Biology - HOT Science Lab

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Teacher Extension: Gizmo: Human Homeostasis mechanisms that maintain a fairly constant blood pressure during changes in body position. The sympathetic nervous system helps by adjusting peripheral resistance in the arterial system. As this occurs the heart rate is able to normalize again. 2. Compare the duration of the initial direction of heart rate change after standing to the recovery time. 3. What does your data tell you about the relative speed of the change in peripheral vascular resistance as compared to that of the heart rate response Dizziness may result from low blood pressure and can occur in patients who take medicines which impair the ability of the heart to increase its rate. 4. Given what you have learned from your data, which daily activities would be most likely to cause dizziness in people who take these medications Biology HSL Page 280 Curriculum and Instruction
Student Stimuli Effects on Heart Rate: Exercise and Baroreceptor Stimuli (Adapted from Vernier Labs – www.Vernier.com ) NGSSS: SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. (AA) Background: One of the homeostatic mechanisms of the human body serves to maintain a fairly constant blood pressure. Major determinants of blood pressure are heart rate, amount of blood pumped with each beat (stroke volume), and the resistance of the arterial system which is receiving the blood. The heart rate is influenced by baroreceptors, special sensors in tissues in the aortic arch and carotid arteries which contain nerve endings that respond to stretching (see Figure 1). An increase or decrease in stretch sends signals to the medulla in the brain which in turn acts on the heart through the vagus nerve, completing what is called a feedback loop. Sudden increase in pressure in the heart or carotid arteries causes an increase in stretch of the baroreceptor sensors and results in a decrease in heart rate. Sudden lowering of pressure causes the opposite effect. This feedback loop enables us to function in a gravity environment. Figure 1 Most people have experienced the sensation of dizziness after standing abruptly from a seated or squatting position. This effect can be seen in healthy individuals, but it is accentuated in the elderly and in certain conditions including dehydration and Parkinson‘s disease. In these cases, the increase in heart rate may be significant but is still not able to make up for an insufficiency of the other two contributors to blood pressure (i.e., low blood volume or poor regulation of the resistance of the arterial system by the sympathetic nervous system). One of the first tests performed by doctors on patients who complain of dizziness is to check the blood pressure and pulse with the patient lying down and then standing. A drop in blood pressure of 20 points or an increase in heart rate of 20 points with standing is considered significant. This condition is called orthostatic hypotension. Biology HSL Page 281 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
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Student Natural Selection (Adapted
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Student Data Table 2 Beak Variation
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Teacher After activity: What the te
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Student Materials (per group): Inve
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Student Taxonomic Key to the Major
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Teacher 3. Is there more than one w
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Teacher Strawberry Cucumber Banana
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Teacher Strawberry Cucumber Banana
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Student Classification of Fruits NG
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Student Classifications of Fruit Gr
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Teacher ii. What does it mean when
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Teacher Organism Cards Name: Date P
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Teacher The De-riving Force of Clad
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Student 7. Select the next most sim
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Teacher Plant Structure and Functio
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Student Plant Structure and Functio
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Student Answer the following questi
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Student Part B: Roots Materials: Pl
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Student Root Systems Using Figure 5
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Student Tilia Stem (Woody growth):
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Teacher Exploring Flower Structure
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Student Exploring Flower Structure
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Student 10. On which part of the fl
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Teacher Investigating the Effect of
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Student Investigating the Effect of
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Student 6. Put the beaker in a plac
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Student During activity: After acti
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Student Procedures: 1. Write a hypo
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Teacher Animal-Vertebrate Fish "Per
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Student 10. To expose the internal
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Teacher Circulation Lab (Adapted fr
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Student Circulation Lab (Adapted fr
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Teacher Take a Heart Hike (Adapted
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Teacher Cardiovascular Model Biolog
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Student Results and Conclusions: 1.
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Teacher b. An asterisk (*) is place
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Student Procedures: Before testing
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Teacher Cell Model Project NGSSS: S
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Teacher Extension: Gizmo: Cell Stru
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Student You must be able to locate
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Student Name: _____________________
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Teacher After activity: 3. Fill a t
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Student Diffusion and Osmosis NGSSS
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Student Table 2 - Physical Changes
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Teacher Investigating Inherited Tra
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Student Investigating Inherited Tra
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Student Observations/Data: Biology
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Student Data Analysis: Sex of offsp
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Teacher Differences in Similar Phen
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Student Differences in Similar Phen
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Student Measurement of Hand Length
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Student Graph Title: ______________
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Teacher Making Karyotypes (Adapted
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Teacher Extension: Gizmo: Human Kar
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Student 3. Identify the centromere
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Student 4. Use scissors to cut out
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Student 2. Comparing and Contrastin
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Teacher During activity: deoxyribos
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Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Page 251 and 252: Teacher SCALLOP SCALLOP TROPHIC LEV
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Page 267 and 268: Student Observations/Data: Diameter
Page 269 and 270: Teacher Stimuli Effects on Heart Ra
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Biology - HOT Science Lab

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