Pre-Test
Directions:
This is an evaluation to determine the kinds of skills you obtained from past experiences on the Circulatory System. Answer as many questions as you can to the best of your ability.
Part 1
If the statement is true, write true in the space to the left. If the statement is false, write the word false in the space to the left and write the word needed above the underlined word or words to correct the statement.
1. The pulse rate
slows down
when a person is active.
-
2. Blood carries carbon dioxide, digested food, and water to all all cells of the body.
-
3. The average person’s body contains about
five liters
of blood.
-
4. Blood usually contains
more
white blood cells than red.
-
5. Plasma is mostly made up of water.
-
6.
White blood cells are the body’s first line defense
against-disease.
-
7.
Plateletes
are tiny colorless bodies that help control breathing.
-
8. In humans, blood from the left side of the heart
cannot
mix with blood from the right side.
-
9. Red Blood cells are made in the marrow of bones.
-
10. The blood does its work in the arteries.
-
11. A
transfusion
is the body’s resistance—to disease.
-
12. Blood in the heart flows from
ventricle to auricle
.
-
13. Hemoglobin gives red blood cells their red color and carries oxygen to the body cells.
-
14. Most antibodies are made when the foreign substances enter the blood.
-
15. The aorta is the largest
vein
in the body.
-
16. The lub-dub sound of the heart beat is made by the closing of the valves in the heart.
-
17. Blood type is determined by a special protein on the surface of the
red blood cells
.
Part 2
All of the terms except one in each exercise are related in some way. Underline the terms that do not belong, and choose one of the terms from each list to title the relationship. See the example.
-
1. Whole Blood
|
2.
|
red cells
|
arteries
|
red cells
|
blood vessels
|
white cells
|
veins
|
whole blood
|
heart
|
platelets
|
aorta
|
alveoli
|
capillaries
|
-
-
-
-
-
-
blood types
|
double pump
|
0
|
heart
|
-
-
heartbeat
|
bloodletting
|
lub-dub
|
sound transfusions
|
pulse
|
save lives
|
respiratory system
|
match blood types
|
valves closing
|
patient
|
pacemaker
|
donors
|
-
-
sickle cell anemia
|
ventricles
|
immunity
|
valves
|
blood disorders
|
lunge
|
hemophelia
|
auricles
|
leukemia
|
double pump
|
anemia
|
heart
|
-
-
bright red
|
left side of heart
|
dull red
|
right side of heart
|
C02
|
blood flow
|
oxygen-poor blood
|
antibodies
|
from body
|
tissues lungs
|
pumped to lunge
|
body systems
|
Greek Myth
Lesson: Blood-letting
Directions:
Read the following paragraphs to yourself. When you are finished, answer the questions and read over the homework assignment.
In Ancient Greece, people believed that a person became ill when the evil spirits entered the body. There was no way for these spirits to leave unless some type of cut was made. Sick people were brought to the local barber, who would cut a vein and let some of the person’s blood drain into a pan. This “bad blood” was enriched with the evil spirit and when the barber thought enough blood was let out, he would patch up the wound and send the patient off. This process termed “blood-letting’, caused many people to bleed to death and to die from infections.
Until the 19th century, blood-letting was the treatment for many illnesses. Barbers were the most common “surgeons”. A striped pole and basin was the sign of a barber shop. It symbolized this treatment. Today the barber pole is a reminder of a time when bloodletting was an important part of a barber’s job.
Luckily for us, bloodletting is no longer widely practiced. Today we know that it is more harmful than helpful.
Activity
Answer the following questions.:
1. What was the belief people had when they became ill?
-
2. Who was considered to be a surgeon?
-
3. How was a person treated for his illness?
-
4. What is the name of this process?
-
5. How did the term “bad blood” come about? How is the term used today?
-
6. What was happening to many people who went for a treatment?
-
7. Why was this process so dangerous?
-
8. What were two signs of a barber shop?
9. List some modern changes that brought about the disappearance of bloodletting.
Homework Assignment
Go to your local barber shop. See if there is barber pole on the front of the building. Find the colors of the stripes on the pole if there is one. Next, go inside and ask the barber if he knows anything about bloodletting. Then ask him what the colors symbolize on the pole. Be ready to report on this subject orally.
Lesson:
Who Was William Harvey
Directions
You have just heard about the works of Scientist William Harvey. Close your eyes and pretend that you are sitting in William Harvey’s classroom back in 1628. Pretend you are one of Mr. Harvey’s students. Answer these questions, first in your mind, then is story form on a piece of paper.
1. What year does the story take place?
-
2. What are the people like?
-
3. Do you speak a language different then English?
-
4. What kind of clothes are you and your classmates wearing?
-
5. Describe your classroom to me.
-
6. Draw diagrams of the equipment Mr. Harvey is using.
-
7. Describe one of Mr. Harvey’s lectures.
-
8. Draw a portrait of Mr. Harvey. (What do you think he looks like?)
Lesson: Blood
Information: Figure A. Particles found in blood.
-
A.
Red Blood Cells
-
1. 5,000 per cubic millimeter
-
2. Carry oxygen and carbon dioxide
3. manufactured in bone marrow
-
B.
White Blood Cells
-
1. 6,000 per cubic millimeter
-
2. Destroy bacteria
-
3. Manufactured in lymph nodes
-
C.
Blood Platelets
-
1. 300,000 per cubic millimeter
-
2. Help blood clotting
3. Formed from bones in bone marrow
(A cubic millimeter is approximately the size of two pin heads)
Student Activity
-
1. From Figure A identify the following:
-
____
a. help fight infection
-
____
b. most numerous of cells
-
____
c. release CO2 in lungs
-
____
d. gives blood its red color
-
____
e. help form a network of fibers near wounds————
-
____
f. liquid part of the blood
-
____
g. formed in lymph tissue——
-
____
h. smallest of blood particles——
lesson: A Heart Model
Lab Materials:
water, red food coloring, piece of cardboard, aluminum foil, tape, scissors
A. Obtain the above materials. The following hints will help you make the aluminum foil model.
-
B. Cover your piece of cardboard with aluminum foil so that water will not soak into the cardboard. Build your model using the illustration provided and the following hints.
-
1. Fold the aluminum foil so that the walls of your model are sturdy enough to hold water.
-
2. Make sure all seams and connections are taped so that they will not leak.
-
3. Cut and fold the foil as needed to make curves (making sure there are no holes that will leak)
-
4. Design the valves so that they will not allow much blood to flow backward.
-
5. Insert the labels LUNGS and BODY SYSTEMS in the proper places.
-
How are the structures of this model different from those of a living heart?
C. Once you have built your model, you can see if it works. Fill the right auricle with water colored with red food coloring. Tip the model so that the “blood” flows into the right ventricle. Continue to tip the model in the directions that will force the “blood” through the proper blood vessels and chambers. If your model does not work as well as you would like it, try to improve it.
How is the “blood” flow in this model different from that in an actual heart?
Lesson: Comparing Hearts
Materials
: calve’s heart, frog’s heart, dissecting pan, scalpel, scissors
Directions:
-
A. Place the calve’s heart in your hand.
-
1. Guess what it weighs.
-
2. Describe the texture of the heart.
-
3. Give me the general size and shape of the heart.
-
4. locate the following parts; Give one function for each.
-
____
a. Aorta
-
____
b. Pulmonary Aorta
-
____
c. Pulmonary Vein
-
____
d. Coronary arteries and veins
-
____
e. Superior Vena Cava
-
B. Next, place the frog’s heart in your hand. Answer the above questions using the frog’s heart. Make a list of differences between the outside of each heart for comparison. C. You are now ready to cut open your calve’s heart. Turn the heart sideways. Make a small cut down the middle starting from the top part near the aorta down to the bottom tip with your scalpel. You have just cut through some muscle. Next, take your scissors and continue to cut through the incision you made until the heart opens into two halves.
-
1. Locate the following parts and give one function for each.
-
____
a. Right Auricle
-
____
b. Tricuspid Valve
-
____
c. Right Ventricle
-
____
d. Septum
-
____
e. Pulmonary artery and vein
-
____
f. Semilunar valve
-
____
g. Mitral Valve
-
____
h. left Auricle
-
____
i. Left Ventricle
-
D. Your frog’s heart is much smaller. You must be very careful when you make your cuts. Following the same cutting patterns as the calves. When you open up the frog’s heart, you’ll notice differences right away.
-
1. How many chambers do you see?
-
2. Does the frog’s heart contain a septum?
-
3. What does this tell you about the frog’s circulatory system?
-
4. How many auricles does it contain?
-
5. How many ventricles?
-
6. Draw a diagram of the frog’s heart and show the flow of blood by using arrows.
LAB: Pulse Rate and Exercise
Concept
: The rate of your heartbeat changes according to your emotions, your activities and what happens around you.
Objectives
: Students will be able to:
a. Measure a heartbeat by taking a pulse.
-
b. Explain the relationship of pulse rate to heart beat.
-
c. Demonstrate the effect of exercise on pulse rate.
-
d. Explain why the pulse rate changes with different situations.
Materials
: a clock with a second hand or a watch
Directions:
-
A. (Work in pairs) locate your own pulse by placing your fingers on your wrist. When you have felt a throb you have located your pulse. (Do not use your thumb) Locate your partner’s pulse and vice versa.
-
____
1. Why shouldn’t you use your thumb to check your pulse?
-
B. Find your partner’s pulse rate at “rest”. Do this by relaxing quietly for about three minutes. During the last minute, your partner will count your pulse rate and record the number at “rest”.
-
C. Next, you will find your pulse rate “after exercise”. For the next three minutes, exercise vigorously. Do any exercise that you want to but be careful. After three minutes quickly sit down. Now have your partner take your pulse rate and record “after exercise”.
-
D. Repeat procedures B-C. This time you will be finding your partner’s pulse rate.
Was your at”rest” pulse rate the same as your partners? Should everyone have the same pulse rate? Why or Why Not? How did exercising effect your pulse rate?
How did it effect your partner’s pulse rate?
-
What is the relationship between heart beat and pulse rate?
-
What happens to the number of heart beats as your pulse increases?
-
Is the heart pumping more or less blood?
-
Why does your pulse rate change when you exercise?
-
Would your pulse rate change again after you stopped exercising?
If so, how would it change and why?