5% solution. If students are
investigating substrate concentration, begin with 6% H2O2. Use additional solutions of
3% and 1.5%.
In a student investigation of pH, 1.5% H2O2 was prepared by mixing equal volumes of
3% H2O2 and the appropriate buffer. Prepared buffer capsules in pH 4, pH 7, and pH 10
are available from Vernier. (see the optional section of the PLTW purchasing manual for
details). Additional buffers can be added to the experiment if desired.
You can also prepare pH buffers using the following recipes:

pH 4: Add 2.0 mL of 0.1 M HCl to 1000 mL of 0.1 M potassium hydrogen
phthalate.
 pH 7: Add 582 mL of 0.1 M NaOH to 1000 mL of 0.1 M potassium dihydrogen
phosphate.
 pH 10: Add 214 mL of 0.1 M NaOH to 1000 mL of 0.05 M sodium bicarbonate.
Store the solutions in capped containers at 4°C. Buffer solutions are stable for weeks
at this temperature.
Data Collection
In the preliminary activity, students will collect basic catalase data using the Gas
Pressure Sensor and Vernier LoggerPro software. Sample results are shown below:
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Human Body Systems Lesson 3.4 – Page 13
Student answers will vary. The value shown in the example graph above is
0.0771kPa/s.
Student Experimental Design
Help students generate researchable questions as they consider factors that may
change the rate of enzyme action. Suggested questions are listed below. Example
graphs/data are provided for each of these research questions. Student results will vary
based on experimental design.

How does temperature affect catalase activity?
 How does pH affect catalase activity?

How does enzyme concentration affect catalase activity?
 How does hydrogen peroxide concentration affect catalase activity?
Additional, more detailed research questions include:
 What is the optimal temperature for the catalase catalyzed decomposition of
hydrogen peroxide?
 What is the optimal pH for the catalase catalyzed decomposition of hydrogen
peroxide?
 How does boiling the catalase affect catalase activity?
 How effectively does ethanol (methanol, ascorbate, formate) inhibit the catalase
catalyzed decomposition of hydrogen peroxide?
The students must get your approval before actually setting up their experiments. Go
over safety concerns, especially the hazards of working with acids and bases and
the need for safety goggles.
Before students are given permission to design their experiments, review the terms
independent and dependent variables. Identifying the independent and dependent
variable is useful to help the researcher pinpoint the variables involved in the
experiment. The independent variable is the variable that is varied or manipulated by
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Human Body Systems Lesson 3.4 – Page 14
the researcher. The dependent variable is the measurable effect, outcome, or
response in which the researcher is interested. In other words, the independent
variable is the presumed cause, whereas the dependent variable is the presumed
effect. In an experiment, the independent variable is the variable that is controlled
and manipulated by the experimenter; the dependent variable is not manipulated but
instead is observed or measured for variations as a presumed result of the variation
in the independent variable. If you graph the results of the experiment, the
dependent and independent variables are the axes on a graph:
The Effect of Temperature on Catalase Activity
Table 1: Temperature Effect
Temperature
(ºC)
Mean rate
(kPa/s)
5
0.0586
15
0.0805
25
0.1003
35
0.1469
45
0.1202
55
0.1026
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Human Body Systems Lesson 3.4 – Page 15
Figure 1 - The relationship between catalase activity and temperature
These results address the question, “How does temperature affect catalase activity?”
Multiple trials at water bath temperatures of 5, 15, 25, 35, 45, and 55ºC were used.
Typically, a maximum rate of catalase activity is obtained at a temperature near 35ºC.
See the Tips section for water bath setup suggestions.
The Effect of pH on Catalase Activity
Table 2: The Effect of pH
pH
Mean rate
(kPa/s)
4
0.0778
7
0.1118
10
0.1033
Figure 2 The relationship between catalase activity and pH
These results address the question, “How does pH affect catalase activity?” A
procedure similar to that outlined in the student handout was used. For the pH values
tested, catalase activity was lowest at pH 4 and highest at pH 7.
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Human Body Systems Lesson 3.4 – Page 16
A Closer Look at the Effect of pH on Catalase Activity
Table 3: A Closer Look at the Effect of pH
pH
Catalase Activity Rate
(kPa/s)
5.1
0.0654
6.1
0.0826
7.2
0.0859
8.1
0.0739
8.7
0.0726
Figure 3 A closer look at rate of catalase activity vs. pH
These results address the question, “What is the optimal pH for the catalase catalyzed
decomposition of hydrogen peroxide?” Student should prepare buffer solutions at each
pH level. They will continue to refine their results as they prepare more specific buffers.
The Effect of Enzyme Concentration on Reaction Rate
Table 4: Effect of H2O2 Concentration
Volume of Yeast Suspension
(µL)
Catalase Activity
(kPa/s)
50
0.0460
100
0.0770
150
0.1161
200
0.1578
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Human Body Systems Lesson 3.4 – Page 17
Figure 4 The relationship between reaction rate and yeast concentration
These results address the question, “How does enzyme concentration affect catalase
activity?” Data were collected at 22ºC using the procedure outlined in the Preliminary
Activity and varying the enzyme concentration as described in Table 4.
Under the conditions specified, reaction rate was found to vary directly with enzyme
concentration, as evidenced by the linear fit shown in Figure 4 with a correlation
coefficient of 0.9979 and with the line passing near the origin.
The Effect of Substrate Concentration on Reaction Rate
Table 5: Effect of H2O2 Concentration
Volume
3% H2O2
(mL)
Volume
Water
(mL)
Percent
H2O2
(%)
H2O2
Concentration
(mol/L)
Catalase
Activity
(kPa/s)
1.0
49.0
0.06
0.018
0.0018
5.0
45.0
0.3
0.088
0.0274
10.0
40.0
0.6
0.176
0.0436
20.0
30.0
1.2
0.352
0.0802
30.0
20.0
1.8
0.528
0.0843
40.0
10.0
2.4
0.704
0.0864
50.0
0.0
3.0
0.880
0.0695
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Human Body Systems Lesson 3.4 – Page 18
Figure 5 The effect of substrate concentration expressed in percent
These results address the question, “How does hydrogen peroxide concentration affect
catalase activity?” Data were collected at 22ºC using the procedure outlined in the
Preliminary Activity while varying H2O2 concentration as described in Table 5.
As can be seen in Figure 5, a natural exponent curve fit matches the data well. The rate
of the reaction initially increased rapidly, but then approached a constant rate as the
substrate concentration increased.
General Tips
1. Many different organisms may be substituted as sources of catalase in this
investigation. Beef liver and beef blood are often used. To prepare a beef liver
suspension, homogenize 0.5 to 1.5 g of beef liver in 100 mL of cold water. You will
need to test the suspension before use, as its activity varies greatly depending on its
freshness. The color of the suspension will be a faint pink. Keep the suspension on
ice until used in an investigation.
2. If micropipettes are not available, dropper pipettes can be substituted with number of
drops of catalase suspension delivered being counted.
3. High concentration combinations that produce high pressure increase rates should
be avoided in this investigation. Higher concentrations can cause significant
temperature increases and greater apparent deviation from expected results.
Stoppers tend to pop out of 125 mL Erlenmeyer flasks at pressures above 130 kPa,
and greater concentration combinations tend to exacerbate this problem.
4. The two-hole stopper used in this investigation is one of the stoppers that comes
with the Gas Pressure Sensor. The stopper is fitted with two Luer lock connections.
Your students will use the clear tubing, which also comes with the Gas Pressure
Sensor, to connect the two-hole stopper to the sensor. Remind your students that a
1/2 to 3/4 turn of the Luer lock is sufficient to tighten the connection. Tightening
down the Luer lock too much can damage the fittings. The valve connected to the
second Luer lock connection stays closed during this investigation.
5. A magnetic stirrer is used in this investigation to ensure uniform mixing, and, more
importantly, to expel oxygen from the liquid phase.
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Human Body Systems Lesson 3.4 – Page 19
6. The water added to the reaction mixtures serves as a heat sink for the very
exothermic reaction. It also serves to reduce the volume of the gas phase in the
flask, and thus increase pressure readings.
7. A water bath is needed in investigations of the effect
of temperature on reaction rate. A water bath, similar
to the one shown in Figure 9, can be made using a 1
gallon plastic bottle. Cut the bottle off at a height of
9 cm. Common beakers do not work because they do
not simultaneously provide sufficient volume and
allow the utility clamp-held flask to reach the bottom.
Another option is to buy small aquarium heaters and
“beta” chambers to use as heating/cooling baths.
This option will provide better control over
temperature. Alternatively, students could use a
Vernier temperature probe to track and monitor
temperature.
8. Emphasize to your students the importance of providing an airtight fit with all plastic
tubing connections and when twisting the stopper into a flask.
9. Vernier Software and Technology sells a pH buffer package for preparing buffer
solutions with pH values of 4, 7, and 10 (order code PHB). Simply add the capsule
contents to 100 mL of distilled water. You can also prepare pH buffers using the
following recipes:

pH 4: Add 2.0 mL of 0.1 M HCl to 1000 mL of 0.1 M potassium hydrogen
phthalate.
 pH 7: Add 582 mL of 0.1 M NaOH to 1000 mL of 0.1 M potassium dihydrogen
phosphate.
 pH 10: Add 214 mL of 0.1 M NaOH to 1000 mL of 0.05 M sodium bicarbonate.
Store the solutions in capped containers at 4°C. Buffer solutions are stable for
weeks at this temperature.
10. Commercial hydrogen peroxide, purchased at any supermarket, is used for this
investigation. If it is refrigerated, bring it to room temperature before use. It is sold as
a 3% H2O2 solution by weight. Assuming a 3.0% concentration and a density of 1.00
g/mL, the concentration of this H2O2 is 0.88 M. The molar concentration of diluted
H2O2 solutions can be calculated using this formula:
[H2O2] = 0.88 M X (% H2O2/3% H2O2)
For example, 2% H2O2 = 0.88 M X (2/3) = 0.59 M H2O2
11. Prepare 0.1 M sodium phosphate buffer stock solutions, used to examine the effect
of pH on catalase activity, as follows:
Monobasic sodium phosphate: Add 13.80 g of NaH2PO4•H2O to distilled water to
make a total of 1 L of solution.
 Dibasic sodium phosphate: Add 26.81 mL of Na2HPO4•7H2O to distilled water to
make a total of 1 L of solution.

Store the solutions in capped containers at 4°C. Buffer solutions are stable for
weeks at this temperature.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 20
Mix monobasic and dibasic sodium phosphate buffer solutions to prepare sodium
phosphate buffer solutions with various desired pH values in the pH 4.8–9.0 range.
Store the solutions in capped containers at 4°C. Such buffer solutions are stable for
weeks at this temperature.
Safety

Hydrogen peroxide, 3% solution: Oxidizer and skin irritant. Many substances will
cause hydrogen peroxide to decompose into water and oxygen gas. It deserves the
instructor’s special handling and storage attention. Hazard code: C—Somewhat
hazardous.

Hydrochloric acid, 0.1 M solution: Toxic by ingestion or inhalation; severely corrosive
to eyes and skin. Hazard code: C—Somewhat hazardous.

Sodium hydroxide, 0.1 M solution: Corrosive liquid; skin burns are possible; very
dangerous to eyes; wear gloves. Hazard code: B—Hazardous.
Activity 3.2.5
In this activity, students will assume the role of a nutritionist or dietician and complete a
diet and exercise assessment for a fictional patient. Students should read the client
information on the Student Resource Sheet. This client report is only partially complete.
As the students complete their assessment and compute BMI, BMR, and TDEE, they
should fill in appropriate sections of the report. A final conclusion section and
recommendation to the patient should also be included on the completed client report.
Encourage students to work on their client report on the computer and type information
in the bulleted sections.
Client reports for three patients, Jeremy Brown, Trisha Knowles, and Hans Spielman,
are available. Split the class so a third is working with each client.
Jeremy is slightly overweight. Calculations will reveal that he will not gain a huge
amount of weight over the next month if his current eating habits continue. However,
Jeremy’s poor food choices, his moderately high cholesterol, and his family history
of heart disease all impact the need for a modified nutrition and health plan.
Trisha is not consuming enough calories a day to support her energy expenditure.
She will continue to lose weight over the next month. Her BMI already classifies her
as underweight. She makes some wise food choices, however, she will need to
increase her overall caloric intake as well as add in some healthy carbohydrates to
maintain a healthy weight. She also needs to watch her iron consumption as she is
anemic. This patient provides a good talking point about the development of eating
disorders. Trisha is not anorexic, but she does exhibit many of the behaviors that
could lead to an eating disorder.
Hans is consuming too many calories in a given day and he is not getting enough
exercise. If he continues on his current eating pattern, he will continue to gain
weight. He is an obese young man and he wants a nutritionist to help him design a
plan to help him safely lose weight.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 21
Students will return to their Client Report in Unit 4, when they create their training plan
for a specific individual. As part of the project, they will have to use these resources to
design an eating plan for their athlete.
In 2011, the USDA refocused healthy eating from the food pyramid to the food plate
http://www.choosemyplate.gov/. As an optional extension, consider holding a
classroom discussion on the possible reasons for the switch and the pros and cons of
using each system.
As an optional extension, students can compile data as if they were their own client and
compute their own BMI, BMR, and TDEE. If you choose to run this extension, students
should complete a two to three day food log before beginning this project. Students
should record the foods they eat, along with a calorie count. Provide appropriate
websites if students do not know the amount of calories in specific food item. The
United States Department of Agriculture computerized database found at
http://www.choosemyplate.gov/supertracker-tools/supertracker.html offers a
feature called Super Tracker that allows students to assess their own food intake and
generate a daily report on calories, macromolecules, and vitamins consumed in the diet.
Ask students to think realistically about their activity level during the day. This data will
be vital when calculating BMR as well as estimating activity level to adjust the HarrisBenedict Equation.
Encourage sensitivity in a discussion of weight. Make sure students keep personal
information private and do not hold classroom discussions that may make overweight or
underweight students feel like they are in the spotlight.
Activity 3.2.6
This activity serves as an introduction to the structure and function of ATP. You do NOT
need to cover the process of cellular respiration in detail. In Unit 4, students will look
deeper into the process of cellular respiration as they discuss energy supplies for the
body during exercise and the difference between aerobic and anaerobic respiration.
In this activity, you will informally assess students on their knowledge of ATP formation
and breakdown through the use of the CellZone Molecular Puzzles kit. Prepackage
small kits for the students in advance or place materials at a workstation in an area of
the classroom. Each kit should include a ribose sugar, an adenine nucleotide, 2
phosphate groups, and 4 hydrogen and 4 oxygen. If you place materials at a
workstation, do not worry about packaging kits. Just have the pieces out and available
for the students to use. Completed puzzles are shown in the Activity 3.2.6 Answer Key
available in the curriculum. Students should use their models to demonstrate how ATP
is assembled and broken down to release energy. They should also demonstrate the
role of water in these processes and be able to explain hydrolysis and dehydration.
If you have purchased more than one of the Molecular Puzzles kits, you can assemble
puzzle packs for each group. However, with one kit, there are only enough materials for
3 groups to assemble ATP at one time. By placing the build at the end of the research,
you can stagger when groups need the materials.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 22
Lesson 3
Activity 3.3.1
In this activity, it is important for students to make the connections between the need for
oxygen and the production of ATP by the process of oxidative respiration in the cells. If
desired, spend a bit of time talking to the students about the process of cellular
respiration and the production of ATP. Students have been introduced to the molecule,
but they have not gone into detail about the production.
In this activity, students will be introduced to a young girl, Melissa Martin, who is having
trouble breathing. They will analyze her medical history to determine a possible
diagnosis. Melissa’s symptoms indicate a high probability of asthma. She has a
recurrent cough and has a wheeze often triggered by exercise, that is worse at night
and flares up after viral infections. Student should also note that Melissa’s pulse
oximetry data, which measures oxygen saturation in the blood, is slightly lower than
normal. Normal values typically range from 95-99%. Encourage all student theories, but
provide guidance to lead them closer to asthma. Additional tests should be completed to
confirm the diagnosis.
After students make an initial diagnosis for Melissa, they will explore lung structure and
function. If desired, provide a quick demonstration of the inflation of the lungs. Show the
YouTube video showing the inflation of a dissected cow’s lungs, accessible at
http://www.youtube.com/watch?v=xmceP5z6qsA&NR=1 or alternatively, purchase
the inflatable lung kit described in the Purchasing Manual and allow student groups to
inflate the reusable preserved specimens. If you have access to fresh lungs from a
slaughter house or butcher’s shop, it would be helpful to have a class demonstration of
lung anatomy. Be sure to ask the butcher for the heart, thorax, and lungs as a single
piece. Then you can show the intimate relationship between the heart and the lungs,
and you may be able to inflate the lungs with air or water using a straw inserted and
sealed into the thorax.
An extension of this activity is to have students view histology slides of lung tissues
including the bronchioles and alveoli.
The final steps of Part II will ask students to link what is happening in the lungs of an
asthmatic to what is happening in the lungs of someone without breathing
complications. Asthmatics often have swollen airways, which impairs normal ventilation.
During a flare-up, this swelling gets worse, excess mucus is produced, and the muscles
in the airways constrict, further restricting breathing.
After an investigation of lung anatomy, students return to Melissa’s case and analyze
peak flow data for their patient. Students will observe a graph of her values over one
week and pair this information with a description of anything in her day that may have
impacted her breathing. Students should begin to see a pattern of breathing issues
related to exercise, weather, and stress. Additional information about a peak flow meter
is available at the American Academy of Allergy Asthma and Immunology site
http://www.aaaai.org/conditions-and-treatments/library/at-a-glance/peak-flowmeter.aspx. A simple Mayo Clinic video of how to use a peak flow meter is available at
http://www.mayoclinic.org/condition/asthma/multimedia/asthma/VID-20084659.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 23
A peak flow chart helps with a diagnosis but does not confirm asthma. Often the
response to a bronchodilator is more indicative of a clinical diagnosis. Spirometry can
be used to gain information about the condition, but it is important to remember that
normal spriometry does not exclude asthma.
An answer key is provided for the Activity 3.3.1 Medical History – Visit #2 Resource
Sheet.
Activity 3.3.2
Open the lesson by discussing Melissa’s possible asthma. Consider opening the class
with the video “Asthma on the Run” available at
http://www.youtube.com/watch?v=ObTDHde5jIA. This video provides a nice visual to
how spirometry can be used to look at lung function, particularly in asthmatics. There is
also a simple dissection of a lung sample that clearly shows the respiratory system
anatomy. Please note that the images are graphic as the specimen is a fresh lung
sample. Preview the video before you show it to your class and decide whether or not to
show this part of the 13 minute video. This video also begins a discussion of drug
treatment of asthma.
This activity has students measuring lung capacity using a spirometer. It is strongly
recommended that each student has his or her own bacterial filter and mouth piece.
These supplies are available from Vernier Software and Technology. The simple
animation shows the basic lung volumes tested in the spirometry experiment
http://www.getbodysmart.com/ap/respiratorysystem/physiology/spirometry/volum
es_capacities/animation.html
The activity will be completed using Vernier Logger Pro software. If you are using
LabVIEW, please locate the LabVIEW version of the activity in the files in the
curriculum.
If a student has asthma, a cold, flu, or other respiratory ailment, do not allow him or her
to use the spirometer. Instead, allow that student to use the data collected from a
classmate to complete the calculations and to answer the questions. The spirometer
filter that we use is manufactured by Microgard. It is designed to capture 99% of all
aerosolized bacterial and viral pathogens. It is the same type of filter used in hospitals
by respiratory technicians. If you are concerned about the spreading of pathogens, refer
the section of the probe booklet that discusses cleaning/sterilizing the spirometer flow
head. The information is also listed below.
The manufacturer recommends three methods, in the following order, with which to
sterilize the Flow Head.
1. Wash the detachable Flow Head in a dishwasher. It is dishwasher safe. This
method provides the longest life for the Flow Head and is the method most
recommended by the manufacturer.
2. Cold sterilize the Flow Head with a surface disinfectant such as Cidex® or
Technical Tincture of Green Soap®. These are available from medical supply or
janitorial supply companies.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 24
3. Autoclave the Flow Head. This method provides the shortest life span for the
Flow Head.
It is recommended that you sterilize the Flow Head using one of these methods after
each school day, at the very least, and that you always use the Spirometer with a
disposable mouthpiece. The nose clips should be wiped clean between uses and
soaked in a mild detergent after each experiment.
It is important that the spirometer is held steady and perpendicular to the floor. If it is
tilted, the data collected will be affected. Keep the spirometer steady as the sensor is
being zeroed and during data collection. Demonstrate for the students the proper way to
hold and calibrate the spirometer. Also show them how to use the standardization tools
in the analysis graph so the readings collected before the first inhalation are deleted and
the normal exhalation values remain near zero or the baseline.
Students should place their lips around the mouthpiece in a natural position. There is no
need to tightly seal the lips around the tube (and this actually makes capturing the
breaths quite difficult). If the student is seeing a graph that is less than ideal, suggest
that he or she experiment with mouth placement.
The Spirometer should produce decent results for classic tests of Lung Function. It is
intended for qualitative data rather than quantitative measurements of lung volume and
function. It may or may not be appropriate for exercise physiology.
Lung capacities differ between individuals. Generally, a larger person will have a larger
lung capacity; hence males generally have larger capacities than females. Also,
someone who has conditioned his or her muscles for breathing more deeply will have a
larger capacity, especially if he or she knows how to effectively use the abdominal
muscles to increase the amount of air drawn into the lungs. This muscle conditioning is
very common with singers, wind instrument musicians, and athletes. The following table
displays the expected range of volume measurements for each data point:
Volume Measurement (L)
Tidal Volume (TV)
Expected Range (L)
0.4 – 0.5
Inspiratory Reserve (IRV)
2.5 – 3.5
Expiratory Reserve (ERV)
1.0 – 2.0
Vital Capacity (VC)
4.5 – 6.0
Residual Volume (RV)
1.5*
Total Lung Capacity (TLC)
5.0 – 7.0
*Residual volume cannot be measured – a volume of 1.5L is provided for the purposes of this activity
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 25
Provide data on expected lung volumes to the class or project the table on the board to
help students determine if they are computing volumes correctly. Remind the class that
there will be variation from student to student. The class should compute class
averages for each volume measurement (broken down by gender) and discuss
differences. On average, male lungs are larger than female lungs, even when
controlling for height.
Students should note that although Melissa spirometry results show lung capacities in
the normal range, her Forced Expiratory Volume (FEV1) correlates to mild lung
obstruction. This value converted to the normal range after the use of a bronchodilator,
indicating a reversible condition such as asthma. Melissa also noted that she saw a
marked reduction in symptoms during an incident of wheezing and shortness of breath
when she used the inhaler she was provided. There is now sufficient evidence to make
a diagnosis of asthma.
Activity 3.3.3
In this activity, students are introduced to basic pharmacology and discuss the
designations on prescriptions. They will also begin to look at how medications work in
the body to treat or manage disease. Begin by presenting the Pharmacology Basics
presentation or allowing students to work through the presentation on their own. Note
that they will need a copy of the Commonly Used Abbreviations Resource Sheet to
analyze the prescription on the last slide of the show. This prescription is for Diovan, a
blood pressure medication. The pharmacist should dispense 90 pills and the patient
should take 1 every day by mouth – therefore this is a 3 month supply. Hold a
discussion about medications that the students have been prescribed, discuss what it
means to have side effects, as well as how the medications prescribed to Melissa
Martin might treat and control her condition.
Note that Melissa was prescribed two medications – one “rescue medication” to be used
on the spot during flare-ups as well as a long term control medication.
Albuterol is a short acting “rescue medication” used to treat asthma. It is in a class of
medications called Beta2-adrenergic agonists. These medications produce
bronchodilation by relaxing the muscles of the airways. This effect decreases airway
resistance, facilitates the drainage of excess mucus, and increases overall vital
capacity.
Zafirlukast is a long-term control medication used for asthma. It is in a class of
medications called leukotriene receptor antagonists (LTRAs). This class of medication
works by blocking the action of certain natural substances called leukotrienes, that
cause swelling and tightening of the airways, along with an increase of edema and
mucus in the bronchioles. Blocking the receptors to these substances effectively blocks
the tissue’s inflammatory response.
If desired, students can be asked to show how these medications work, referencing the
Respiratory System Graphic Organizer they completed in Activity 3.3.1. This can also
be a task of the respiratory therapist in Activity 3.3.4 – to demonstrate to Melissa how
exactly the two medications she has been prescribed affect her respiratory system.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 26
Activity 3.3.4
In this career activity, students are asked to write a resume for a respiratory therapist.
You can spend some time in class formally training the students on how to write an
effective resume or you can allow the students to explore the examples and tutorials on
the Purdue University – Online Writing Lab site
http://owl.english.purdue.edu/owl/resource/681/01.This site offers a very concise
PowerPoint presentation on creating a simple resume. Students can view this
presentation at their desks or you may want to review the presentation with the entire
class.
Discuss lung conditions that may warrant a visit to a respiratory therapist such as
asthma, emphysema, COPD, or cystic fibrosis. Relate these conditions to the other
body systems that are affected. Consider holding a discussion of how environmental
toxins, such as pollution or cigarette smoke, can contribute to lung disorders and outline
steps people can take to reduce pollution and the release of potentially hazardous
contaminants to the atmosphere. Discuss how a “green lifestyle” or “green technology”
can help safeguard the health of the public.
By this point, students should be comfortable finding information about biomedical
careers. Remind students of the National Institute of Health’s LifeWorks site for career
information found at
http://www.science.education.nih.gov/LifeWorks.nsf/feature/index.htm, but
encourage them to synthesize information from a variety of sources.
As an extension to this activity, you could ask each student to reflect on their own
career aspirations and create a personal resume. You may want to work with the
English department in your school to further explore this interdisciplinary project.
Students should use all of the Medical History documents they have worked with in this
lesson, to complete the asthma action plan for Melissa Martin. Hold a discussion about
why Melissa might not have been compliant with her treatment as well as the
consequences for poorly controlled asthma. Students should research additional steps
Melissa could take to better control her disease and add additional recommendations to
the final Medical History document.
Lesson 4
Activity 3.4.1
Students will construct the kidney, ureter, bladder and urethra using clay. Dried kidney
beans make great kidneys. Consider distributing these to the class. Also, the bladder
may be hard to suspend from the ureters. Students may set the bladder on the pelvic
floor, but remind them that this is not the case in human anatomy. Make sure that the
urethra runs behind the pubic symphysis. Students may erroneously build this structure
in the front.
Care must be taken when building this system if the digestive system is already
assembled on the maniken.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 27
As the students build their urinary system, make sure that the students understand that
(especially in women) this system is independent of the reproductive system.
Activity 3.4.2
In this activity, students will learn the general structure of the kidney and begin to think
about how urine is formed. Stress that the map they create be a simple representation
of what they see in their dissected kidney. With one continuous arrow, they should show
a simple path of blood/urine through the kidney. In the next activity, students will take a
more detailed look at filtration at the nephron and study the way in which water, ions
and wastes move in and out of the blood.
Students can either label all of the structures listed on one side of the kidney, or they
can split the labels up among both halves. If you decide to split the labeling, provide a
list of which structures you would like to see identified on each half.
There is a simple diagram of the kidney and the nephron on the “How Stuff Works” site,
http://health.howstuffworks.com/kidney1.htm. If you find that students are having a
tough time locating sufficient resources, you may want to suggest they begin at this site.
There is also a 21 slide animation located at the Sumanas, Inc. – Science in Focus site
http://www.sumanasinc.com/webcontent/animations/content/kidney.html that may
help students with Activity 3.4.2 and Activity 3.4.3.
Pig kidneys are similar in size to human kidneys. If you are ordering preserved kidneys,
order specimens that have NOT been injected with latex dyes. The colors often confuse
the students and they misinterpret the latex for items found in the kidney. However, you
may want to order one that has been injected for demonstration purposes. As a class,
students can observe the path of blood and urine in the organ.
The Human X-ray Print Set includes a great shot of the urinary system. X-ray #12
clearly shows the pelvis of each kidney. In the kidney on the right, five of the minor
calyces can be seen each forming a cup around the point where urine is excreted from
the kidney. The pathway of the ureters can easily be followed from the kidneys to the
urine filled bladder. The teacher can either show this X-ray on an overhead or make
copies of the picture and give it to student groups. Students can observe the anatomy,
discuss what they see and/or write about what they see in their lab journals. The
discussion or the writing sample could serve as an informal assessment for the activity.
More information about what is visible in the X-rays is provided in the booklet that
comes with the X-ray set.
Project 3.4.3
Engagement Activity
A great way to get the students interested in the idea of water balance is to begin with a
simple demonstration on volumes in the human body. Prior to class, fill four beakers
with the following volumes of water.
-
1200 mL
125 mL
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 28
-
1 mL
1500mL
On the board or overhead, write the following situations and ask the students to make
an educated guess about which volume represents each situation.
-
the volume of blood passing through both kidneys in one minute
the amount of glomerular filtrate that is produced by both kidneys in one minute
the volume of urine that is produced by both kidneys in one minute
the volume of urine produced by an average adult in one day
The teacher may need to provide the students with a simple definition of glomerular
filtrate as they have most likely have never heard of this term. The water, waste
products, salt, glucose, and other chemicals that have been filtered out of the blood at
the glomerulus are known collectively as glomerular filtrate. The glomerular filtrate
consists primarily of water, excess salts (primarily Na+ and K+), glucose, and urea.
Encourage students to talk out their reasoning as well as write down their predictions in
their lab journal. Once the class has generated their responses, add food coloring to the
beakers, but do not say anything just yet. Allow the students to link the colors with the
correct answers.
-
1200 mL – pink colored water = volume of blood
125 mL – clear water = glomerular filtrate
1 mL – yellow water = volume of urine (1 minute)
1500mL – yellow water = volume of urine (1 day)
Answer any questions or correct any misconceptions. Have the students think about
how much blood goes through the kidneys in one minute and compare this to the
amount of urine that is produced in the same time period. This demonstration gives the
students a visual of what is occurring in the urinary system and will hopefully generate
some discussion and enthusiasm that will lead into Part I of Activity 3.4.3
In this project, students will diagram a nephron that shows a distinction between vessels
containing blood and tubules containing the filtrate that will become urine. A helpful
diagram of the nephron is provided on Project 3.4.3 Student Resource Sheet and
should be distributed to the students. The diagram was used with permission of Life
Sciences on File™. As this diagram only provides a starting point, students will have to
research how substances move in and out of the tubules of the nephron. Glucose is
reabsorbed back into the blood at the proximal convoluted tubule. Water is reabsorbed
at both the descending loop of Henle and in the collecting duct and selected ions are
reabsorbed in the ascending loop of Henle. Ammonia is secreted into the filtrate at the
distal convoluted tubule. The teachers should help students see how what happens at
the nephron directly influences the composition of urine and of the blood. Students need
to understand what should be in urine before they can understand what should NOT be
in urine. In the next activity, students will analyze urine and relate the composition of
this waste to potential problems in other body systems.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 29
In the project, students are directed to complete their work directly on the Student
Resource Sheet. If you have time, consider having the students create 3-D posters of
the work. Provide each group with a half sheet of poster board. Follow the directions
below to complete the model. All directions from Step 6 on in the project document
would still apply. Students would simply complete their arrows and labeling on the
poster board model rather than on the paper diagram.
1. With your partner, discuss how to build the nephron. The nephron must be at
least 35 cm in height and 15 cm in width and should be placed on a ½ sheet of
white poster board.
2. Imagine how the 3-D structure of the nephron would appear. For example, the
Bowman’s capsule is a cup-like chamber containing the glomerulus. The filtrate
that occurs due to high pressure in the glomerulus empties into the Bowman’s
capsule and drains into the proximal convoluted tubule.
3. Form the nephron utilizing red clay to show all vessels containing blood and the
yellow clay to form all tubules that would contain filtrate or urine.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 30
If completed on poster board, students may wish to transfer information from their final
product to their lab journal. They can complete sketches or even take a picture of their
final poster. Alternatively, the teacher could ask students to complete this project on 8 ½
x 11 pieces of paper. The final product could then be added to the student notebooks.
However, a smaller version without the clay loses the dynamic nature of the project.
Activity 3.4.4
In the lesson, students will add two endocrine glands to their Maniken®. The release of
antidiuretic hormone (ADH) is controlled by the hypothalamus and the pituitary gland.
ADH increases the permeability of the distal convoluted tubule and the collecting
tubules to water. More water is directly reabsorbed back into the blood. Students can
add the pituitary (in a new color) to the brain of their Maniken®. They may have already
added the pituitary gland in Activity 3.3.2. Aldosterone is released by the adrenal
glands. Aldosterone increases the reabsorption of sodium- thus more water is retained
to dilute this ion. Students can create an adrenal gland that sits on the top of their
kidney.
Use each endocrine system/gland activity to review hormone action and to help build
the student’s knowledge of this system. Stress the important role hormones play in
maintaining and controlling specific functions in the body. Show connections between
systems and between the function of each hormone.
Activity 3.4.5
Now that students have looked at how the kidney functions and at the composition of
urine, they will be introduced to the way in which properties of urine relate to disease
and overall health. This activity will serve as an introduction to diagnostics as a medical
intervention. Students will explore many more diagnostics tests in the Medical
Intervention course; however, given students’ knowledge of the kidney, this is a great
place for them to start seeing the connection between function and dysfunction.
Resources for this activity are found in the Wards Simulating Urinalysis Lab Activity kit.
This kit includes four simulated urine samples (labeled Patient 1-4). The teacher should
buy an extra bottle of normal simulated urine as it will be used in more than one case
and for the control sample. In the lab kit, the normal urine sample is from Patient #4.
Additional replacement bottles of simulated urine can be purchased through Ward’s
Natural Science.
Prepare urine samples for each of the six case studies. Specific directions are provided
below. Urine for some of the case studies will come directly from the kit samples. Urine
for the rest of the case studies will need to be altered to fit the scenario. Each lab station
should be equipped with four labeled simulated urine samples in plastic cups
(approximately 20mL per sample), one cup of control urine, test strips, paper towels,
plastic 1mL pipettes, microscope slides and cover slips, and a microscope. A quick
reference chart for sample preparation is shown after the full case descriptions.
Case Study #1
40-year-old overweight pregnant woman comes in for her a routine appointment. She is
28 weeks pregnant and complaining that she is constantly thirsty and that she spends
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 31
all of her time running to the bathroom. She has been feeling more lethargic than
normal lately and she has lost some weight.

The urine sample is simulated urine with glucose. This urine can come
directly from the bottle labeled Patient #1.

The woman has gestational diabetes. Urinalysis should reveal increased specific
gravity (due to the presence of glucose), and a high level of glucose. Microscopic
analysis should not show anything abnormal.
Case Study #2
An 18-year-old male comes in for his annual physical. He is a cross country runner who
is currently training to run a marathon. He feels healthy and energized and has no
complaints about his health. In fact, he just finished a rather strenuous training session.

The urine sample is normal, simulated urine (Patient #4) mixed with a small
amount of the simulated urine with proteins (Patient #2).

This young man is healthy, but is pushing his body to the limit. Chemical tests
should all be normal except for a small amount of proteins in the urine (from
excessive exercising). Microscopic analysis should not show anything abnormal.
Case Study #3
A 23-year-old female comes in for an emergency appointment. She complains of a
strong, persistent desire to urinate, a burning sensation during urination, lower back
pain and, a low-grade fever.

The urine sample contains white blood cells and crystals and should be
cloudy. This urine can come directly from the bottle labeled Patient #3.

The woman has a Urinary Tract Infection (UTI). Macroscopic analysis should
reveal cloudy urine with some blood cells. Microscopic analysis should reveal the
presence of leukocytes and crystals. NOTE: Blood and a small amount of
proteins may also be found in the urine. If the teacher would like to simulate this
effect, add a small amount of urine from Patient #2 to the final sample.
Case Study #4
A 15-year-old female comes in for her annual physical. Her mom informs you that she is
worried because the girl has been on a strict diet and has lost a great deal of weight in
the past few months. She has very little energy and does not seem interested in
hanging out with her friends. The girl mentions that she has been losing some hair lately
and she has not menstruated over three months.

The urine sample is simulated urine with ketones. The urine sample used
should be composed of the normal simulated urine (Patient #4) mixed with
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 32
a small amount of glycine and water. Also add a drop or two of acetone for
smell. Test the presence of ketones with a test strip.

The woman is experiencing ketoacidosis secondary to anorexia nervosa.
Urinalysis should reveal high level of ketones and low pH. Microscopic analysis
should not show anything abnormal.
Case Study #5
A 9-year-old male is brought in by his mother because he is complaining of constant
thirst and frequent urination. The problem is so bad that the boy is having trouble
sleeping because he is constantly getting up to use the bathroom. A few times, he has
even wet the bed. The mother suspects that something may be wrong with his pituitary
gland as there is a family history of pituitary problems.

The urine sample is a mix of normal simulated urine (Patient #4) and
distilled water to give the urine a very dilute appearance and low specific
gravity.

The young man has diabetes insipidus caused by a problem with his pituitary
gland. The urine of a person with diabetes insipidus is less concentrated than
normal urine as the amount of water that is being excreted is high. Diabetes
insipidus should not be confused with diabetes mellitus. Diabetes insipidus is
caused by a deficiency of antidiuretic hormone (ADH) or the insensitivity of the
kidney to this hormone and results in the excretion of large amount of dilute
urine. Diabetes mellitus involves maintenance of blood sugar and the action of
insulin.
Case Study #6
A 60 year-old woman comes in for her annual physical. Even though she usually has a
lot of energy, she has been unusually tired for the past few weeks. She occasionally
feels dizzy and she is finding it harder to sleep through the night. Her ankles and feet
are swollen and her face looks a bit puffy. She frequently feels a burning pain in her
lower back, just below the rib cage. She has noticed that her urine is darker in color
lately. Preliminary workup shows she has elevated blood pressure.

The urine sample should contain high levels of proteins and some red
blood cells. This urine should come directly from the bottle labeled Patient
#2. Consider adding additional proteins to the sample. Albumin works
nicely.

The woman displays symptoms of chronic kidney failure. A person with kidney
failure may have dark urine displaying excessive proteins along with red blood
cell casts.
Sample Preparation Quick Reference:
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 33
Prepare approximately 50-100mL of each urine sample - depending on your class size
and how many students will be testing each case.
Case Study #1 – Patient #1 urine (urine with glucose)
Case Study #2 – Patient #4 urine mixed with a small amount of urine from Patient #2
(urine with low concentration of proteins). Urine from Patient #2 should constitute
approximately 10% of the total volume you are preparing.
Case Study #3 – Patient #3 urine (cloudy urine with white blood cells and crystals)
Case Study #4 – Patient #4 urine mixed with acetone (urine with ketones). Add acetone
to the total volume you are preparing until you see a change on the urine test strips. If
the urine becomes too light in color, consider altering the color with yellow food coloring.
Case Study #5 – Patient #4 urine diluted with water (normal dilute urine)
Case Study #6 – Patient #2 urine (urine with proteins and red blood cells)
Control Urine – Patient #4 urine or additional normal urine purchased from Wards
The Wards kit comes with both Benedict’s solution (to test for glucose) and Biuret
solution (to test for proteins). These reagents are NOT required in the urinalysis case
studies. In this activity, students will test for protein and glucose, as well as pH, specific
gravity and the presence of ketones using test strips. For ease sake, all chemical tests
in this activity will be completed using one test strip per sample. Save unused
Benedict’s and Biuret solution for use in PBS. The teacher should only buy the
replacement urine kit in subsequent years.
Students will not complete microscopic analysis of the urine. Blood cells and crystals
are difficult to locate in the urine samples provided with the kit. If you choose to have the
students look at the urine under a microscope, consider adding simulated red blood
cells from the Blood Typing kit used in Activity 5.3.2 to any of the samples that are
supposed to test positive for these cells. Another option is for you to focus a few
microscopes on red or white blood cells or crystals in the urine before class. Students
could then rotate around the microscopes to observe each potential finding. In the
laboratory, medical technologists would first centrifuge the urine to concentrate any cells
before looking at the sample under a microscope. Consider bringing this up as a
discussion point as students complete the activity and explore a career as a medical
technologist.
Demonstrate each of the tests the students will complete. Students should refer back to
the Urinalysis computer presentation if they have questions about their test results. The
teacher should make sure that a copy of this presentation is on each student computer.
The teacher should help the students research their findings along with the symptom
information provided in each case. Provide some helpful hints for phrases they can put
into a search engine if they are having trouble.
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 34



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
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Case Study 1: pregnant + “glucose in urine”
Case Study 2: “strenuous exercise” + proteinuria
Case Study 3: bacteria and blood + urinalysis
Case Study 4: ketones in urine + "extreme weight loss" + amenorrhea
Case Study 5: “Excessive urination” + “pituitary disorder”
Case Study 6: proteinuria + back pain
Stress to student groups that the final computer presentation should clearly show how
urinalysis data combined with patient history and symptoms led to the diagnosis.
Students should describe the disease or disorder as well as talk about how this disorder
affects human body systems other than the urinary system. The teacher should stress
that clues in the urine can tell a story about dysfunction in other parts of the body.
Additional information on urinalysis can be found on WedMD at
http://www.webmd.com/a-to-z-guides/urine-test and at the American Association for
Clinical Chemistry’s Lab Tests Online site at
http://www.labtestsonline.org/understanding/analytes/urinalysis/sample.html.
The urinalysis color test chart that is supplied with the test strips is shown below. As
there is only one key provided with each bottle of test strips, consider printing out the
following diagram in color and placing laminated copies at each lab station.
URINALYSIS TEST STRIP KEY:
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 35
© 2014 Project Lead The Way, Inc.
Human Body Systems Lesson 3.4 – Page 36