Lesson Title: Relationship between Circulatory Subject: SBI3U

& Respiratory Systems

Unit Title: Animals: Structure & Function Time 20 min

Required:

Teacher Nikita Chauhan Grade: 11

Candidate: Nicole Amatruda

Learning Goals ​(What do you want the students to know or be able to do at the end of the
lesson?Knowledge/Skills and Understanding)

● I can identify and describe the relationship between heart rate and breathing rate
● I can explain the process of gas exchange (i.e. the role of oxygen and carbon
dioxide)

Success Criteria​ (What will you observe that tells you that students are successful?
Success Criteria should refer to a concrete learning performance: something students will
say, do, make, or write to indicate they are moving toward the Learning Goal)

● Students are able to identify and explain the effects of exercise on heart rate and
breathing rate and how they are related
● Students are able to describe the effects of increased exhalation and carbon dioxide
and how this is illustrated through pH

Background Knowledge Required ​(What prior knowledge and or experiences need to be

in place?)

● Structures and functions of respiratory and cardiovascular system

● The process of gas exchange
● pH scale
Curriculum Expectations​ (Overall and Specific - Which expectation is the focus for your
instruction?)

Overall Expectations
E2. investigate, through laboratory inquiry or computer simulation, the functional responses
of the respiratory and circulatory systems of animals, and the relationships between their
respiratory, circulatory, and digestive systems.
E3. Demonstrate an understanding of animal anatomy and physiology, and describe
disorders of the respiratory, circulatory, and digestive systems

Specific Expectations
E2.1 Use appropriate terminology related to animal anatomy
E2.3 Use medical equipment to monitor the functional responses of the respiratory and
circulatory systems to external stimuli
E3.1 Explain the anatomy of the respiratory system and the process of ventilation and gas
exchange from the environment to the cell
E3.4 Describe some disorders related to the respiratory and circulatory systems

Materials Key Questions

i. Bromothymol blue indicator How might exercise affect heart rate

ii. 100 mL beakers (1 per student or per pair) and breathing rate?
iii. Water How might CO​2​ impact blood pH?
iv. Straws (1 per student or per pair)
v. Goggles
vi. Gloves

Lesson Overview

● Students will examine the effects of exercise on breathing rate and heart rate
● Students will specifically be analyzing the effects of exhalation on pH and how this
relates to the respiratory system and its functions, in connection to heart rate
○ Such analysis will be conducted both before and after exercise
● Students will be guided through questions to

Articles

● News Article​: How Learning to Breathe Properly can Improve Physical Performance
● Journal Article​: Influence of exercise and CO2 on breathing pattern of normal man
● Safety - MSDS​: Bromothymol Blue, 0.04% Aqueous
Instruction

Duration Activity/Task

Hook/Minds-On

Bromothymol Blue (BTB), Breathing and Water Activity (5 min)

Students will conduct a short experiment using BTB, a beaker of water and
a straw. BTB changes from blue to yellow in the presence of an acid.
Students will predict what will happen to the water after ​exhaling ​into a
straw that is placed in the water.

Instructions
1. Go over the properties of BTB and review the pH scale
2. Tell students to get into groups of 2
3. Have students put on goggles and gloves
4. Give each pair a beaker, a straw and bottle of BTB
5. Have the students decide who will be the participant and who will be
the observer in the experiment.
6. The participant will be exhalling into a beaker with a solution of BTB
and water. Since BTB is harmful if ingested or if it makes contact
with skin or eyes it is important students use the PPE provided.
7. Have the participant first practice by exhaling into a beaker of water
only
8. Remind the students that it is important that they only exhale when
their mouth is on the straw. DO NOT inhale.
9. Once the student feels comfortable they can add 4-5 drops of BTB
to ~30mL of water.
10. Stir the mixture
11. The participant will then place the straw in the water and exhale or
“blow bubbles” through the straw.
12. The observer will observe what is happening to the solution as the
participant exhales into the water.
13. While observing any changes, the observer can also time how long it
takes for changes to occur, if any.
14. Once the students are done they can dispose of the solution and
straw as directed by the teacher and then remove PPE.

Discussion Questions:
A. What did you observe during the experiment?
B. Did your observations align with your hypothesis? Why or why not?
C. What would happen if one were to exercise before breathing into the
beaker?
 a. The change in colour would occur faster after exercise due to
increased CO​2 production
​ in the given time, causing the
solution to become acidic more quickly
D. What would happen if you hyperventilate before breathing into the
beaker?
a. Change would occur more slowly because hyperventilation
lowers the amount of CO​2 that
​ can be exhaled.
b. This would cause blood pH to be more alkaline

1. Discussion of Journal Article

Influence of exercise and CO2 on breathing pattern of normal man
- Examined the influence of exercise and CO2 on breathing patterns
(minute ventilation, inhalation, exhalation, tidal volumes, frequency)
- During exercise: increases in tidal volume, breathing frequency, and
minute ventilation → decreased inhalation and exhalation
- Shallow breathing, but increased frequency
- Due to increased O2 demand
- With increased exhalation, as such in hyperventilation
- There is increased CO2 exhaled → leading to more alkaline
blood (increase in blood pH)
- Body compensates for this quick loss of CO2 by
vasoconstriction​ of blood vessels
- Decreases O2 supply → light-headedness and
maybe even fainting
- Evident relationship between breathing and overall body health and
to prevent such drastic changes in blood pH and other effects, there
was a recent article arguing that learning how to breathe properly
can help improve physical performance

2. Discussion of News Article

Article Summary - How learning to breathe properly can improve

physical performance
- Your breath can be regulated to perform any activity, whether it’s
working out or taking time out to relax
- Many people hold their breath when exercising, especially in
activities like yoga or resistance training
- However, breathing is an essential component of improving
performance.
- Rhythmic activities like running, cycling or rowing are best
performed when breathing is in time with movement. For
example, rowers inhale when resting and exhale when
pulling.
 - Power activities such as weightlifting, striking a tennis ball or
striking a golf ball exhale in time with their movements.
Sometimes this is called bracing.
- Figuring out how to control your breathing can prevent exercise
induced hyperventilation and allow you to exercise more efficiently

Continuation of Lesson
- Have students exercise and hyperventilate to see if the time it takes
for the colour change to occur increases of decreases.