Biology - HOT Science Lab

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Student The adaptability of the heart can be observed during exercise, when the metabolic activity of muscle tissue increases. The cardiovascular system, consisting of the heart and blood vessels, responds to exercise with an increase in heart rate and strength of contraction with each beat, resulting in a higher cardiac output (quantity of blood pumped through the heart per unit of time). Physically fit people can deliver a greater volume of blood in a single heartbeat than unfit individuals and can sustain a greater work level before reaching a maximum heart rate. Being more physically fit also leads to a more rapid recovery of resting heart rate. In this experiment, you will observe heart rate response to squatting and to standing from a squatting position. In the former, there is a rapid increase in venous return to the heart as veins in the leg muscles are compressed. This causes a sudden increase in stroke volume and pressure sensed by the baroreceptors. In standing from a squatting position, there is a sudden reduction in venous return to the heart because of ―pooling‖ of blood in the legs. This results in a decrease in stroke volume and pressure. Purpose or Problem Statement: This lab measures how the number of heart beats changes with increased exercise. The lab is important because heart rate is influenced by the autonomic nervous system, which, in turn, responds to environmental cues. In this experiment, you will observe how the heart responds to the increased metabolic demand of muscles during exercise and will evaluate how 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 of the blood vessels that are receiving blood. Safety: Do not attempt this experiment if physical exertion will aggravate a health problem. Inform your instructor of any possible health problems that might be exacerbated if you participate in this exercise. Vocabulary: metabolic activity, Cardiac output, resting heart rate, recovery time, homeostatic mechanisms, blood pressure, heart rate, stroke volume, hypotension, hypertension, baroreceptors, muscle compression against blood vessels Materials (per group): CBL2 with TI 83 calculator DataMate App Vernier Respiration Rate Monitor Vernier Hand-Grip Heart Rate Monitor or Vernier Exercise Heart Rate Monitor saline solution in dropper bottle for the exercise heart rate monitor Procedures: 1. Identify among the group members who will be the test subject(s) and who will collect data. Make sure to switch places when changing stations. 2. Connect the receiver module of the Heart Rate Monitor to CBL2, channel 1, and from the Apps menu choose DataMate. 3. Once you have entered the program, choose change time settings then press enter. Change the interval between samples to 5 seconds, and change the number of samples to 30. The duration of the experiment is 150 seconds. Then, select OK. 4. Set up the Heart Rate Monitor: Follow the directions for your type of Heart Rate Monitor. <strong>Biology</strong> HSL Page 282 Curriculum and Instruction
Student a. Depending upon your size, select a small or large size elastic strap. Secure one of the plastic ends of the elastic strap to the transmitter belt. It is important that the strap provide a snug fit of the transmitter belt. b. Wet each of the electrodes (the two textured oval areas on the underside of the transmitter belt) with 3 drops of saline solution. c. Secure the transmitter belt against the skin directly over the base of the rib cage (see Figure 2). The POLAR logo on the front of the belt should be centered. Adjust the elastic strap to ensure a tight fit. d. Take the receiver module of the Heart Rate Monitor in your right hand. Remember that the receiver must be within 80 cm of the transmitter in the Heart Rate Monitor belt. e. Stand quietly facing your table or work bench within the reception range of the receiver module. Figure 2 5. Set up the Hand-Grip Heart Rate Monitor: The receiver and one of the handles are marked with a white alignment arrow as shown in Figure 3. Locate these two arrows. a. Have the subject grasp the handles of the Hand-Grip Heart Rate Monitor so that their fingers are in the reference areas indicated in Figure 3. Hold the handles vertically. b. Have someone else hold the receiver near the handles so that the two alignment arrows are pointing in the same direction and are at approximately the same height as shown in Figure 3. Note: The receiver must stay within 60 cm of the handles during data collection. Figure 3 Exercise: 6. To determine that everything is set up correctly, click Collect to begin monitoring heart rate. Note that there may be up to a 30 second delay before data are seen. The readings should be within the normal range of the individual, usually between 55 and 90 beats per <strong>Biology</strong> HSL Page 283 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 231 and 232: Student Properties of Water NGSSS:
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Page 265 and 266: Student Fun with Bubbles NGSSS: SC.
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Biology - HOT Science Lab

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