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| The
Case: |
Racing
Rosie |
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 Let's
just say that Rosie is a very active child. You know
the kind; always asking questions, always in motion, always
getting into something. The other day at our town common
I was watching her play on the playground. That kid
can move! She was running around, playing tag, having
a great time. She blasted over to me, giggling and gasping.
"Hey Joe! Why am I breathing
so hard? I keep running and running and the faster
I run the harder I breath! Why? I can't even
stop it! Every time I try to hold my br eath
I can't! Why?"
Joe started to scratch his head
and said.........
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Case Author: Beth Erviti
Greenfield Community College
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Case Analysis
Issues that students are likely to examine
during this case:
-
respiratory system
anatomy
-
physiological control
of respiration
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cellular respiration
-
cardiovascular
gas transport
Students begin their examination by completing
a list of these objectives:
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What do you know?
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What do you need
to know?
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Learning Goals
| Note:
This case was initially designed for students who have
considered the cardiovascular and respiratory systems
and are facing cell metabolism for the first time.
It is designed to help underscore the connection between
exercise (increased cell metabolism) and respiratory change.
It could be modified to include cardiovascular dynamics
as well. |
Goal(s)
- review respiratory
anatomy and physiology
- consider cellular
respiration
- make a connection
between increased cellular activity and effects on organism
(specifically on respiration)
- use model to
investigate the influence of blood gases on respiration
rate
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Investigations and Activities
In the Lab:
Work in groups of 3-4, potentially have access
to computers and modeling software.
Work on background research, using texts,
models, manuals to identify the components of cardiovascular,
respiratory, and nervous systems.
http://www.smm.org/heart/lungs/breathing-f.htm
Use textbooks and cellular respiration links to
consider the dynamics of oxygen/ATP/CO2
formation. Using interactive websites/software, try resting
cells vs. exercising muscle cells. (or, substitute
field work or research if the software is unavailable to you)
Use respiratory system software (e.g.: ADAMŪ
interactive, SimBioSys Clinics) that demonstrate the effects of
blood gases on respiration rate. (or, substitute
field work or research if the software is unavailable to you)
Generate charts, graphs, other data relevant to
the modeling output.
http://www.critcon.com/ccipublic/products/abg.php3
In the field:
Visit local laboratory (hospital, university,
fitness center) during VO2 testing.
Further research:
Find a condition or disease or pathology that
affects the relevant body systems and relate this condition to
normal vs. exercising conditions.
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Resources
Standard
Anatomy and Physiology textbook
Websites for text and
general cardio-respiratory system knowledge:
http://www.le.ac.uk/pathology/teach/va/anatomy/case2/frmst2.html
http://www.smm.org/heart/
Good websites
for cardio-respiratory animations/tutorials:
http://science.nhmccd.edu/biol/animatio.htm
http://www.gen.umn.edu/courses/1135/lab/hotlinks/
hotlinks.html#real_animal_dissections
http://www.med.uwo.ca/cblc/academic.htm
(this one is very advanced, but has tons of info)
http://science.nhmccd.edu/biol/ap2.html
Good websites
for cellular respiration:
http://www.people.virginia.edu/~rjh9u/enrgysum.html
(this site has tons of stuff, including links. It may
seem overwhelming to some students, but it goes into each step
with different diagrams and even animations.)
http://www.sirinet.net/~jgjohnso/visrespiration.html
http://old.jccc.net/~pdecell/cellresp/respoverview.html
http://www.schoolnet.edu.mo/general/biology/temp/cmap/respir.html
http://www.sirinet.net/~jgjohnso/study7.html
(here you'll find an entire study guide will fill-ins and
diagram fill-ins. No answers, but hey.....)
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Student Products
For Laboratory Component:
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Create a systems
diagram (flowchart) indicating the relationship of the cardiovascular,
respiratory, and nervous components involved in control of
respiration.
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Create graphic
output from software applications (ADAMŪ Interactive, SimBioSys
ClinicŪ) demo:
For Field Component:
For Further Research:
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Assessment and Evaluation Plan
Flowchart/systems diagram (clearly labeled, inclusive, accessible
information) 40%
Software output (or field work or research paper) 20%
Rosie's explanation (inclusive, correct, readable for general
audience) 40%
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Implementation
Identify the specifics for using the cases in
your classes.
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Course name:
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Anatomy
and Physiology |
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Likely sequence in
syllabus:
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Cellular
respiration, respiratory physiology |
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Time during term:
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Duration:
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1 lab,
associated lecture, independent/group work |
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Setting:
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Lab, primarily |
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Students in course:
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Allied
health students, general audience |
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Collaborative elements:
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Group work (small
groups) |
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Credits
I would have been hopeless lost with this case
if not for the support of the LifeLines captains and my Case Colleagues
at this workshop. Special thanks to Amanda Everse and Joe
Russin for helping with the navigation, to Linda Weinland for hunting
up some great websites, and to Margaret Waterman for overall tweaking.
Photo/art credits:
www.ithaca.edu/hshp/ess/
http://www.cic.gc.ca/welcomehome/welcome/index.htm
http://www.bestpages.com/nessa/miracle/idea.gif
http://www.critcon.com/ccipublic/products/abg.php3
http://fearsome.net/rants/053198.htm
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