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Biology 140 – Human Biology

Lab Notebook – Human Anatomy & Physiology

Laura Ambrose

Luther College © 2012

ContentsHuman Anatomy and Physiology...............................................................................................................79

Introduction...........................................................................................................................................79

Learning Goals...................................................................................................................................79

Learning Objectives...........................................................................................................................79

Checklist of topics covered and in-lab activities to complete............................................................80

Background............................................................................................................................................80

The structure of the human body......................................................................................................80

The Digestive System.........................................................................................................................80

The digestive system as a pathway for pathogens............................................................................81

The Cardiovascular and Respiratory Systems....................................................................................82

Homeostasis......................................................................................................................................83

The Scientific Method........................................................................................................................83

Readings................................................................................................................................................85

Pre-lab Questions..................................................................................................................................85

Lab activities and worksheets................................................................................................................86

Case Study: Food contamination.......................................................................................................86

Cardiovascular and Respiratory Response to changes in activity level..............................................96

Lab assessments..................................................................................................................................110

In lab................................................................................................................................................111

Homework.......................................................................................................................................111

Study guide......................................................................................................................................111

Resources..................................................................................................Error! Bookmark not defined.

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Human Anatomy and Physiology

IntroductionThe human body is made up of trillions of cells, and, like other multicellular organisms, the cells are specialized and organized to function together for the survival of the whole organism. Anatomy is the study of the structure of the human body and physiology is the study of the function of the human body.

Learning Goals To understand the anatomy of the digestive system and the roles of the organs of the digestive

system in food digestion To understand how a pathogen enters the body through the digestive system To begin to understand the scientific process, as it is used for scientific inquiry To understand the anatomy of the respiratory system and the cardiovascular system and how

these systems operate during periods of physical activity

Learning Objectives1. After an introduction to the digestive system and exploration of a human body model, the

student will know the major organs of the digestive system and how the organs function together for food digestion.

2. After working through a case study, the student will understand how food-borne infections can be acquired and how the digestive system can be a route into the body for a pathogen.

3. After a discussion, background reading, and conducting an experiment, the student will begin to understand how the scientific process is used in scientific inquiry, including collecting data and writing a lab report.

4. After a discussion and exploration of human body models, the student will know the organs of the respiratory and cardiovascular systems.

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5. After an experiment and discussion, the student will understand how the respiratory and cardiovascular systems react to increased activity and how they recover after activity ends.

Checklist of topics covered and in-lab activities to completeNote: This lab is long. It is in your best interest to try to label diagrams and answer questions before you get to lab. Carefully read through the case study and make jot notes to answer the question.

- Label the digestive system diagram using the list of organs and structures in the lab manual- Look at the human body models for digestive system organs and structures- Do the “Potluck” activity, including whole lab discussion (20 min)- Read through and work on the case study with your group; whole lab discussion (45 min)- Label the cardiovascular system diagram using the list of organs and structures in the lab

manual- Look at the human body models for cardiovascular system organs and structures- Label the respiratory system diagram using the list of organs and structures in the lab manual- Look at the human body models for respiratory system organs and structures- Do the cardiovascular and respiratory activity with your group, answer questions in your group;

whole lab discussion (45 min)

BackgroundStephanie was hungry, as in Hungry with a capital H! The team workout had been long and hard. First the coach made them run 10 km at a 4 minute/km pace and then, without even time for cool down, with their hearts pounding and breath coming in gasps, they hit the water for 10 repeats of 400 meter Individual Medley, just as warm-up! And he seemed to be watching Stephanie closely and finding so many things to correct! To top it all off, her biology professor was droning on and on about something. Wait; did her prof just say something about the final exam? Hmmm, that was probably important. But, man, this gnawing hunger won’t stop interfering!

The structure of the human bodyThe human body is made up of trillions of cells that function for the survival of the individual. In a multicellular organism, such as a human, cells are specialized for different functions and organized into tissues, organs, and organ-systems. Tissues are collections of the same cells. Organs are collections of tissues. Organ-systems form when organs function together. Each organ-system carries out a function that is vital to the survival of the individual. The study of the structure of the organ-systems of the body is called anatomy. The study of the function of the organ-systems is called physiology.

The Digestive SystemThe digestive system is something that we are very familiar with, even if we don’t know exactly what each part of the system does. The digestive system releases nutrients and energy from our food in order that our cells can function. The digestive system also removes waste from the body. One interesting aspect of the digestive system is that, aside from nutritional and energetic needs, the digestive system functions as part of our emotional health. We often engage our digestive system for pleasure as we consume foods beyond our physiological requirements simply because they make us feel good. Warm

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bread, chocolate chip cookies, warm milk, and ice cream are all examples of food that nourish our bodies and nourish our feelings!

The digestive system of humans is a tube that has an entry and an exit. While that sounds simple, the system is really very complex with specialization of tissues and organs all the way from the opening to the exit. The digestive system is complex as humans eat a variety of foods, including meat, vegetables, fruits, and fungi! The digestive system must be able to extract nutrients and energy from all of these food types. Contrast our complex diet to that of a cheetah that only eats flesh, or a cow that only eats grass, or a leech that lets its host do the digesting.

The opening of the digestive system, the oral cavity, is specialized for taking in food, breaking it up, mixing it into a liquid-like mass, and starting digestion of starch. That is a lot of activity that goes on in your mouth! This semi-liquid mass enters the stomach where it is mixed and churned more. The acidic environment of the stomach activates the enzyme that digests protein to begin the process of protein digestion. The acidic environment also provides a level of defence against any microbes that made it into the body with the food. Very little absorption occurs in the stomach, but alcohol is absorbed across the stomach cells into the blood. Drinking alcohol on an empty stomach means a person feels the effects of the alcohol more quickly and severely than drinking alcohol on a full stomach.

The stomach passes this acidic liquid mass to the small intestines, where all food groups are digested and the products of the digestive processes are absorbed across the intestinal wall into the blood. Anything that is not, or cannot, be digested and absorbed passes into the large intestines. The digestive process requires a lot of water, which is supplied by the saliva, the acid, and other digestive juices, and some of that water is resorbed in the large intestines. Communities of bacteria reside in the large intestines and use our waste products to grow. As the bacteria grow they produce vitamins that we can absorb through the intestinal wall. At the very end of the large intestines, in the rectum, anything that is leftover is compacted into feces and eliminated from the body.

Several accessory glands and organs aid in the digestive process.

1. Salivary glands – produce saliva to mix up the food into a liquid and the enzyme amylase to breakdown starch into glucose.

2. Digestive glands in the stomach – produce acid and pepsin to begin the digestion of protein. The stomach lining produces mucous to protect the cells of the stomach lining from the acid.

3. Pancreas – produces enzymes to breakdown all of the food groups and sodium bicarbonate to neutralize the acidic contents from the stomach.

4. Liver – produces bile that is used in the breakdown of fats. The bile salts mix with fat globs to make smaller fat globules that can be attacked by enzymes and broken down.

5. Gall Bladder – receives bile from the liver and concentrates it for secretion into the small intestines.

The digestive system as a pathway for pathogensThe digestive system is open directly to the environment, through the oral cavity. The digestive system is also very closely linked to the cardiovascular system, which, in turn, is closely linked to every cell in the

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body. Any pathogens that make it into the digestive system and all the way to the intestines can start to grow and cause problems. The microbes can destroy intestinal cells or produce toxins that get absorbed into the body and cause symptoms outside of the digestive system.

The Cardiovascular and Respiratory SystemsThe cardiovascular system consists of the heart and networks of vessels. Blood, a connective tissue, is transported through the vessels and the heart. The blood is transported away from the heart in arteries, moves through thin-walled capillaries, where the exchange of water, nutrients, gases and waste products between the blood and the cells takes place, and is returned to the heart in the veins.

The respiratory system consists of two lungs (left and right) and various structures that bring air into the body. Air enters the body through the nasal cavity and/or the oral cavity. In the nasal cavity, the air is cleaned by mucous and nasal hairs, and moistened and warmed by the membranes of the nose. In the oral cavity, the air is moistened and warmed by the membranes of the mouth. In the throat, at the junction between the esophagus (leading to the stomach) and the trachea (leading to the lungs), the epiglottis opens to allow air into the trachea and closes to direct food into the esophagus. The trachea is structurally supported with rings of cartilage and lined with cilia that move in an upward motion to keep particles out of the lungs. The trachea leads into the bronchi (bronchus, sing.), which are tubes that branch out into each lung. The bronchi branch into smaller and smaller tubes until they become bronchioles, the smallest tubes that lead into the alveoli (alveolus, sing.) of the lungs. Gas exchange occurs across the membranes of the alveoli, with oxygen diffusing out of the alveoli into the blood and carbon dioxide diffusing out of the blood and into the alveoli. The blood then moves through the vessels delivering the oxygen to all of the body cells.

Food that is ingested by animals is digested, and the products of digestion, the nutrients, are distributed throughout the body in the blood. As the blood passes through the capillaries nutrients diffuse out of the blood and are picked up by the cells. The nutrients are used in chemical reactions in the cells. The chemical reactions produce waste by-products, which are often harmful to the cell, and that waste diffuses out of the cells and into the blood to be removed by the urinary system. Therefore, the cardiovascular system delivers the nutrients to the cells and takes the wastes away from the cells.

One important chemical reaction that occurs in the cells is cellular respiration, which uses oxygen and nutrients to produce adenosine triphosphate or ATP. ATP is the chemical fuel that cells use in chemical reactions involving energy. Cellular respiration is a process whereby the energy stored in the bonds of nutrients, such as glucose, is transferred into the bonds of ATP. The reason this process occurs is because cells cannot directly access the energy in the nutrients, but they can access the energy stored in ATP.

The basic reaction for cellular respiration shows that oxygen and glucose are used to produce ATP and carbon dioxide.

Oxygen + glucose ATP + carbon dioxide

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Oxygen comes from the respiratory systemGlucose comes from the digestive systemCarbon dioxide is removed by the respiratory systemATP is used by the cells, broken down and rebuilt

Our cells produce as much ATP as we need for the activities that we are doing. As the demand for ATP increases, the demand for the inputs also increases. This means that our cardiovascular and respiratory systems have to respond by delivering more oxygen and glucose to the cells that need more ATP. We recognize when our cardiovascular system is called upon to deliver more oxygen and glucose to our cells as an increase in heart rate, and we recognize when our respiratory system is called up on to bring in more oxygen and expel more carbon dioxide as an increase in respiratory rate.

HomeostasisThe human body operates most efficiently when the environment of the body, and body cells, is maintained within a narrow set of operating parameters. Sometimes we notice when the state of the body changes and sometimes we don’t. An example of when we notice a change is when we have a fever due to infection. When we have a fever, the temperature of the body increases to the point that we become aware of it, and our body initiates a response to try to reduce the temperature. An example of when we don’t notice a change is when we have high blood glucose levels due to eating a big meal with a lot of carbohydrates. Our body is constantly measuring the glucose levels in the blood and when they increase, a mechanism that reduces blood glucose levels by removing it from the blood is initiated.

Homeostasis is the idea that the state of the systems in the body operate best within narrow operating limits and homeostatic mechanisms operate to keep the state of the body within those limits. All body systems have homeostatic mechanisms that operate independently and together to ensure the body remains in homeostasis.

The Scientific MethodThe things we know about the human body have been discovered by people who have used the scientific method as a process of learning. This process involves a series of linked, logical, and reproducible steps that guide a researcher through from the initial question to the conclusion. There are a few variations on how the scientific method is described, but they all follow the same basic outline. The first step is to observe something and, using background knowledge, to ask a question about the observation. The second step is to make an initial explanation for the observation, again, based on previous knowledge. The third step is to figure out some way to determine if your initial explanation is the right explanation for the observation. This step involves designing experiments or studies that test your initial explanation. The fourth step is to determine if your initial explanation is correct. If it is, then another piece of knowledge has been added to the body of scientific knowledge we have to explain our world. At this point it seems like the process could stop, but in reality, each time an observation is explained, more questions arise. If your experiment or study did not support your initial explanation, then you are able to revisit your observation and create a new question to try to explain it.

The process of the scientific method can be broken down and organized into steps.

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1. Observation and/or question: what have you noticed or what do you want to know?2. Hypothesis: your initial explanation3. Experiment or study: what you are going to do try to determine if your hypothesis is correct4. Results: what did you find out?5. Conclusion: what do your results mean? Do they support your hypothesis?6. What question arises from this work?

Researchers use this method to ensure the results of the experiments and studies they conduct are answering their initial question. Researchers spend a lot of time figuring out their question, hypothesis and designing their experiments and studies to try to control all of the variables that might contribute to the results. When the scientific method is rigorously applied the researchers can say with certainty that their findings answer their question and explain the initial observation.

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ReadingsIn order to be able to complete your lab on time and get the most out of it, complete these readings and view the videos or animations before your lab period.

Some of these readings will be useful when you complete your homework for this lab.

o Chapter 5 (Heart and Vessels), 6 (Blood), 8 (Digestive), 9 (Respiratory)o The Visible Heart: http://www.hhmi.org/biointeractive/cardiovascular/animations.html o Mayo Clinic Circulatory: http://www.mayoclinic.com/health/circulatory-system/MM00636 o Circulatory System Image: http://www.nlm.nih.gov/medlineplus/ency/imagepages/8747.htm o NIH: http://www.nlm.nih.gov/changingthefaceofmedicine/activities/circulatory.html o Respiratory System Image: http://www.nlm.nih.gov/medlineplus/ency/imagepages/9248.htmo NIH: http://www.nhlbi.nih.gov/health/health-topics/topics/hlw/

Pre-lab Questions1. What are the food groups? Check out the Canada Food Guide:

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php 2. Why do we need a balanced diet?3. Are there other food guides? Which one would you choose to follow?4. Can you think of any of the parts of the digestive system that can be removed without causing

too much of a problem for the digestive process?5. What do we do every day that causes our body to not be in homeostasis?6. Next time you are in class, take a look around to see how many of your classmates are

consuming energy drinks. What do you know about energy drinks? What do you know about the effect of energy drinks on the body? Check out: http://www.livestrong.com/energy-drinks/

7. How do inhalers help people with chronic respiratory issues? Why do doctors sometimes prescribe an inhaler for people who have an acute infection such as a cold?

8. If you read a study that did not follow the basic steps of the scientific method, what would you think about the results that were reported?

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Lab activities and worksheetsRead through this section before you get to the lab you are aware of what you will be doing during the lab period.

Case Study: Food contaminationThe digestive system is long and many different organs and glands are involved in the process of digestion.

Oral cavity – entrance to the digestive system, site of starch digestion

Teeth – physical digestion of food

Salivary gland – secretion of saliva and amylase

Epiglottis – flap of tissue that closes over the trachea to direct food into the esophagus

Esophagus – the tube that connects the oral cavity and the stomach

Stomach – storage organ, beginning of protein digestion, acid environment to activate protein enzyme and destroy pathogens in the food

Liver – accessory organ that produces bile for fat digestion

Gall Bladder – accessory organ that concentrates bile for fat digestion

Pancreas – accessory organ that produces sodium bicarbonate to neutralize stomach contents, produces and secretes enzymes for all food groups

Small Intestines – the site of digestion of all food groups, absorption of all nutrients

Large Intestines – the site of absorption of water, vitamins, habitat for bacteria

Rectum – formation and storage of feces

Anus – opening that eliminates feces

Note: There are more numbers in the diagram than there are structures to label.

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Take a look at the human body models and find the parts of the digestive system.

This activity is a TA Checkpoint. Have your digestive system diagram checked and initialled by a lab Teaching Assistant.

Approximately 11 million cases of foodborne illness occur every year in Canada. These illnesses often occur because pathogenic organisms contaminate the food we eat, either at the source of the food, during processing, or during preparation and serving. In most cases of foodborne illness, a food inspector must investigate the cause of the illness and try to figure out the source of the pathogen. Some pathogens can survive in our body for a month before they cause any symptoms, which makes tracing the pathogen to its source very challenging.

The goal of this activity is to provide some insight into how contaminated food can contribute to illness. There are two parts to this activity, the lab “potluck” and the case study worksheets.

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The “Potluck”

In this activity you are going to simulate attending a potluck meal. We are not going to use real food or real pathogens in this activity. Instead, each group will have a container of clear liquid that represents the dish they have brought to the potluck meal, and each student will take a serving from four different dishes. One of the dishes will contain a chemical and the other dishes will contain water. When all of the students have been served, their servings will be tested to see if they have picked up the pathogen. The pathogen will be represented by a chemical that can easily be tested with pH paper.

In the previous lab, your group should have signed up to bring a dish, from the list of food, and you should have determined who was going to bring a picture of that dish.

1. Clear a space on the lab bench to put your picture and set out your dish. 2. Move around the room with your container and take a serving from four different dishes. Make

note of each dish you take a serving from.

Dishes you tasted

3. Return to your seat and use the pH test strip to determine if your dish has been contaminated. If your pH paper indicates you have an acidic solution, you have been contaminated!

Results:

This activity is a TA Checkpoint. Have your pH paper checked and your notebook initialled by a lab Teaching Assistant.

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Before you go on to the case study, enter your results on the class table. Check off the foods you tasted and the results of your contamination test (the pH test results). After everyone has added their individual data, try to determine which dish was contaminated.

What dish do you think was contaminated? Why do you think this dish is the culprit? You can discuss this with your group before your TA leads a lab discussion.

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The Case Study – Microbial Pie, or What Did You Feed the Neighbors?by Theresa Hornstein, Biology Department, Lake Superior College"Copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York, all rights reserved. Used with permission." This case study has been adapted for this lab.

Part I – Emergency Room

Frank Spring knew this was not going to be a good morning as he looked out into the packed ER waiting room. Scattered among the usual collection of cuts, broken bones, and respiratory problems were over a dozen people clustered around the restrooms. Despite their pale appearance and frantic dashes into the restrooms, they were all talking with each other—not usual behavior for a group of strangers in the ER. Several others held young children.

“Morning, Sam. What have we got?” Frank asked.

Sam looked up from the pile of charts. “The usuals, but then one strange bunch,” he replied. “Those folks have been drifting in over the last hour or so. Symptoms are abdominal pain, vomiting, and bloody diarrhea. Most of the adults are just a bit uncomfortable. The kids have it the worst. Four little ones came in around midnight with the same symptoms—only worse. Two are in Peds. The other two are on dialysis already.”

Frank’s eyebrows rose. “Put in a call…”

Sam cut him off. “Called the county after number three came in last night. The epidemiologist will be here inside of an hour. We’ve already taken stool samples. They’re in the lab now. ” He handed Frank three charts. “These belong to the kids over there with the woman in the red jacket, Cara Hom. They just came in, but the youngest looks bad, lots of bruises as well as the other symptoms.”

Frank took the charts and walked over to her. “Mrs. Hom, will you come this way, please.” Cara Hom tried to pick up the collection of children’s coats scattered on the floor around her.

“Go on, Cara, get the kids looked at,” said a woman from across the room. “We’ll watch your stuff.” “Thanks,” Cara replied, lifting the whimpering toddler into her arms. She followed Frank down the hall. Frank took advantage of the opening: “You folks all seem to know each other,” he said.

Cara looked puzzled. “You know, that’s odd. I think we have half the neighborhood here. We all thought the kids had just brought the flu home from school, but it’s a lot more than that, isn’t it?” she asked, half not wanting an answer.

“Let’s take a look at the kids and find out,” he said as he led them behind curtain three. “Don’t jump to conclusions.”

Two hours and many patients later, Frank, Sam, and Ami von Hoffer, the epidemiologist, sat together poring over the information they had gathered. Ami pulled out a marker and started charting on the board.

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“Okay, we have 28 patients admitted, all under age 10. Their parents and any older siblings have some intestinal distress, but mild compared to the admissions. What else do we know?” She looked over at the two men as they scanned the charts.

“The children are all showing symptoms of some kind of hemolytic anemia. There are bruises and small hemorrhages visible in the mucosal lining of the mouth. RBC, hemoglobin, and platelet counts are all way down. ” Sam just shook his head. “Poor kids. Looks like the intestinal lining is being attacked by something. Food poisoning?”

“The youngest are beginning to show signs of kidney failure. Is that typical?” asked Frank.

“Have the lab cultures turned up anything yet?” Ami asked just as a tech pushed open a door, a sheath of papers clutched in her hand.

“Here are the prelims,” she said. “No major parasites, a few pinworms, but that’s not unusual. Did find positives for 026:H11. Looks like you have an enterohemorrhagic E. coli. Same strain as the beef outbreak up north last month. Have fun.”

“Great, food poisoning. Now I have to track down the source.” Ami pulled out the laptop and opened a file. “Looks like a long day. Can you start sending in the parents who are out there?”

Questions – Answer the following questions based on what you know, what your group members know or what Google has to tell you. Make jot notes to use during the lab discussion.

1. What is the most common source of contamination with E. coli?

2. At this point, can you make some preliminary guesses as to the source of the infection?

3. What information should Ami gather from the victims and their families?

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4. Why do children seem to be the most ill?

5. How does this bacterium damage its victims?

Part II – Clean Kitchen?

Two days later, Ami knocked on the door of a neat house in the neighborhood of the sick children. The one thing all the victims had in common was strawberry pie. Miss Emma Braithwaite, well into her eighties, had promised the neighborhood children fresh strawberry pie in exchange for them picking berries from her backyard. Miss Emma’s pies were well loved by everyone. So, the children had picked berries, and Miss Emma had made over a dozen pies to share. Unfortunately, a pinch of E. coli seems to have been added to the usual ingredients.

The door was opened by a small woman with snowy hair and snapping eyes. “May I help you, miss?” she asked.

“Yes, ma’am. I am looking for Miss Braithwaite. I am Dr. Ami von Hoffer. I’m with the county.”

“Come in, come in. I heard you’ve been talking with the neighbors about the sick children. Have you found out the problem?” Miss Emma held the door open.

Ami entered the spotless house. This was the part of her job she really disliked. “That’s what I’ve come to talk to you about. We’ve tracked the illness to a bacterium that produces a nasty toxin. It causes a type of food poisoning.”

“I don’t know anything about food poisoning,” Miss Emma remarked as she offered Ami a chair. “Only food. I used to be a cook. May I offer you a bite to eat? I was just about to have some pie.”

Ami schooled her features. “You haven’t eaten any of the pie yet, have you?” she asked.

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“Child, I can hear it in your voice. What are you not telling me?” Miss Emma sat rigidly down in a straight- backed chair near the window.

“Ma’am, we think the bacteria came from the strawberry pies you made. It is the only thing everyone ate. Please tell me you haven’t eaten any. If you still have some, I need to sample it.”

Miss Emma sat even straighter. “I keep a clean kitchen. Different knives between raw meat and fresh produce. Wipe down the cutting board between foods. I pay attention, so don’t you try to tell me I poisoned someone.”

“Ma’am, we didn’t say you poisoned anyone, but we are concerned the berries may have been contaminated. Please, you haven’t eaten any, have you? No offense, but at your age food poisoning could be very serious.”

“Bah, I keep a clean kitchen. I washed all the berries well.” Miss Emma got slowly up from her chair. “Come see my kitchen.”

“There was an outbreak of this same strain up north last month. It came from hamburger. Have you had any hamburger lately?” Ami followed her into the kitchen. Like the rest of the house, it was spotless and smelled faintly of some cleaner. The aroma brought back memories of her grandmother’s house.

Miss Emma stopped short. “I had some hamburger that thawed in the refrigerator. It leaked all over. I threw it out because I didn’t trust it. Made a right mess in the kitchen. Scrubbed it all down before I made the pies. Same cleaner I’ve been using for years. No one ever got sick before. Go right ahead and run your little swabs along the counter. Right there is where I made the pies.”

Questions – Answer the following questions based on what you know and what your group members know. Make jot notes to use during the lab discussion

1. Based on this additional information, how do you think the pies became contaminated?

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2. What would you expect from the cultures (the microbes that grow from the samples that were collected from swabbing different surfaces) of the counter?

3. What other objects would you culture in the kitchen? Why?

4. What would you expect to find from the kitchen samples?

5. Miss Emma cleans well. How is it that some E. coli survived (think about antibiotics and the problem with using them too often)?

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6. What could be changed to prevent this from happening again?

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Cardiovascular and Respiratory Response to changes in activity levelThe cardiovascular system is connected to every cell in the human body through its network of vessels. Note: not every letter in the diagram will be labelled.

Heart – the pump of the cardiovascular system, contracts to move the blood throughout the body

Right atrium – receives the blood from the vena cavae returning blood to the heart from the body

Right ventricle – pumps deoxygenated blood to the pulmonary artery to go the lungs to be oxygenated

Left atrium – receives blood from the pulmonary vein returning blood to the heart from the lungs

Left ventricle – pumps oxygenated blood to the aorta to go to the body

Superior and inferior vena cavae – returns blood to the heart from the head/arms and body

Pulmonary artery – carries deoxygenated blood to the lungs

Pulmonary vein – carries oxygenated blood to the heart from the lungs

Aorta – carries oxygenated blood to the body

Arterioles – smallest veins leading into the capillary bed

Capillary bed – smallest, thinnest vessels where diffusion with cells takes place

Venules – smallest vessels leading from the capillary bed to the heart

Hepatic Portal Vein – vessel carrying blood from the digestive system to the liver

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Take a look at the human body models and find the parts of the cardiovascular system.

This activity is a TA Checkpoint. Have your cardiovascular system diagram checked and initialled by a lab Teaching Assistant.

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The Respiratory System brings clean, oxygenated air into the body for distribution to the cells. The Respiratory System also removes the carbon dioxide produced by the cells. It is connected to the cells through the cardiovascular system. Note: not all of the letters in the diagram will be labelled.

Nasal Cavity – air intake, air is warmed, filtered, and moistened

Epiglottis – the flap of tissue that closes the trachea when there is food in the oral cavity

Trachea – cartilage-ringed tube that delivers air to the bronchi

Bronchus – cartilage-ringed tubes that deliver air to the lungs

Bronchioles – cartilage-ringed tubes that deliver air to the alveoli

Lungs – the organs of gas exchange

Alveoli – thin walled chambers where gas exchange occurs by diffusion

Take a look at the human body models and find the parts of the respiratory system.

This activity is a TA Checkpoint. Have your respiratory system diagram checked and initialled by a lab Teaching Assistant.

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Before you begin this activity, please read the following information and respond to the questions. If you answer yes to any of these questions, do not volunteer to be the runner.

Yes No

1. Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor?

2. Do you feel pain in your chest when you do physical activity?

3. In the past month, have you had chest pain when you were not doing physical activity?

4. Do you lose your balance because of dizziness or do you ever lose consciousness?

5. Do you have a bone or joint problem that could be made worse by a change in your physical activity?

6. Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or heart condition?

7. Do you know of any other reason why you should not do physical activity?

In order to make sure everyone is collecting data in the same manner, please use the following procedures for measuring heart rate and respiratory rate.

How to determine your heart and respiratory rates:

(Adapted from: http://www.rcmp-grc.gc.ca/recruiting/pare_booklet_e.htm)

Radial pulseUsing your index and middle fingers, apply gentle pressure at the radial (wrist) artery, located just below the base of the thumb.

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Carotid pulsePlace the index and middle fingers of your right hand on your Adam’s apple. Slide your fingers to the right approximately one inch and you should feel a pulse when applying gentle pressure with the tips of your fingers.Note: Do not apply too much pressure on the carotid artery as this may cause a “reflex” which could slow the heart rate.

To obtain your heart rate, count the number of beats during a ten-second period and then multiply by six for a one minute count.

To obtain your respiratory rate, have someone else count the number of breaths you take during the same ten-second period you are monitoring your heart rate and then multiply by six for a one minute count.

Example: 24 beats or breaths in 10 seconds (x6) equals 144 beats/minute.

This is a group activity with the following roles:

- The Exerciser – a person willing to walk up and down (and up and down!) the stairs and count heart beats!

- The Timer – the person with the watch!- The Recorder – the person with the neat writing!- The Breath Counter – the person with careful observation skills!

You can combine some of these roles, such as the Breath Counter and the Recorder, if you only have 3 people. It is important that each person maintain the role they start with. If you need to change roles, you will need to start the activity over from the beginning.

The activity will consist of walking up and down the stairs for a specific amount of time and measuring heart rate and respiratory rate. You will record your results in a table and then look for patterns and trends. You will then try to explain what you measure. Each person should have the full data set after the activity is complete. Take time to copy from the recorder.

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Observation: When I run up the stairs to lab I get out of breath and my heart seems to race. When I get to lab and sit down for a minute or two, my breathing returns to normal and my heart slows down.

Question:

Hypothesis:

Experiment:

1. Choose roles. Write names in here.a. The Exerciser:

b. The Timer:

c. The Recorder:

d. The Breath Counter:

2. Get set up in a stair well. There are two stairwells in the lab building. The Exerciser can walk all the way down to the bottom and back up or just up and down one set of stairs. There will be several groups working at once, therefore it might be better to move down a floor and use only one set of stairs. Watch for non-Biology 140 people and don’t block their access to their destination.

3. Practice measuring heart rate and respiratory rate. 4. Trial 1

a. Measure the official resting heart rate and respiratory rate.b. Record the resting heart rate and resting respiratory rate in the table for Trial 1. Record

in beats or breaths per minute.c. The Exerciser walks up and down the stairs at a moderate pace for 2 minutes. d. The Timer times for 2 minutes.e. At the end of 2 minutes, measure heart rate and respiratory rate.f. Record the heart rate and respiratory rate in the table for Trial 1.g. Monitor the heart rate and respiratory rate every 30 seconds until they return to the

resting rates. They may not be exactly what the resting rates were, but they should be very close. Record how long it takes for the heart rate to return to resting rates.

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5. Trial 2a. The Exerciser walks up and down the stairs at a moderate pace for 2 minutes, as in Trial

1. b. The Timer times for 2 minutes.c. At the end of 2 minutes, measure heart rate and respiratory rate.d. Record the heart rate and respiratory rate in the table for Trial 2. Record in beats or

breaths per minute.e. Monitor the heart rate and respiratory rate every 30 seconds until they return to the

resting rates. They may not be exactly what the resting rates were, but they should be very close. Record how long it takes for the heart rate to return to resting rates.

6. Trial 3a. The Exerciser walks up and down the stairs at a moderate pace for 2 minutes, as in Trial

1. b. The Timer times for 2 minutes.c. At the end of 2 minutes, measure heart rate and respiratory rate.d. Record the heart rate and respiratory rate in the table for Trial 3. Record in beats or

breaths per minute.e. Monitor the heart rate and respiratory rate every 30 seconds until they return to the

resting rates. They may not be exactly what the resting rates were, but they should be very close. Record how long it takes for the heart rate to return to resting rates.

Results:

Resting After ExerciseHeart Rate Respiratory

RateHeart Rate Respiratory

RateRecovery Time

Trial 1

Trial 2

Trial 3

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1. Did the heart rate and respiratory rate increase after the Exerciser walked up and down the stairs? By how much? Was this expected?

2. Calculate the percent increase in heart rate and respiratory rate for each trial. To calculate the percent increase, divide the difference between resting and after exercise by the resting rate.

a. After – resting = differenceb. (Difference divided by resting) * 100 = % increase

Heart RateResting After Stairs Difference % Increase

Trial 1

Trial 2

Trial 3

Respiratory RateResting After Stairs Difference % Increase

Trial 1

Trial 2

Trial 3

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3. Did the percent increase change over the three trials? Describe the change. For example, did the percent increase get smaller or bigger over the three trials? Remember that the percent increase represents how much higher the heart and respiratory rates were after the exercise.

4. Explain any changes you saw or did not see.

5. Did the recovery time change from trial to trial? Describe the change.

6. Explain any changes you saw or did not see.

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7. Why do different people have different resting heart and respiratory rates, different increases in heart and respiratory rates after exercise, and different recovery times?

8. What was tested here and what was not controlled for by this experimental design?

Conclusion:

Restate your hypothesis and indicate if it was supported. If your hypothesis was not supported, can you explain why it was not supported?

Next question or observation:

What would you do next?

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Lab Report

You need to write a lab report based on your cardiovascular/respiratory experiment. Your lab report must include all of the parts of the scientific method that were discussed in this lab. Use the table below to do a rough draft of your lab report and then write your notes into a more formal report. Your lab report should have the following structure. The number of sentences is a suggested guideline. You can have more, or less, depending on what you feel is necessary. You can use the bolded words as section titles. Hand in your rough draft notes and your formal report together. Put your name in the top, right-hand corner of the first page of your formal report.

Title: The title should describe what the reader is going to learn. There should be words in the title that describe the systems you tested and what you found from your experiment.

Introduction: This is where you demonstrate your background knowledge of the systems that you are studying and how you arrived at your hypothesis. What do you need to know in order to write your hypothesis? You need to outline the topic of study and the importance of learning about this topic. The focus of this course is the human body, so it is natural to relate this topic to the human body function and human health. You should have citations in this section.

Observation or question: This is where you explain the observation and ask the question.

Hypothesis: The hypothesis is the possible explanation for the observation or question. The introduction is organized so the hypothesis is a logical explanation.

Methods: This is where you describe what you did to get your results. The methods are written in paragraph form. The reader should be able to exactly replicate your experiment after reading your methods section.

Results: This is where you describe the results of the experiment. You can include visuals, such as a table, diagram, photograph, or graph, in this section that help explain the results. You need to describe the results and patterns in words, as well as including your raw data and calculations.

Discussion and Conclusion: This is where you explain what your results mean and whether or not your hypothesis was supported or refuted. You should have at least 2 references in this section that you use to explain how your experiment is important for understanding something about human body function and human health. This is a good place to think about what you would do differently if you were going to do this experiment again. The discussion section starts narrow, focusing on your experiment, and then expands in scope to explain how what you learned is important in a bigger context, such as human health. Based on the nature of our experiment, athletics is a natural higher level topic to consider.

Next steps: This section comes at the end of your Discussion and Conclusion section. This is how the scientific process continues. What did you learn doing this experiment that makes you want to learn more? What other questions come to your mind? You don’t have answer any questions here, you need to propose a question or two that would further your understanding of this topic or a closely related topic.

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For further a description of how to write a lab report, see this link: http://urbiolabreports.wikidot.com/ the information found at the above website is more detailed than what you need for this lab report, but you might find it helpful. We are not including an Abstract for this lab report.

Name and Lab Section:

Step in the Scientific Method

Your lab report. Write in full sentences.

Observation or Question

Hypothesis – Based on what you already know, what explanation do you have for your question or observation?

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Methods – What are you doing to try to answer your question?

Results – What happened in your experiment?

Discussion and Conclusion – What do your results mean?

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Next Question – something you want to research next, based on the research you just finished

List your resources

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Marking Rubric□ Rough draft included (1 pt.)□ Written as a formal lab report (1 pt.)

Excellent (4 pts.) Good (3 pts.) Adequate (2 pts.) Needs Work (1 pt.) Not Attempted

Introduction Descriptive titleimportance and relate to body functionExplain initial observationHypothesis: show evidence of prior knowledge (researched, citations)

3 of 4 “excellent” points met

2 of 4 “excellent” points met

1 of 4 “excellent” points met

Methods description or step-by-step process is included, repeatable based on description

Description included, some steps are vague or unclear

The description gives generalities, enough for reader to understand how the experiment was conducted

Would be difficult to repeat, reader must guess at how the data was gathered or experiment conducted

Results Results are described in clear paragraphsResults and data are clearly recorded, organized so it is easy for the reader to see trends. All appropriate labels included

Results are clear and labeled, trends are not obvious or there are minor errors in organization

Results are unclear, missing labels, trends are not obvious, disorganized, there is enough data to show the experiment was conducted

Results are disorganized or poorly recorded, do not make sense, not enough data was taken to justify results

Conclusions Hypothesis supported?2 references: relates to importance to understanding body function and healthWhat would be done differentlyConclusions make sense based on the results

3 of 4 “excellent” points met

2 of 4 “excellent” points met

1 of 4 “excellent” points met

Format/Clarity

Few to no grammatical, word usage or spelling mistakesSentences and paragraphs are clear and easily understoodEvidence that student went beyond the assignment (>2 ref, connections to other materialsCreative approach

3 of 4 “excellent” points met

2 of 4 “excellent” points met

1 of 4 “excellent” points met

Total (/22)

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Lab assessments

In lab- Labelled diagrams checked by TA- Discussion of the results of the Potluck meal- Case study questions- Results of the cardiovascular and respiratory experiment

Homework- Study concepts using the study guide- Lab report on cardiovascular/respiratory experiment

Study guide1. Know the parts of the digestive system, the function of each part, and the function of the whole

system.2. Know the parts of the respiratory system, the function of each part, and the function of the

whole system.3. Know the parts of the cardiovascular system, the function of each part, and the function of the

whole system.4. Briefly describe the process of cellular respiration. Link the digestive system and the respiratory

system to the process of cellular respiration. 5. Describe homeostasis. Explain how the digestive, respiratory, and cardiovascular systems are

involved in homeostasis. 6. Describe the scientific method. What are the steps? 7. Briefly explain how the Escherichia coli were transmitted in the Strawberry Pie case study.

Explain how the contamination could have been prevented.8. Briefly explain the effect of exercise on the cardiovascular and respiratory systems. 9. Recall your cardiovascular/respiratory experiment and briefly explain the results and your

conclusion.10.

BibliographyBlood pH: http://en.wikipedia.org/wiki/Blood#Narrow_range_of_pH_values

Acid-Base Homeostasis: http://en.wikipedia.org/wiki/Acid-base_homeostasis

Digestive System: http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/

Bacteria in the Digestive system: http://www.accepta.com/industry_water_treatment/food_poisoning_bacteria.asp

Enteritis: http://www.nlm.nih.gov/medlineplus/ency/article/001149.htm

Enteritis Escherichia coli: http://www.nlm.nih.gov/medlineplus/ecoliinfections.html

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Escherichia coli and children: http://archpedi.ama-assn.org/cgi/reprint/163/1/96.pdf

Homeostasis: http://en.wikipedia.org/wiki/Homeostasis

The scientific method: http://en.wikipedia.org/wiki/Scientific_method

Foodborne illness: http://www.inspection.gc.ca/english/fssa/concen/causee.shtml

Case Study: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=382&id=382

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