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Advanced Placement Biology

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EVT 006277AM

290EDVO-Kit #

Storage:Store entire experimentat room temperature.

AP Biology

Lab 10

Physiology of theCirculatory System

EXPERIMENT OBJECTIVE

Students will learn to measure blood pressure andpulse rate, and observe relationships between exer-cise or changes in body position to changes in pulserate and blood pressure. Individual “fitness indexes”will be determined. The affect of temperature on theheart rate of the ectotherm, Daphnia magna, will beobserved and a Q10 for the relationship calculated.

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EVT 006277AM

EDVO-Kit # 290 Physiology of the Circulatory System

10Table of Contents

Page

Experiment Components 3

Experiment Requirements 3

Background Information 4

Experiment Procedures

Experiment Overview 8

Part A. Blood Pressure Measurement 9

Part B.1 Reclining versus Standing Systolic Blood Pressure 10

Part B. 2 Standing Pulse Rate 11

Part B. 3 Reclining Pulse Rate 12

Part B. 4 Reclining To Standing Pulse Rate 13

Part B. 5 The Step Test for Endurance 14

Part C. Heart Rate and Temperature Study

in Daphnia Magna 16

Analysis of Results 18

Study Questions 19

Instructor's Guidelines

Notes to the Instructor 21

Pre-Lab Preparations 22

Experiment Results and Analysis 24

Answers to Study Questions 25

Advanced Placement (AP) Program is aregistered trademark of the College EntranceExamination Board. These laboratory materialshave been prepared by EDVOTEK, Inc. whichbears sole responsibility for their contents.


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10Daphnia magna*Large bore transfer pipets9-inch Pasteur pipetsSleeve of petri plates

* Daphnia magna must be requested3 weeks prior to experiment.

Experiment Components

• Stethoscopes• Sphygmomanometers• Dissecting microscopes• Thermometers• Timers or watches with second hands• Petroleum jelly• Triangular file• Safety step stools• Blankets or Beach towels• Alcohol swabs

Requirements

Storage:Store entire

experiment atroom temperature.

This experimentis designed for10 lab groups

All components areintended foreducational researchonly. They are not tobe used fordiagnostic or drugpurposes, noradministered to orconsumed byhumans or animals.

EDVOTEK, TheBiotechnologyEducation Company,and InstaStain areregisteredtrademarks ofEDVOTEK, Inc.


mailto:[email protected]


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Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purposewithout the written consent of EDVOTEK, Inc. Copyright © 1991,1994,1996,1997, 1998, 1999, 2005,2007EDVOTEK, Inc., all rights reserved. EVT 006277AM

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Background Information

THE HEART AND BLOOD

The four-chambered human heart is the organ responsible for pumpingblood throughout the body. It is actually composed of two pumps.The right side pumps blood through the lungs. The left side pumpsblood through the body. Each pump is composed of two chambers,an atrium and a ventricle. Both atriums pump weakly to move bloodinto the ventricles. The ventricles are the chambers providing the mainpower strokes for moving blood throughout the body. The heart alsocontains a series of one way valves which ensure that blood flows inonly one direction. Located between the atrium and ventricles, thetricuspid valve is on the right, and the mitral valve is on the left. Thepulmonary and aortic valves lie between the ventricles and the arteriesleading from the heart.

The blood serves to carry nutrients and oxygen to the tissues. Bloodalso carries waste compounds and carbon dioxide from the tissues.Blood travels through a complex series of tubing called blood vessels.From the heart, blood first travels through the large arteries to thesmaller arterioles. Finally, blood flows to the tiny capillaries whereoxygen is delivered to tissues and carbon dioxide is transferred fromtissues. Blood returns to the heart from the capillaries through thevenules, to the veins, and finally to the heart. The returned bloodreceives oxygen in the alveoli of the lungs through a special circulatoryflow termed the pulmonary circulation.

Blood returns from its journey in the body through the inferior andsuperior vena cava to the right atrium of the heart. From there, ittravels to the right ventricle where it is pushed through the pulmonaryartery to the lungs where it loses carbon dioxide and picks up oxygen.The oxygenated blood returns to the heart via the pulmonary veinsand travels into the left atrium of the heart. It then travels to the leftventricle where it is pumped out into the aorta for another routethrough the body to deliver oxygen to tissues. Gases which we breathethat pass through the tissues of the lung into the blood are carriedthroughout the body. This includes toxic gases found in air pollutionand cigarette smoke.

EXERCISE AND CARDIOVASCULAR FITNESS

During increased exercise, there are dramatic changes that occur inthe body and circulatory system. During periods of exercise, themuscles are performing increased work and the requirement foroxygen increases. In addition, the muscles are releasing carbondioxide and lactic acid which must be removed. The circulatorysystem responds to this increased demand for oxygen and wasteremoval. Arterial blood pressure may increase 30% above the pressurewhile resting. This serves to stretch the arterioles which reduces the



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vascular resistance to blood flow. Your heart rate increases and canapproach 180-190 beats per minute resulting in greater blood flow. Duringstrenuous exercise, blood flow to the muscles can increase up to 25 timesabove the resting rate.

Athletic training alters the circulatory system so that it becomes moreefficient. The heart enlarges to deliver more blood flow per minute thanthe untrained heart. The resting heart of an untrained individual will deliverabout 6 liters of blood per minute. The untrained heart will deliver 20-25liters of blood per minute during exercise. While performing, trainedmarathon runners have been measured at 35-40 liters of blood per minuteflowing through their hearts! The pulmonary/respiratory system generallyhas ample reserves to adequately oxygenate blood during exercise.Under strenuous exercise, pulmonary ventilation is about 100 liters of air perminute. Maximal breathing ability is 150 liters per minute. It is actually theheart’s ability to supply blood, and therefore oxygen, to the body which isthe major limiting factor in an individual’s exercise capacity.

BLOOD PRESSURE

An important indication of overall physical conditioning and health isblood pressure, measured in millimeters of mercury (mm Hg). This is thepressure created within the arteries as a result of the pumping action of theventricular chambers of the heart. Pressure is caused by the resistance toblood flow created by the arteries themselves. If there was no resistanceto flow, blood pressure would be zero mm Hg. Blood pressure is regulatedwithin a narrow range by the body and varies slightly with age and sex.Abnormally high blood pressure measured consistently over several monthscan indicate underlying health problems. Termed hypertension, it isindicated by a systolic pressure of greater than 145mm Hg and/or diastolicblood pressure above 90. People with high blood pressure are moresusceptible to stroke and heart disease. Effective therapy for high bloodpressure is available.

There are many methods for measuring blood pressure. There are deviceswhich are inserted directly into arteries for measuring blood pressure.These require careful insertion by a skilled physician in a hospital setting.Obviously, these devices are not useful for rapid screening of individualsduring a visit to the doctor. Generally the doctor or nurse will use theauscultatory method for estimation of arterial blood pressure. Health careprofessionals will use the stethoscope and sphygmomanometer. Tworeadings are obtained. The higher value is called the systolic bloodpressure and represents the pressure which occurs in the arteries when theventricles contract and force blood from the heart into the aorta andpulmonary arteries. The diastolic blood pressure is the pressure measuredin the arteries during the time when the ventricles are filling with blood.Just before the ventricles contract, the blood pressure in the arteries will beat its lowest.



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10To use the sphygmomanometer, the inflatable cuff is placed over thebare upper arm. The stethoscope is placed over the antecubitalartery which is just above the elbow. When the cuff is not inflated, itbarely presses against the upper arm and the artery pulses andremains distended with blood. No sounds are heard in the stetho-scope. When the cuff is inflated to about 200mm Hg, again no soundsare heard. The brachial artery is closed due to the cuff pressure as wellas the lower antecubital artery where the stethoscope was placed. Asthe pressure in the cuff is slowly released, beating or pulsing sounds canbe heard. These are called the sounds of Korotkoff. The cause ofthese sounds is still open to discussion. However, they are probably dueto blood squirting through a partly occluded (shut) antecubital artery.This creates a turbulent blood flow causing vibrations which producethe sounds heard in the stethoscope. When the falling cuff pressure isjust below the systolic blood pressure, blood begins to flow through thebrachial artery and you can hear tapping sounds in the antecubital

artery which lies below thebrachial artery. The pressureshown by the manometer(pressure gauge) when thesesounds are first detected, is thesystolic pressure. As the pres-sure falls the sound becomesrhythmic, and then just at thepoint when the cuff pressureequals the diastolic pressurethe sounds become muffled.The sounds completely disap-pear 5-10mm Hg below thepoint where they becamemuffled. The point of muffling isthe diastolic blood pressure.The relationship between theKorotkoff sounds and themanometer pressure for atypical normal male is shown inTable 1.

This method for determiningblood pressure is not veryaccurate. There may be 10%error associated with themeasurement. Devices whichare actually inserted into theartery vessel are more precisein measuring blood pressure.There are also devices which


sphygomomanometercuff

stethoscope

brachial artery

radial artery

ulnar artery

FIGURE 1:Arm showing placement ofsphygmomanometer cuff andstethoscope.



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10use electromagnetism to measure blood pressure and these devices areplaced onto the blood vessel. Sometimes these alternative devices areused during cardiac intensive care when the attending physician needs toknow the blood pressure within the pulmonary artery in addition to that inthe main arteries of the body. Normal pulmonary blood pressure pro-duced by the pumping action of the right ventricle is much lower than theaortic pressure produced by the left ventricle. The pulmonary systolic

pressure is 25mm Hg and the diastolic pressure islow at about 8mm Hg.

In this experiment, students will learn to measureblood pressure and pulse rate. Students willobserve the relationship between changes inbody position, and changes in pulse rate andblood pressure. The affect of exercise on pulserate will be measured. An individual’s “fitnessindex” will be determined. In Part C, students willobserve the affect of temperature changes on anectothermic (cold-blooded) organism, Daphniamagna.

TABLE 1


Korotkoff Sound Manometer Pressure

Silence 200 - 121mm HgLoud Tapping 120mm Hg - Systolic

Blood PressureRhythmic sounds 105 - 81mm Hg

Muffling 80mm Hg - Diastolicpressure

Silence 75 -70mm Hg



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Experiment Overview

EXPERIMENT OBJECTIVE

Students will learn:1. To measure blood pressure and pulse rate,2. To observe and describe relationships between exercise or

changes in body position to changes in pulse rate and bloodpressure.

3. To determine Individual “fitness indexes”.4. To study the affect of temperature on the heart rate of the

ectotherm, Daphnia magna and calculate Q10 for the relation-ship.

WORKING HYPOTHESIS

If a person exercises or makes changes in the body position, thenthere will be corresponding changes in their pulse rate and bloodpressure and an individual's "fitness index" can be determined.

LABORATORY SAFETY

Gloves and safety goggles should be worn routinely as good labora-tory practice.

MATERIALS FOR THE EXPERIMENT

Each Lab Group should have the following materials:

• 1-2 Daphnia magna• 9" Pasteur pipet• Large-bore transfer pipet• Ice• Warm water• Petri plate• Thermometer• Petroleum jelly• Stethoscope• Sphygmomanometer• Dissecting microscope• Timer



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Part A. Blood Pressure Measurement

1. Students should work in groups and each student should perform themeasurement. The student who is having his or her blood pressuremeasured should be sitting down in a relaxing position. Anotherstudent will perform the measurement. The instructor may demon-strate the procedure to the class.

2. To measure blood pressure, the uninflated cuff of the sphygmoma-nometer is placed around the student’s arm beginning just above theelbow. It should be firmly secured and positioned so that the inflationtubing is easily accessible by the person measuring the blood pres-sure.

3. Close the valve in the rubber bulb and inflate the cuff by depressingthe bulb. The gauge should go up to about 200mm Hg.

4. The individual performing measurements should put on the stetho-scope and place the “microphone” end just below the cuff butabove the bend of the elbow over the brachial artery.

sphygomomanometercuff

stethoscope

brachial artery

radial artery

ulnar artery

FIGURE 2:Arm showing placement ofsphygmomanometer cuff andstethoscope.

5. Slowly begin to release pressure bygradually opening valve. The personmeasuring should carefully listen forthe first sound of a pulse from thecollapsed antecubital artery in thearm.

6. Note the pressure when the first soundis heard. This is the systolic pressure.Continue listening and when thesound fades note this pressure. This isthe diastolic pressure.

7. Make two additional readings anddetermine an average for systolic anddiastolic blood pressures. Recordthese values.



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Part B.1 Reclining versus Standing Systolic Blood Pressure

During this section, you will measure your level of cardiovascularfitness using a series of tests. A set of points has been assigned tovarious test results. Higher values scored on a given test are indicativeof higher fitness levels. The scores obtained on each of the 5 testsshould be summed to determine your overall fitness score.

1. The person being measured should lie down on a blanket placedon the laboratory bench or floor and allow blood pressure toequilibrate for 5 minutes.

2. Measure the reclining systolic and diastolic blood pressure as inPart A. Take two readings and record the average as systolic/diastolic in mm Hg. Record the reclining value here:

First measurement: ________________

Second measurement: ________________

Average in mm Hg: ________________

3. The person should then stand up and remain motionless for 3minutes. The blood pressure should again be measured andrecorded. Record the standing value here:

First measurement: ________________

Second measurement: ________________

Average in mm Hg: ________________

4. By subtraction, determine the difference between the recliningand standing pressures.

Record your value here: ________________

Caution!

Students should not performPart B of this experiment if

strenuous physical activity willaggravate a health problem.Consult your teacher if you

have any reason to notperform this section.

Students shouldwork in groups.One student at a timeshould cycle through all5 tests. Each studentshould record theirvalues on their owncopy of the laboratory.

Remember!

TABLE 2

mm Hg Points

rise of 8mm 6rise of 2-7mm 4no change 22-5mm drop 0≥6mm or drop -2

5. Assign fitness points based on the values in Table 2.

6. Record your fitness score here and in Table 8 (Page 15).

Score: ________________.

7. Continue with Part B. 2 on the same person.



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Part B. 2 Standing Pulse Rate

1. The person being measured should stand motionless for 2 minutes.

2. The measurer should determine the person’s pulse rate. Place yourfirst finger on the person’s wrist, above the thumb. You should feel fora strong pulse. Do not use your thumb since it has a pulse of its own.Count the beats for 30 seconds and multiply by 2 to get the rate perminute. Repeat a second time and compute the average.

3. Record the value here:

First measurement: _____ beats per minute

Second measurement: _____ beats per minute

Average beats per minute: _____

4. Assign points for Part B. 2 based on the values in Table 3.

5. Record your fitness score here and in Table 8 (Page 15).

Score: ________________

6. Continue to Part B. 3 using the same individual.

FIGURE 3:Taking the Radial Pulse

Heart Beats Pointsper minute

60 - 70 671 - 80 681 - 90 491 - 100 2101 - 110 2111 - 120 0121 - 130 0

> 131 -2

TABLE 3



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Part B. 3 Reclining Pulse Rate

1. The person being measured should recline motionless for 5 minuteson the laboratory bench or floor and remain lying down untilready for Part B. 4 (which measures the heart’s rapid response tostanding).

2. The measurer should then determine the person’s pulse rate.Place your first finger on the person’s wrist above the thumb. Youshould feel for a strong pulse. Do not use your thumb since it has apulse of its own. Measure the pulse for 30 seconds and multiply by2 to get the rate per minute. Repeat a second time and computethe average.

3. Record the value here:

First measurement: _____ beats per minute

Second measurement: _____ beats per minute

Average beats per minute: _____

4. Assign points for Part B. 2 based on the values in Table 4.

5. Record your fitness score here and in Table 8 (page 15).

Score: ________________.

6. The student being measured should remain lying down andcontinue to Part B. 4.

Heart Beats Pointsper minute

50 - 60 661 - 70 671 - 80 481 - 90 291 - 100 0> 101 -2

TABLE 4



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Part B. 4 Reclining To Standing Pulse Rate: The Baroreceptor Reflex

One of the best known mechanisms for regulation of arterial bloodpressure is the Baroreceptor reflex. It is initiated by stretch receptorslocated in the walls of large arteries, the carotid sinus and aortic arch. Arise in pressure causes a stretching of the baroreceptors. A nervous signalis sent from the receptors through the tractus solitarius in the medulla areain the brain stem to the circulatory system. The pressure is lowered tonormal levels by an increase in the size of blood vessels (vasodilation) anddecreased heart rate. A drop in pressure sends a signal which causes arise in heart rate and constricting of blood vessels (vasoconstriction).

1. The person being measured in Part B. 3 should stand up and themeasurer should immediately determine the person’s pulse rate.Place your first finger on the person’s wrist above the thumb. Youshould feel for a strong pulse. Do not use your thumb since it has apulse of its own. Measure the pulse for 30 seconds and multiply by 2to get the rate per minute.

3. Record the value here.

Measurement: ____ beats/minute upon standing

Subtract this value from that obtained in Part B.3

Record the value here: ________________

Reclining to standing difference: ________________

Pulse Rate Increase Upon Standing

F I T N E S S P O I N T S

0-10 11-18 19-26 27-34 35-43

50-60 6 6 4 2 0

61-70 6 4 2 0 -2

71-80 6 4 0 -2 -4

81-90 4 2 -2 -4 -6

91-100 2 0 -4 -6 -6

101-110 0 -2 -6 -6 -6

TABLE 5

RecliningPulse Rate in

Beats perMinute

4. Assign fitness points for Part B. 4based on the values in Table 5. Asstated, the value recorded in Part B. 3is used for the reclining pulse rate inbeats per minute.

5. Record your fitness score here and inTable 8 (page 15).

Score: ________________

6. Continue testing the same person.



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1. Obtain a step stool from your teacher. Work in groups of four. Onestudent is tested while the other students take measurements.

2. Place your right foot up on the stool and step up with your leftfoot. Immediately return your left foot to the ground.

3. Repeat the stepping exercise for 4 additional cycles. Allowapproximately 3 seconds for each stepping cycle.

4. Once the last cycle is complete, return both feet to the floor.Stand motionless and immediately measure your heart beat for 15seconds. Continue counting from zero and again record thenumber of beats after another 15 seconds. Continue measuringyour pulse and record the rates at 60, 90, and 120 seconds.Continue measuring until your heart rate returns to that measuredin Part B. 2.

5. Record the values here:

Part B. 5 The Step Test for Endurance

TABLE 6

Seconds Points

0 - 30 8 31 - 60 6 61 - 90 4 91 - 120 2121 - 150 2

Number of beats in the 0 - 15 second period._____ X 4 = _____ Beats per min.


Number of beats in the 31 - 45 second period.

_____ X 4 = _____ Beats per min.




Number of beats in 120 - 150 second period._____ X 2 = _____ Beats per min.

6. Stop measuring after 150 seconds. Assign a fitness score,based on Table 6, for the time required to return to thestanding rate.



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You get 0 points if your pulse is 1 - 10 beats per minute above standingrate after 150 seconds. You get -2 points if your pulse is > 11 beats perminute above standing rate after 150 seconds.

Record the score here ______. Also record this value in Table 8.

7. Determine the difference between your normal standing pulse raterecorded in Part B. 2, and the pulse rate for the 0 - 15 second intervalmeasured immediately after stopping exercise.

STANDINGPULSE RATE

IN BEATS PERMINUTE

0-10 11-20 21-30 31-40 > 41

PULSE INCREASE (# BEATS) AFTER EXERCISING

F I T N E S S P O I N T S

TABLE 7

60-70 6 6 4 2 0

71-80 6 4 2 0 -2

81-90 6 4 2 -2 -4

91-100 4 2 0 -4 -6

101-110 2 0 -2 -6 -6

111-120 2 -2 -4 -6 -6

121-130 0 -4 -6 -6 -6

131-140 0 -6 -6 -6 -6

Experiment Test Measurement Points

Part B. 1 Blood pressure Changes ____________ ______

Part B. 2 Standing Heart Rate ____________ ______

Part B. 3 Reclining Heart Rate ____________ ______

Part B. 4 Baroreceptor Response ____________ ______

Part B. 5 Step #6 ____________ ______

Step #9 ____________ ______

TOTAL POINTS______

TABLE 8

TABLE 9

Total RelativeScore Cardiovascular

Fitness

34-36 Excellent

28-33 Good

16-27 Fair

< 15 Poor

Subtract the value in beats per minutewhile standing (determined in Part B. 2)from the value in beats per minutedetermined for the 0 - 15 secondinterval.

Record this value here in beats________.

8. Use Table 7 to determine the fitnessscore.

9. Record the Fitness value here _______Also record this value in Table 8.

10. Determine your Cardiac Fitness from the

total score in Table 8 using the index in

Table 9.

11. Repeat Parts B. 1 through B. 5 on the other

individuals in your group.

Part B. 5 The Step Test for Endurance



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In many organisms, particularly cold-blooded (ectothermic) organisms,the rate of metabolism will vary as the temperature of the environmentchanges. The ratio of the rate of metabolism at one temperature,divided by the rate of metabolism at a temperature which is 10°Clower, is called the Q10 of the rate of metabolism. The Q10 of manybiologically relevant chemical reactions is approximately 2. A Q10 ofthe metabolic rate which has a value of 2 represents a metabolic ratewhich is twice that at a 10°C lower temperature. A Q10 of 3 representsa metabolic rate which is triple the rate at a 10°C lower temperature.This is the reason that cold blooded animals like reptiles are inactive orsluggish at lower temperatures.

Q10 mathematically describes the relationship between heart rate of acold blooded organism and environmental temperature. The followingequation is used to determine Q10 for a 10°C difference.

Q10 = Heart Rate at the Higher TemperatureHeart Rate at the Lower Temperature

The general equation is:

k2 (10/t2-t1)

Q10 =k1

K1 = Heart rate at Temperature t1

K2 = Heart rate at Temperature t2

t1 = Lower Temperaturet2 = Higher Temperature

Part C. Heart Rate and Temperature Study in Daphnia Magna

Antenna

Eye

Mouth

Heart

Brain

Figure 4:Daphnia magna

TABLE 10

Temperature Heart Rate*

During this experimental section, you will use the Daphniamagna to study the relationship between heart rate andtemperature.

1. Using a large bore plastic transfer pipet, pipet some liquidcontaining Daphnia from the container your teacher hasprovided.

2. Hold a 9" glass Pasteur pipet over a petri plate or jarcontaining Daphnia culture. Tilt the Pasteur pipet andpipet the Daphnia and liquid into the end with the largeropening. Allow the solution and the Daphnia to flow downinto the narrow end of the pipet. The Daphnia shouldbecome stuck in the pipet.

3. If needed, use a paper towel to blot out excess solutionfrom the narrow pipet end until the Daphnia is lodged inthe narrow portion of the Pasteur pipet. Keep the solutionjust about 1cm (0.5") above the Daphnia.

*Record heart rate in beats per minute.



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4. To fit into a petri plate, you will have to shorten the pipet a fewinches. WEAR GLOVES AND GOGGLES.

5. Score (scratch) the pipet with a triangular file one inch above thepoint where the Daphnia has become stuck.

6. To protect your hands, wrap a paper towel around the pipet andbreak it where you have placed the score mark.

7. Seal the bottom, narrow end of the pipet by pushing it slightly intopetroleum jelly.

a. Add more Daphnia culture liquid to the pipet so that there isapproximately 0.5 inches of liquid above the Daphnia.

b. Seal the other open end of the pipet with petroleum jelly.The pipet should now be completely sealed.

8. Place the pipet containing the Daphnia into a petri plate containing20ml of water, which is at the same temperature as the Daphniaculture liquid. Record the temperature.

9. Place the petri plate under a dissecting microscope and locate theDaphnia’s heart, see Figure 4. Count the number of heart beats for10 seconds. Multiply by 6 to determine the number of beats perminute.

10. Now place the pipet containing the Daphnia into a petri platecontaining 20ml water at approximately 5°C. Measure the tempera-ture and determine the heart rate in beats per minute.

11. Record the data for temperature and heart beats per minute inTable 10 at left.

12. Carefully add warm water to the dish to raise the temperatureapproximately 5°C. Record the actual temperature and thenmeasure the heart beats per minute as in Step 9.

13. Continue adding additional warm water and record the temperatureand heart rate every 5°C.

14. Repeat the procedure until you are unable to measure the heartbeat accurately. Keep recording the data until you stop.

15. Plot the heart rate in beats per minute versus the temperature onlinear graph paper. Label the X-axis temperature. Label the Y-axisheart beats per minute.

16. Determine the Q10 for your Daphnia.

Part C. Heart Rate and Temperature Study in Daphnia Magna



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Analysis of Results

1. Graph the temperature and heart rate data.

2. Title of Graph:___________________________________________.

3. What is the independent variable? (x) axis?

4. What is the dependent variable? (y) axis?

5. What hypotheses is being tested in this experiment?



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Answer the following study questions in your laboratory notebook or ona separate worksheet.

1. Why does blood pressure vary among different individuals?

2. What does a poor score on the Fitness Test mean?

3. Why are standing, resting, and exercising heart rates different?

4. Why are athletes capable of delivering more oxygenated bloodto their body?

5. Why does an athlete have to work harder to achieve a maximumheart rate?

6. Why does the Daphnia’s heart slow down at lower temperatures?

7. Why does the heart rate of endothermic, warm-blooded organ-isms, such as man, remain relatively unaffected by changes in theenvironmental temperature?

8. How do ectothermic, cold-blooded organisms such as the Daph-nia regulate their temperature? Can you give examples fromnature?

Study Questions



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scientists in laboratories conducting biotechnology research. Some ofthe experimental procedures may have been modified or adapted tominimize equipment requirements and to emphasize safety in theclassroom, but do not compromise the educational experience forthe student. The experiments have been tested repeatedly tomaximize a successful transition from the laboratory to the classroomsetting. Furthermore, the experiments allow teachers and studentsthe flexibility to further modify and adapt procedures for laboratoryextensions or alternative inquiry-based investigations.

ORGANIZING AND IMPLEMENTING THE EXPERIMENT

Class size, length of laboratory sessions, and availability of equipmentare factors which must be considered in the planning and the imple-

Notes to the Instructor




mailto:[email protected]



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Pre-Lab Preparations

PART A. BLOOD PRESSURE MEASUREMENT

1. Demonstrate the proper use of the stethoscope and sphygmo-manometer to the class.

2. Students should work in groups of 2 or 3.

3. Students will need stethoscopes and sphygmomanometers. If youhave only a few stethoscopes and sphygmomanometers, set upa blood pressure station for Part A and Part B.

PART B. FITNESS TESTING

CAUTION: Students should not perform this section if strenuousphysical activity will aggravate a health problem. Written permissionfrom students’ parents or guardians for participation in LaboratorySection Part B may be required. EDVOTEK® recommends that instruc-tors abide by their school policies.

1. Students should work in groups of 2-3 students.

2. Students will require a safety step stool, stethoscopes and sphyg-momanometers for this section. They will also need a watch orclock with second hand for timing heart rate.

3. Consider having the students bring an old blanket or beach towelto protect their clothes while they are lying down.

PART C. HEART RATE AND TEMPERATURE STUDY INDAPHNIA MAGNA

1. Request, in writing or by fax, the Daphnia from EDVOTEK® at least2-3 weeks before the date needed.

2. Students should work in groups of 2-3 students.

3. Student groups will need 1-2 Daphnia, 1-9" Pasteur pipet, 1-Large-bore transfer pipet, ice, warm water, petri plate, thermometer,and petroleum jelly.

4. The Daphnia and petroleum jelly can be centrally located.

5. Set up dissecting microscopes.



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Pre-Lab Preparations

APPROXIMATE TIME REQUIREMENTS

1. The living organism, Daphnia magna, was not shipped with this kit. Thisliving component must be requested 3 weeks prior to the date of thelab. This will ensure fresh material for the laboratory. See the cardenclosed in the kit for instructions. Pre-lab preparations will require 15-20 minutes.

2. The time required for the students to complete Part A and B is about40 minutes. The time required for Part C is approximately 30 minutes.



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Experiment Results

Part C. Heart Rate and Temperature in Daphnia Magna

Reading Temperature (°C) Heart Rate (beats/min)1 5 752 10 1253 15 1644 20 2205 25 2856 30 348

Q10 = 220 = 1.76 125

50 10 15 20 25 30 35

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Temperature °C

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Analysis of Results

2. Title: Heart Rate of Daphnia at Increasing Temperature

3. Temperature

4. Heart rate (beats/minute)

5. The heart rate of an ectotherm increases as temperature in-creases.


Please refer to the kit insert for the Answers to

Study Questions

Advanced Placement Biology - Welcome - EDVOTEK - The Biotechnology

Documents

Transcript of Advanced Placement Biology - Welcome - EDVOTEK - The Biotechnology