THE EFFECT OF LIFESTYLE AND GENDER ON CO 2 OUTPUT BEFORE AND AFTER PHYSICAL ACTIVITY JULY 22, 2016

Size: px
Start display at page:

Download "THE EFFECT OF LIFESTYLE AND GENDER ON CO 2 OUTPUT BEFORE AND AFTER PHYSICAL ACTIVITY JULY 22, 2016"

Transcription

1 THE EFFECT OF LIFESTYLE AND GENDER ON CO 2 OUTPUT BEFORE AND AFTER PHYSICAL ACTIVITY BY JULY 22, 2016

2 INTRODUCTION External respiration is the ventilation of air (breathing) and the gaseous exchange that occurs as a result, with oxygen coming into the body and carbon dioxide leaving (Daniel, 2016, p. 1). Respiration has four major steps: ventilation, gas exchange in the lungs, circulation of blood between the lungs and tissues and gas exchange between the blood and tissues (Daniel, 2016, p. 1). Oxygen is inhaled and travels through the blood to the organs and tissues to give the body the substance it needs to perform processes that make the body function. Humans need energy to maintain daily activities. Glucose from the food we eat is needed for aerobic and anaerobic cellular respiration that provides us with energy, and oxygen plays a key role in this cellular respiration. In the absence of oxygen, anaerobic respiration occurs and little energy is created (Burton, Stokes, Hall, 2004, p. 185). However, in the presence of oxygen, aerobic respiration occurs and yields copious energy and carbon dioxide (Arthurs, Sudhakar, 2005, p. 207). Carbon dioxide is a waste product of aerobic respiration and after being produced in the muscles it must travel back to the lungs to be exhaled (Arthurs, Sudhakar, 2005, p. 210). Carbon dioxide is considered a waste product because of its potential to be harmful to the body, by making blood more acidic and decreasing the ph (Callahan, 2013). The body responds to the increased carbon dioxide and finds ways to regulate the ph of the blood. The pons and medulla respiratory centers in the brain detect a decrease in the ph of blood (Daniel, 2016, p. 1-2). As a result, the respiratory centers increase the respiratory rate to increase the exchange of carbon dioxide and oxygen so more carbon dioxide can be exhaled from the body (p. 2). When there is too much carbon dioxide in the body, vasodilation also occurs. Vasodilation is the widening of the blood vessels to increase blood flow so more oxygen and glucose can get to the muscles (Burton, Stokes, Hall, 2004, p. 187), allowing aerobic respiration to continue. The combination of vasodilation and increase in heart rate and blood pressure brings large amounts of oxygen and glucose to muscle tissues (p.187). Performing any kind of physical activity has certain physiological effects on the body, including increased oxygen consumption (Daniel, 2016, p. 2). The increase in oxygen intake increases the rate of aerobic respiration, which provides the body with more energy and produces more carbon dioxide. As previously stated, an increased amount of carbon dioxide must be regulated. The body responds by exhaling the excess carbon dioxide (p. 2). Heart rate and blood pressure also increase when performing physical activity. Physical activity encompasses physical work, muscular activity, and purposeful exercise (Poehlman, 1989). There are two main branches of physical activity: aerobic and anaerobic activity. Aerobic and anaerobic respiration are cellular processes that occur within muscle tissue. The Type I or slow twitch muscle fibers of the body are used for aerobic respiration (Burton, Stokes, Hall, 2004, p. 186). Aerobic activity uses aerobic respiration, which requires oxygen and produces carbon dioxide. Aerobic activity is categorized as prolonged activity, (p. 186) like running, swimming and jogging (NHLBI, 2015). Anaerobic respiration uses the Type IIB or fast twitch muscle fibers (Burton, Stokes, Hall, 2004, p. 186). Anaerobic activity uses anaerobic respiration that, inversely, does not require oxygen and does not produce carbon dioxide. Anaerobic activity is classified as 1

3 quick and explosive movements (p. 186) performed in activities, like sprinting, squatting, and weightlifting (NHLBI, 2015). Although they are strictly separate types of physical activity both muscle fiber types are used at all times during physical activity. For example, during an anaerobic physical activity, Type IIB muscle fibers are primarily used but some Type I are still in use. Since the body constantly requires oxygen and is continuously going through aerobic respiration, it will always be producing carbon dioxide; however, as physical activities (aerobic and anaerobic) are performed, aerobic respiration increases. Considering many functions are involved in the exhalation of carbon dioxide, the purpose of both of our studies was to see if factors, like lifestyle and gender, can influence carbon dioxide output. We chose to study carbon dioxide output in the cases of aerobic and anaerobic physical activity between genders and lifestyles. Since aerobic activity utilizes mainly Type I muscle fibers (aerobic respiration), carbon dioxide output should increase. Considering Type IIB muscle fibers are primarily used during anaerobic physical activity (anaerobic respiration), carbon dioxide output should not increase or change as much during anaerobic activity as it would during aerobic physical activity. The first study tested if lifestyle factors influence carbon dioxide output. In a study by Shahraki et.al. (2012), athletic individuals were found to have lower resting heart rates than non-athletes (p. 14). Additionally, the heart rates and systolic blood pressure of the non-athletes increased more than that of the athletes after aerobic activity. This allowed us to pose the question about differences in carbon dioxide output between active and sedentary participants. We chose to create our own criteria for participants since the categories of athlete or nonathlete were not specific enough. From an article on exercise and cardiovascular health (Myers, 2003, p. 2), we decided active participants must have participated in at least three hours of purposeful exercise per week for at least six months prior to the data collection. Participants were considered sedentary if they had not met the minimum criteria of three hours of purposeful exercise a week, similar to the non-athletic individuals in the Shahraki study (2012, p. 13). Since the heart rate and systolic blood pressure of non-athletes increased more than athletes after aerobic activity, we expected that the sedentary participants will also have a bigger increase in their carbon dioxide output. Our null hypothesis was that there would not be a statistically significant difference between the change in CO 2 output of active participants compared to sedentary participants after aerobic and anaerobic physical activity. We alternatively hypothesized that there will be a statistically significant difference between the change in CO 2 output of active participants compared to sedentary participants after aerobic and anaerobic physical activity. We predict that the sedentary participants will have a greater change of carbon dioxide output after both aerobic and anaerobic physical activity compared to active participants because of the increase in heart rate and systolic blood pressure found in the Sharaki study (2012, p.14). In addition to exploring the effects of lifestyle on carbon dioxide, the second study tested if gender influences CO 2 output. There are differences in muscle fiber composition between males and females. According to a study by Staron, Hagerman, Hikida, et al. (2000), males and females have a similar percent distribution of 2

4 muscle fiber types, but males have a larger muscle mass and larger muscle fibers (p ). This gave us reason to compare the differences in carbon dioxide output of males and females. While males should have a higher carbon dioxide output than females, we expect females will have a greater change in CO 2 output after physical activity, because females have larger Type I muscle fibers compared to their Type IIB fibers and would have to undergo more aerobic respiration to complete the same physical activity as a male. Our null hypothesis was that there will be no statistically significant difference in the change in CO 2 output between males and females after aerobic and anaerobic activity. We alternatively hypothesize that there will be a statistically significant difference in the change in CO 2 output between males and females after aerobic and anaerobic activity. We predict that female participants will have a greater change in CO 2 output than male participants after both aerobic and anaerobic physical activity. METHODS The Frostburg State University Institutional Review Board approved our study to ensure the ethical treatment and use of our human participants. We gained approval on June 7, 2016 upon full review of our submitted procedure. To make certain our participants were aware of the conditions of the study, they reviewed and signed a waiver (minors participating in the study had to obtain a parent/guardian signature). In accordance with the requirements of the Institutional Review Board, the data was to be kept anonymous and the waivers cannot be destroyed until three years after the completion of the study. Data collection occurred on Tuesday, July 5, 2016 between the hours of 1:00 and 4:00 pm in room 231 and outside of the Compton Science Center at Frostburg State University. The temperature outside was around 24 C and the temperature inside ranged from 18 to 21 C. We began by giving participants a numbered tag from 1 to 26 in order to keep data anonymous. We then surveyed the participants on their age, gender, and lifestyle (active or sedentary). We measured the height and weight of the participants with their shoes off. Following that, we entered those measurements into an Omron Fat Loss Monitor to calculate the percent body fat of the participants. We took the resting blood pressure and heart rate of the participants with an Omron Upper Arm Blood Pressure Monitor. Participants then proceeded to get their resting carbon dioxide (CO 2) output measured with a respirometer. Based on a study by Janet Daniel (2016), we built our respirometer using a 250 ml Erlenmeyer flask, a straw and 100 ml of a ph indicator solution (p. 8). Our ph indicator solution consisted of deionized water, phenolphthalein, and sodium hydroxide (NaOH). Sodium hydroxide has a basic ph and phenolphthalein is a ph color indicator. Our basic solution was pink and once carbon dioxide was added to the solution (by participants blowing into the straw), the CO 2 dissolved in the water to produce carbonic acid that neutralized the sodium hydroxide and turned the solution colorless (color change occurred). We instructed the participants to take a full breath and to blow at a normal rate into the straw. Timers paused the stopwatch by the cue of the participants as they paused to take breaths. While participants exhaled through the straw into the solution, we observed and timed the color change. We used the time of the color change as a gauge of the CO 2 output time. CO 2 output time was the time needed to exhale a fixed volume of CO 2 needed for the color change 3

5 to occur. A shorter time recorded would indicate a greater rate of CO 2 exhaled and a longer time recorded would indicate a slower rate of CO 2 exhaled. After recording their resting blood pressure, heart rate and CO 2 output time, participants performed a physical activity according to their numbered tag. Odd numbered participants started with an aerobic physical activity and completed the 20 meter FitnessGram Pacer test to lap 20. Right after their aerobic activity was completed, we measured the blood pressure, heart rate and CO 2 output time of the participants. Participants then took a 15-minute break to restore their blood pressure, heart rate and CO 2 output to resting levels before completing the other physical activity. Even numbered participants started with an anaerobic physical activity, and they completed 15 seconds of instructed jump squats. Once they completed their anaerobic activity, we measured the blood pressure, heart rate and CO 2 output time of the participants again. We found the average change of time until color change between the active and sedentary participants and the male and female participants before and after both aerobic and anaerobic physical activity. We calculated the change by subtracting each time until color change after physical activity from the resting time until color change and then took the average. We decided to subtract in this order to keep our data in terms of positive numbers. To analyze the data, we performed an unpaired statistical t-test. We used a t-test to compare the averages between the active and sedentary participants and the male and female participants before and after both aerobic and anaerobic physical activity. We performed an unpaired t-test, because they are utilized to compare the data of two independent groups (active and sedentary or males and females) and sample sizes that are not equal (14 active participants and 12 sedentary participants; 10 males and 16 females). The purpose of analysis was to determine if there was statistical significant difference in CO 2 output times between the active and sedentary participants and the male and female participants before and after aerobic and anaerobic physical activity. RESULTS Average heart rates of all participants were significantly greater after aerobic physical activity than before (Fig. 1). All participants had higher average systolic blood pressure values after aerobic physical activity. The participants had elevated average systolic blood pressure values after anaerobic physical activity, but there was not a significant difference (Fig. 2). Average diastolic blood pressure values of all participants before and after aerobic and anaerobic physical activity remained relatively the same (Fig. 3). The average change in time until color change after aerobic physical activity was larger than the average change in time until color change after anaerobic physical activity (Fig. 4), which means CO 2 output increased more after aerobic activity. LIFESTYLE Active participants had an average resting heart rate lower than sedentary participants. Sedentary participants had a higher average heart rate after aerobic activity compared to active participants. Systolic and diastolic blood pressures both increased after aerobic physical activity in all participants. There was a larger increase in systolic and diastolic blood pressure as well as heart rate of sedentary participants after aerobic physical activity compared to active participants. 4

6 The average change in time until color change of active participants after aerobic physical activity was seconds. Before and after aerobic physical activity the average change in time until color change of sedentary participants was seconds. Our p-value was , which is less than 0.05, so there was no significant difference in the average change in time until color change, or CO 2 output, between sedentary participants and active participants after aerobic physical activity. Although there was no significant difference between the two, active participants had a larger average change in time until color change after aerobic physical activity than the average resting time until color change of sedentary participants (Fig. 5). Before and after anaerobic physical activity the average change in time until color change of active participants was seconds. The average change in time until color change of sedentary participants after anaerobic physical activity was 9.49 seconds. Our p-value was , which is less than 0.05, so there was also no significant difference in the average change in time until color change, or CO 2 output, between sedentary and active participants after anaerobic physical activity. Sedentary participants had a larger average change in time until color change after anaerobic physical activity than the average resting time until color change of active participants, even though there was no significant difference (Fig. 6). GENDER The average change in time until color change after aerobic activity for females was seconds. The average change in time until color change after aerobic activity for males was seconds. The p-value for these data sets was , which is less than 0.05, so there was not a significant difference in change in time until color change before and after aerobic activity between males and females. The average change in time until color change after aerobic activity was greater in females than in males (Fig. 7). The average change in time until color change after anaerobic activity for females was The average change in time until color change after anaerobic activity for males was The p-value for these data sets was , which is less than 0.05, so there was not a significant difference in change in time until color change before and after anaerobic activity between males and females. The average change in time until color change after anaerobic activity was greater in females than in males (Fig. 8). DISCUSSION AND CONCLUSIONS All of the general trends of the data referenced in the results were supported by background research and were expected to occur in this study. Aerobic activity increased heart rate and systolic blood pressure, but had little effect on diastolic blood pressure, and impacted the change in time until color change by an average of 13 seconds. Anaerobic activity had little effect on heart rate, systolic and diastolic blood pressure, and impacted the change in time until color change by an average of 9 seconds. Aerobic activity had an average larger impact on the change in time until color change than anaerobic activity. Since there was a decrease in time until color change, we can conclude that more CO 2 is being exhaled after physical activity than at rest. We used the time of the color change as a gauge of the CO 2 output time. A shorter time recorded would indicate a greater rate of CO 2 exhaled and a longer time recorded would indicate a slower rate of CO 2 exhaled. 5

7 LIFESTYLE The purpose of this study was to see if factors, like lifestyle, could influence carbon dioxide output. We found there was no significant difference in the data in terms of CO 2 output between the active and sedentary participants after aerobic and anaerobic activity. During rest, active participants had a lower CO 2 output than sedentary participants. Active participants also had a lower CO 2 output compared to sedentary participants after aerobic and anaerobic physical activity; however, statistically this difference was not signficant. The change in CO 2 output after aerobic and anaerobic physical activity was greater in sedentary participants. We tested two hypotheses. Our null hypothesis was that there would not be a difference between the change in CO 2 output of active participants compared to sedentary participants before and after aerobic and anaerobic physical activity. Our alternative hypothesis was that there will be a difference between the change in CO 2 output of active participants compared to sedentary participants before and after anaerobic physical activity. We failed to reject our null hypothesis because we found no significant difference between the active and sedentary participants before and after aerobic and anaerobic physical activity. The p-values for the two main tests we did were and , respectively, for aerobic and anaerobic activity and are all above our significance level of The Shahraki study (2012) supported the findings that active participants had a lower average resting heart rate compared to sedentary participants, and sedentary participants had a higher average heart rate after aerobic activity compared to active participants. Blood pressure increases when there are greater amounts of carbon dioxide in the blood. This is why the systolic and diastolic blood pressure values both increased after aerobic physical activity in all participants, which was partially supported by the Shahraki study (2012). In the study by Shahraki et.al. (2012), systolic blood pressure values increased in all participants, but diastolic blood pressure values decreased in active participants. We also expected the larger increase in systolic and diastolic blood pressure, as well as heart rate, of sedentary participants after aerobic physical activity compared to active participants. An error in comparing these two studies was that the Shahraki study (2012) compared only athletic females to non-athletic females before, during and after aerobic activity, while our study compared active and sedentary males and females before and after aerobic physical activity (p. 13). We expected our results to correlate to the Shahraki study (2012), but the differing results could be explained by the difference in test participants. Observing no difference in CO 2 output times within our own data does not reflect the increase in heart rate and systolic blood pressure after aerobic physical activity. We concluded that there may be another factor besides CO 2 that effects heart rate and systolic blood pressure in the human body. Several components of our study could have affected the data we collected. We did not expect there to be no difference between active and sedentary participants before and after aerobic and anaerobic physical activity. We had high standard deviation values that impacted our results because our data had a large variation of times until color change. A large standard deviation means the data is widespread, making our results less reliable. 6

8 GENDER The purpose of the second study was to see how gender affected carbon dioxide output before and after aerobic and anaerobic activity. Our results showed that the average change in time until color change was higher for females after both aerobic and anaerobic activity. Even though these averages supported our expectations, our t-test did not. The p-values for our aerobic and anaerobic data sets between males and females were and , respectively. Both these p-values are greater than 0.05, so there was no significant difference in change in time until color change after aerobic and anaerobic activity between males and females. So, our study showed that there was no difference in change in CO 2 output after physical activity between males and females. This was, again, most likely due to large standard deviations. The results of the t-test of our data indicated that the different muscle fiber compositions in males and females do not affect carbon dioxide output. Therefore, we failed to reject our null hypothesis. We expected the change in CO 2 output after physical activity to be significantly different in males and female because the study by Staron, Hagerman, Hikida, et al. (2000) found that males and females have different muscle fiber compositions. The fact that we found no significant difference between the change in CO 2 output after physical activity could be due to error in our respirometer procedure. Another possibility is that differences in muscle fiber composition between males and females may not have as great of an effect on CO 2 output as we had originally thought. Our study could have been limited by a number of factors. Our participants were all relatively similar in age, weight and height, but how a subject categorized themselves in terms of active or sedentary lifestyle may not have been completely accurate. The simplicity of our respirometer may have been a factor in the accuracy of measuring CO 2 output and could have contributed to the large standard deviations in our data. The principle investigator had to remake the respirometer solution 3 times due to not having a large enough container to hold all of the solution. The exact proportion of the components may not have been the same every time, which may have slightly skewed results. There could have also been errors in the timing and following a constant testing procedure. The color change of the respirometer was judged by two different timers that may have had different reaction to pausing the stopwatch when participants took breaths and different interpretations of when the solution was completely colorless. Participants failing to correctly and completely following protocol may have also posed a limitation. The intensity the participants blew into the respirometer may have impacted results. The manner the participants cued taking a breath may have also swayed results by affecting when the timers paused the stopwatch. Since there were only two respirometer stations and, at times, multiple participants waiting to get measurements taken, post-physical activity data could be slightly inaccurate due to participants having to wait in line because the measurements were closer to a resting state than they should have been. The temperature difference between our inside location and our outside location could have affected our data. Improvements to this study could include retesting CO 2 output using a lab grade respirometer to provide more accurate results. Also, redoing the study with a better regulated test procedure and more training with the 7

9 equipment beforehand may yield more accurate results. Running the study with one timer and having set time increments between participants would ensure no lines at the measuring stations after the physical activity. Another way to increase the accuracy of results could be using a larger sample of people with a greater variety in lifestyle and an equal gender ratio. A larger sample size may affect the significance and variability of our data since our standard deviation was large. Future studies related to CO 2 output may include studying the ratio of oxygen consumed to carbon dioxide exhaled. Oxygen to CO 2 output ratios could be measured using a blood oxygen reader and a respirometer. We could look into muscle fibers influence on carbon dioxide output by isolating certain muscle fibers and taking the blood ph surrounding the fibers. It would be interesting to study the effect of training in a higher altitude on oxygen consumption and carbon dioxide output because as altitude increases atmospheric oxygen increases. We could also study if other organisms follow the same trends, in regards to carbon dioxide output, as humans do before and after physical activity. A study investigating animals would also be easier to control and possibly more beneficial because we could directly control the lifestyle of animals, like dogs, by walking one group for a certain number of hours per week while the other group of animals remained sedentary. In our limitations, we stated that temperature could affect our data, this led us to ponder if temperature influences CO 2 output. We would test this by having participants do the same physical activity in different temperatures. While collecting data, we found the body fat percentage of the participants. In the future we could see if there is a correlation between CO2 output after physical activity and body fat percentage. While this particular study did not yield new information, oxygen consumption and carbon dioxide output are still valuable areas of study that could contribute a great deal of knowledge to the scientific community, especially the field of exercise physiology. 8

10 TABLES AND GRAPHS Heart rate (beats per minute) Systolic Blood Pressure (mmhg) Resting Aerobic Anaerobic Activity 0 Resting Aerobic Anaerobic Activity Fig The average heart rate of all participants before and after aerobic and anaerobic physical activity. Error bars represent one standard deviation. Fig The average systolic blood pressure of all participants before and after aerobic and anaerobic physical activity. Error bars represent one standard deviation Diastolic Blood Pressure (mmhg) Resting Aerobic Anaerobic Activity Change in TIme Until Color Change (sconds) Aerobic Activity Anaerobic Fig The average diastolic blood pressure of all participants before and after aerobic and anaerobic physical activity. Error bars represent one standard deviation. Fig The average change of time until color change of all participants before and after aerobic and anaerobic physical activity. Error bars represent one standard deviation. 9

11 Change in Time Until Color Change (seconds) Change in Time Until Color Change (seconds) Active Lifestyle Sedentary 0 Active Lifestyle Sedentary Fig The average change of time until color change of active and sedentary participants before and after aerobic physical activity. Error bars represent one standard deviation and the p-value is Fig The average change of time until color change of active and sedentary participants before and after anaerobic physical activity. Error bars represent one standard deviation and the p-value is Fig The average change of time until color change of male and female participants before and after aerobic physical activity. Error bars represent one standard deviation and the p-value is Fig The average change of time until color change of male and female participants before and after anaerobic physical activity. Error bars represent one standard deviation and the p-value is

12 REFERENCES CITED Arthurs, G.J., Sudhakar, M. (2005). Carbon dioxide transport. Continuing Education in Anesthesia, Critical Care & Pain, 5(6), /bjaceaccp/mki050 Burton, D.A., Stokes, K., Hall, G.M. (2004). Physiological effects of exercise. Continuing Education in Anesthesia, Critical Care & Pain, 4(6), /bjaceaccp/mki050 Callahan, R. (2013, August). The Effects of Too Much Carbon Dioxide in the Blood. Retrieved from Daniel, J. (2016). Laboratory 9: Bio370 ~ SPRING 2016 ~ Regulation of Respiration function during exercise. 1-2, 8. Myers, J. (2003). Exercise and Cardiovascular Health. Circulation, 107(2-5), /01.CIR D. Poehlman, ET. (1989, October). A review: exercise and its influence on resting energy metabolism in man. Retrieved from Staron, R.S, Hagerman, F.C., Hikida, R.S., et al. (2000). Fiber Types Composition of the Vastus Lateralis Muscle of Young Men and Women. The Journal of Histochemistry & Cytochemistry, 48(5), Shahraki, M.R., Mirshekari, H., Shahraki, A.R., et al. (2012). Arterial blood pressure in female students before, during and after exercise. ARYA Atherosclerosis Journal, 8(1), National Heart, Lung and Blood Institute. (2015). Types of Physical Activity. Retrieved from 11

Making Connections Practice Mrs. Fornaro

Making Connections Practice Mrs. Fornaro Making Connections Practice Mrs. Fornaro Name Base your answers to questions 1 and 2 on the information below and on your knowledge of biology. Progressive Resistance Exercise Progressive resistance exercise

More information

KS4 Physical Education

KS4 Physical Education KS4 Physical Education The Effects of Exercise These icons indicate that teacher s notes or useful web addresses are available in the Notes Page. This icon indicates that the slide contains activities

More information

Physical Education Studies Year 11 ATAR. CHAPTER 5: Exercise Physiology NEXT

Physical Education Studies Year 11 ATAR. CHAPTER 5: Exercise Physiology NEXT Physical Education Studies Year 11 ATAR CHAPTER 5: Exercise Physiology NEXT Welcome to the quiz for Chapter 5 You will be given 30 multiple choice questions Click on the correct answer Use the links to

More information

speed / km per hr (a) Compare the oxygen uptake when the athlete is walking and running at speeds from 6 to 10 km per hour. (3)

speed / km per hr (a) Compare the oxygen uptake when the athlete is walking and running at speeds from 6 to 10 km per hour. (3) 1 The graph shows the oxygen uptake for an athlete when walking and running. 80 60 walk run oxygen uptake in cm 3 /kg/min 40 20 0 0 4 8 12 16 20 speed / km per hr (a) Compare the oxygen uptake when the

More information

VCERT PE Final Test Revision

VCERT PE Final Test Revision VCERT PE Final Test Revision Skeletal System This one is known as the Condyloid Joint Definition: The point at which two or more bones meet to produce movement. Slightly Moveable Joints- spine Fix Joints-

More information

Performance Enhancement. Cardiovascular/Respiratory Systems and Athletic Performance

Performance Enhancement. Cardiovascular/Respiratory Systems and Athletic Performance Performance Enhancement Cardiovascular/Respiratory Systems and Athletic Performance Functions of the Cardiovascular System Deliver oxygen & nutrients to body tissues Carry wastes from the cells Anatomy

More information

Human Circulation and Respiration Chapter 38

Human Circulation and Respiration Chapter 38 Human Circulation and Respiration Chapter 38 Goals: 1. Compare closed and open circulatory systems. 2. Label the parts of the human heart. 3. Explain how blood travels through the heart; identify chambers

More information

Aerobic and Anaerobic Respiration Revision 2

Aerobic and Anaerobic Respiration Revision 2 Aerobic and Anaerobic Respiration Revision 2 65 minutes 65 marks Page of 23 Q. A person did five different activities in turn. These activities needed increasing amounts of energy. For each activity two

More information

The cardiovascular and respiratory system

The cardiovascular and respiratory system The cardiovascular and respiratory system For this unit you need to be able to... Learning Outcomes: Covered? Confident? Understand and be able to give sporting examples of when each respiratory system

More information

Draw one line from each type of respiration in human cells to the correct information. Aerobic respiration Uses oxygen

Draw one line from each type of respiration in human cells to the correct information. Aerobic respiration Uses oxygen 1 Respiration can happen aerobically or anaerobically. Respiration transfers energy from glucose. (a) Draw one line from each type of respiration in human cells to the correct information. Type of respiration

More information

Physical Fitness Biology Concepts of Biology 13.1

Physical Fitness Biology Concepts of Biology 13.1 Physical Fitness Biology 100 - Concepts of Biology 13.1 Name Instructor Lab Section Objectives: To gain an understanding of: What is meant by the term physical fitness Various tests used to measure an

More information

Lab #2: Experimentation Lab

Lab #2: Experimentation Lab Lab #2: Experimentation Lab INTRODUCTION: In this lab we are going to gain experience and practice using the scientific method. The first part of the lab will be focused on becoming familiar with the scientific

More information

CONTEXT POINT 2: Plants and animals transport dissolved nutrients and gases in a fluid medium.

CONTEXT POINT 2: Plants and animals transport dissolved nutrients and gases in a fluid medium. CONTEXT POINT 2: Plants and animals transport dissolved nutrients and gases in a fluid medium. Identify the form(s) in which each of the following is carried in mammalian blood: Carbon dioxide 70% as hydrogen

More information

How does training affect performance?

How does training affect performance? Name: How does training affect performance? CQ1 DP1 energy systems alactacid system (ATP/PC) lactic acid system aerobic system analyse each energy system by exploring: source of fuel efficiency of ATP

More information

Applied anatomy and physiology: definitions of key terms

Applied anatomy and physiology: definitions of key terms Applied anatomy and physiology: definitions of key terms See pages 5 46 These are the key terms from Chapter 1. Try cutting them out and then matching the key terms with their definitions, or asking friends

More information

core two QUESTION ONE / DOT POINT FOUR

core two QUESTION ONE / DOT POINT FOUR core two QUESTION ONE / DOT POINT FOUR Cardiac Output is the amount of blood propelled out of the heart per minute Heart Rate x stroke volume training = a rise in maximal cardiac output cardiac output

More information

THE STUDY OF HEART RATE RECOVERY. Emma Glosson. Cary Academy ABSTRACT

THE STUDY OF HEART RATE RECOVERY. Emma Glosson. Cary Academy ABSTRACT THE STUDY OF HEART RATE RECOVERY Emma Glosson Cary Academy ABSTRACT The purpose of these experiments was to see how long it takes the heart-rate to come back to the original heart-rate plus fifteen after

More information

science-u.org What affects blood Blood Pressure Directions You Will Need BEST FOR GRADES 5-8 ESTIMATED TIME Minutes

science-u.org What affects blood Blood Pressure Directions You Will Need BEST FOR GRADES 5-8 ESTIMATED TIME Minutes What affects blood pressure? BEST FOR GRADES 5-8 ESTIMATED TIME 25-60 Minutes You Will Need Sphygmomanometer (blood pressure cuff) Stethoscope Blood pressure cuffs and stethoscopes can be found online

More information

Aerobic and Anaerobic Respiration Revision 1

Aerobic and Anaerobic Respiration Revision 1 Aerobic and Anaerobic Respiration Revision 57 minutes 57 marks Page of 23 Q. An athlete did a 6-month training programme. The graph shows the effect of the same amount of exercise on his heart rate before

More information

Physical Education Studies Year 11 General. CHAPTER 5: Exercise Physiology NEXT

Physical Education Studies Year 11 General. CHAPTER 5: Exercise Physiology NEXT Physical Education Studies Year 11 General CHAPTER 5: Exercise Physiology NEXT Welcome to the quiz for Chapter 5 You will be given 15 multiple choice questions Click on the correct answer Use the links

More information

Engage Education Foundation

Engage Education Foundation 2016 Mid-Year Seminar Exam Engage Education Foundation Units 3 and 4 Physical Education Practice Exam Solutions Stop! Any questions? Check the Engage website for updated solutions, then email practiceexams@ee.org.au.

More information

Year 10 GCSE Revision - Physical Education Paper 1 Fitness and Body Systems Topic Areas for Revision Key questions

Year 10 GCSE Revision - Physical Education Paper 1 Fitness and Body Systems Topic Areas for Revision Key questions Year 10 GCSE Revision - Physical Education Paper 1 Fitness and Body Systems Topic Areas for Revision Key questions 1.1 The structure and functions of the musculoskeletal s Functions of the Skeleton for

More information

GCE PHYSICAL EDUCATION PE2 UNIT GUIDE

GCE PHYSICAL EDUCATION PE2 UNIT GUIDE GCE PHYSICAL EDUCATION PE2 UNIT GUIDE Content Title: The Long Term Effects of Exercise on the Body Key points Adaptations to the cardiovascular, respiratory and muscular systems. Practical Application/Explanation

More information

Vertical jump performance and anaerobic ATP resynthesis

Vertical jump performance and anaerobic ATP resynthesis PDHPE Student Activities Comes to Life Energy Systems and Athlete Performance Adenosine Triphosphate (ATP) is required to perform any form of muscular contraction. Muscle cells only store enough ATP to

More information

NOTES Inv. 2 Supporting Cells / / p.

NOTES Inv. 2 Supporting Cells / / p. NOTES Inv. 2 Supporting Cells / / p. Food (energy) Delivery System into our Bodies Excretory System digestive breaks down food into molecules that cells can use nutrient molecules pass into the bloodstream

More information

Control of Heart Rate

Control of Heart Rate Control of Heart Rate Control of Heart Rate The beating of your heart is an involuntary movement one that is beyond your direct control. The nerve impulse that causes the heart to beat originates within

More information

BENEFITS OF PHYSICAL ACTIVITY TO THE CARDIOVASCULAR SYSTEM

BENEFITS OF PHYSICAL ACTIVITY TO THE CARDIOVASCULAR SYSTEM Overhead 7-A BENEFITS OF PHYSICAL ACTIVITY TO THE CARDIOVASCULAR SYSTEM Heart Lungs Muscle gets stronger Pumps more blood per beat Beats slower Works more efficiently Breathe slower but deeper during activity

More information

Experiment 7, Analysis of KHP by titration with NaOH Wright College, Department of Physical Science and Engineering

Experiment 7, Analysis of KHP by titration with NaOH Wright College, Department of Physical Science and Engineering Name Date Experiment 7, Analysis of KHP by titration with NaOH Wright College, Department of Physical Science and Engineering In this experiment, you will determine the amount (percent) of potassium hydrogen

More information

QATs. VCE Physical Education SCHOOL-ASSESSED COURSEWORK UNIT 3 OUTCOME 2. Introduction. Quality Assessment Tasks

QATs. VCE Physical Education SCHOOL-ASSESSED COURSEWORK UNIT 3 OUTCOME 2. Introduction. Quality Assessment Tasks QATs Quality Assessment s Introduction UNIT 3 OUTCOME 2 VCE Physical Education SCHOOL-ASSESSED COURSEWORK Outcome 2 Use data collected in practical activities to analyse how the major body and energy systems

More information

THEORY OF FIRST TERM. PHYSICAL EDUCATION: 3rd E.S.O.

THEORY OF FIRST TERM. PHYSICAL EDUCATION: 3rd E.S.O. THEORY OF FIRST TERM. PHYSICAL EDUCATION: 3rd E.S.O. 1.- WHAT IS THE PHYSICAL CONDITION? It is a set of characteristics of our body that allows us to perform any physical activity in an appropriate way.

More information

Science 8 Chapter 12 Section 1

Science 8 Chapter 12 Section 1 Science 8 Chapter 12 Section 1 How Body Systems are Connected (pp. 436-445) System Coordination Cellular Respiration There are 4 different body systems that all play a part in the process of cellular respiration:

More information

Stonelaw High School Science Faculty. S2 Science Body Systems Homework Booklet

Stonelaw High School Science Faculty. S2 Science Body Systems Homework Booklet Stonelaw High School Science Faculty S2 Science Body Systems Homework Booklet Name: Class: Success Criteria I am confident that I understand this and can apply this to problems? I have some understanding

More information

Cellular Respiration. Release of Energy From Food (glucose)!

Cellular Respiration. Release of Energy From Food (glucose)! Cellular Respiration Release of Energy From Food (glucose)! Energy needs of life Animals are energy consumers What do we need energy for? synthesis (building for growth) reproduction active transport movement

More information

Student Name: Pre-Lab: Homeostasis Notes, Body Temperature Activity + Video; Introduction in this Lab.

Student Name: Pre-Lab: Homeostasis Notes, Body Temperature Activity + Video; Introduction in this Lab. Anatomy and Physiology Homeostasis: Lab Student Name: Pre-Lab: Homeostasis Notes, Body Temperature Activity + Video; Introduction in this Lab. Homeostasis: The Link with Health The word homeostasis literally

More information

CHAPTER 10 PHYSIOLOGY OF PHYSICAL ACTIVITY. Jennifer L. Caputo

CHAPTER 10 PHYSIOLOGY OF PHYSICAL ACTIVITY. Jennifer L. Caputo CHAPTER 10 PHYSIOLOGY OF PHYSICAL ACTIVITY Jennifer L. Caputo Chapter Objectives Cover the key features of the subdiscipline of physiology of physical activity and employment opportunities available to

More information

Conditioning 101. How To Most Effectively Program for Conditioning

Conditioning 101. How To Most Effectively Program for Conditioning Conditioning 101 How To Most Effectively Program for Conditioning Which Athlete Has a Higher Level of Conditioning? Floyd Mayweather Aaron Rodgers What Is Conditioning? Conditioning is a measure of how

More information

COPD & Managing Your Disease at Home

COPD & Managing Your Disease at Home COPD & Managing Your Disease at Home Oxygen and Activity The importance of activity: Activity is important for everyone. When you have COPD your activity level may be low because breathing is difficult

More information

Cardiovascular system progress chart

Cardiovascular system progress chart Neural muscular system Topic 3A: Characteristics and functions of different muscle fibre types for a variety of sporting activities Term Muscle fibre Slow twitch (type I) Fast oxidative glycolytic (type

More information

Name Junior Physical Education SGO s

Name Junior Physical Education SGO s Name 2015-2016 Junior Physical Education SGO s Cardiorespiratory Fitness Health and Physical Education 2015-2016 Physical: Wall Sit The wall sit builds strength in the lower body by isometric contraction.

More information

UNIVERSITY OF BOLTON SCHOOL OF SPORT AND BIOMEDICAL SCIENCES SPORT PATHWAYS WITH FOUNDATION YEAR SEMESTER TWO EXAMINATIONS 2015/2016

UNIVERSITY OF BOLTON SCHOOL OF SPORT AND BIOMEDICAL SCIENCES SPORT PATHWAYS WITH FOUNDATION YEAR SEMESTER TWO EXAMINATIONS 2015/2016 LH8 UNIVERSITY OF BOLTON SCHOOL OF SPORT AND BIOMEDICAL SCIENCES SPORT PATHWAYS WITH FOUNDATION YEAR SEMESTER TWO EXAMINATIONS 2015/2016 INTRODUCTION TO HUMAN PHYSIOLOGY MODULE NO: SRB3008 Date: Monday

More information

Biology Cellular Respiration Neatly answer all questions completely for credit. Show all work.

Biology Cellular Respiration Neatly answer all questions completely for credit. Show all work. Teacher Notes Time: 45 minutes (plus 15 minutes for teacher preparation over two days) Student Difficult: moderate Purpose: Investigate cellular respiration in dormant and germinated seeds Overview: Students

More information

How does training affect performance?

How does training affect performance? Name: How does training affect performance? CQ1 DP1 energy systems alactacid system (ATP/PC) lactic acid system aerobic system analyse each energy system by exploring: source of fuel efficiency of ATP

More information

Learning Objectives; 1. Identify the key features of the cardiovascular system. 2. Describe the function of the cardiovascular system.

Learning Objectives; 1. Identify the key features of the cardiovascular system. 2. Describe the function of the cardiovascular system. Learning Objectives; 1. Identify the key features of the cardiovascular system. 2. Describe the function of the cardiovascular system. https://www.youtube.com/watch?v=yaxna8lmoiy The Circulatory System

More information

CHAPTER 9 CELLULAR RESPIRATION & FERMENTATION

CHAPTER 9 CELLULAR RESPIRATION & FERMENTATION CHAPTER 9 CELLULAR RESPIRATION & FERMENTATION Summary of Photosynthesis & Cellular Respiration How much energy is stored in food? Energy stored in food is expressed in units of CALORIES. Calorie: the amount

More information

Chapter 1: Exercise Physiology. ACE Personal Trainer Manual Third Edition

Chapter 1: Exercise Physiology. ACE Personal Trainer Manual Third Edition Chapter 1: Exercise Physiology ACE Personal Trainer Manual Third Edition Introduction Physiology is the study of the myriad functions in a living organism. Exercise physiology is the study of the ways

More information

PART A: MULTIPLE CHOICE (100 questions 65% of exam mark)

PART A: MULTIPLE CHOICE (100 questions 65% of exam mark) 1 PART A: MULTIPLE CHOICE (100 questions 65% of exam mark) I: Wellness and Homeostasis 1. Determine the false statement about homeostasis. A) Homeostasis refers to the body s attempt to adjust to a fluctuating

More information

Pre-lab Homework Lab 6: Photosynthesis & Cellular Respiration

Pre-lab Homework Lab 6: Photosynthesis & Cellular Respiration Lab Section: Name: Pre-lab Homework After reading over the lab and the topics of photosynthesis and cellular respiration from your textbook, answer these questions to be turned in at the beginning of the

More information

Science Class 8 Topic: Respiration and Circulation Reinforcement Worksheet

Science Class 8 Topic: Respiration and Circulation Reinforcement Worksheet Science Class 8 Topic: Respiration and Circulation Reinforcement Worksheet Name: Sec: Date: Q.1 Choose the best answer. 1) Which type of blood vessels carries blood away from the heart? a) veins b) arteries

More information

The Function. To carry nutrients and oxygen to and remove waste from the cells of the body.

The Function. To carry nutrients and oxygen to and remove waste from the cells of the body. The Function To carry nutrients and oxygen to and remove waste from the cells of the body. What makes up the circulatory system? 1. Heart 2. Blood 3. Blood vessels Blood travels from the heart to the body

More information

New Test Battery / Sequencing of Physical Fitness Assessments

New Test Battery / Sequencing of Physical Fitness Assessments New Test Battery / Sequencing of Physical Fitness Assessments The tests below incorporate specific physical tasks that perform job-like task simulations which an individual is likely to perform on the

More information

The Cardiovascular System

The Cardiovascular System CHAPTER 16 1 SECTION Circulation and Respiration The Cardiovascular System California Science Standards 7.5.a, 7.5.b, 7.6.j BEFORE YOU READ After you read this section, you should be able to answer these

More information

Physical Fitness. Chapter 4

Physical Fitness. Chapter 4 Physical Fitness Chapter 4 Lesson 1: The Parts of Fitness The Parts of Fitness Physical Fitness is the ability to do everyday activities without becoming short of breath, sore, or tired. There are four

More information

The Skeletal System. Functions of the Skeletal System

The Skeletal System. Functions of the Skeletal System Skeletal System The Skeletal System Functions of the Skeletal System Provide support Protect internal organs Allows your body to move Stores and produced materials that your body needs You have 206 bones

More information

Hemoglobin. What is it? Why is iron important? What food sources contain iron?

Hemoglobin. What is it? Why is iron important? What food sources contain iron? Hemoglobin What is it? Why is iron important? What food sources contain iron? Poor Diet Lack of Iron and B12 vitamins in the diet Blood Loss Pregnancy Genetics Fatigue due to cells and tissues not being

More information

Chapter 21 Training for Anaerobic and Aerobic Power

Chapter 21 Training for Anaerobic and Aerobic Power Section 06: Exercise Training to Improve Performance Chapter 21 Training for Anaerobic and Aerobic Power Chapter 22 Muscular Strength: Training Muscles to Become Stronger Chapter 23 Special Aids to Exercise

More information

The physical benefits of exercise extend to many of the systems in your body.

The physical benefits of exercise extend to many of the systems in your body. 13.1 The Benefits of Physical Activity How physically active are you? To answer this question, you first need to know that physical activity includes more than just sports. Any movement that requires your

More information

NAME.. Figure 1 shows the concentrations of glucose and of lactic acid in the athlete s blood at the start and at the end of the run.

NAME.. Figure 1 shows the concentrations of glucose and of lactic acid in the athlete s blood at the start and at the end of the run. ANAEROBIC RESPIRATION. Thornton College NAME.. Q.An athlete ran as fast as he could until he was exhausted. (a) Figure shows the concentrations of glucose and of lactic acid in the athlete s blood at the

More information

Level 2 Anatomy and Physiology Bite size revision. Respiratory System. The order of the passage of oxygen into the body (inhalation/inspiration) is: -

Level 2 Anatomy and Physiology Bite size revision. Respiratory System. The order of the passage of oxygen into the body (inhalation/inspiration) is: - Respiratory System Function of the respiratory system The lungs are located in the chest cavity and their function is to intake oxygen and remove carbon dioxide from the body. Structure of the respiratory

More information

Earth's Shape, Structure, Spheres, Interior, Atmosphere, % Composition Review

Earth's Shape, Structure, Spheres, Interior, Atmosphere, % Composition Review Base your answers to questions 1 through 4 on the information and diagram below and on your knowledge of biology. A human gene contains the following DNA base sequence: ACGCCCACCTTA The gene mutated. It

More information

How does training affect performance?

How does training affect performance? Name: How does training affect performance? CQ1 DP1 energy systems alactacid system (ATP/PC) lactic acid system aerobic system analyse each energy system by exploring: source of fuel efficiency of ATP

More information

The Circulatory and Respiratory Systems

The Circulatory and Respiratory Systems BC Science 8 CH02 11/5/06 11:39 AM Page 32 The Circulatory and Respiratory Systems Textbook pages 82 95 Before You Read Section 2.3 Summary How do you think oxygen from the air you breathe gets into your

More information

CHAPTER 5: Training methods and aerobic training Practice questions - text book pages 91-92

CHAPTER 5: Training methods and aerobic training Practice questions - text book pages 91-92 QUESTIONS AND ANSWERS CHAPTER 5: Training methods and aerobic training Practice questions - text book pages 91-92 1) Mary is a 20 year old college student What is her theoretical maximum heart rate? a

More information

BIO 2 GO! 3211b, 3212b Circulation and Excretion in Plants and Animals

BIO 2 GO! 3211b, 3212b Circulation and Excretion in Plants and Animals BIO 2 GO! 3211b, 3212b Circulation and Excretion in Plants and Animals The circulatory system, vascular system, and excretory system work together to feed and clean the body of multicellular organisms.

More information

Answers. Lesson 3 pages Experiment A. Experiment D. How does breathing affect sporting performance?

Answers.  Lesson 3 pages Experiment A. Experiment D. How does breathing affect sporting performance? Answers 11 14 Lesson 3 pages 37 39 1 Student s own answers. 1 correct comment comparing their own resting breathing rate to: the whole class (1 mark); the class average (1 mark); national average as on

More information

Systems of the Human Body

Systems of the Human Body Part I: The Circulatory System Systems of the Human Body 1. What are the organs of the circulatory system? 2. What are the smaller branched tubes that connect the arteries and veins called? 3. What system

More information

GCE PHYSICAL EDUCATION PE2 UNIT GUIDE

GCE PHYSICAL EDUCATION PE2 UNIT GUIDE GCE PHYSICAL EDUCATION PE2 UNIT GUIDE Content Title: Application of Principles of Training Key points Application of the principles of training Specific examples of how to apply the principles of specificity,

More information

Exercise Physiology. Driving force behind all types of work Conversion of stored energy to mechanical energy

Exercise Physiology. Driving force behind all types of work Conversion of stored energy to mechanical energy Exercise Physiology Driving force behind all types of work Conversion of stored energy to mechanical energy What Influences Athletic Ability? Genetics Training Training methodology Environment Nutrition

More information

Cardiovascular Physiology: Cardiovascular (CV) adjustment during exercise:

Cardiovascular Physiology: Cardiovascular (CV) adjustment during exercise: Cardiovascular Physiology: Cardiovascular (CV) adjustment during exercise: By Dr Dler Gallaly (Lecturer) PhD in Medical Physiology- Dept. of Physiology, College of Medicine, HMU- Erbil- Iraq. 2016 / 2017

More information

cellular respiration

cellular respiration Name: Date: 1. The energy found in ATP molecules synthesized in animal cells comes directly from A. sunlight B. organic molecules C. minerals D. inorganic molecules 2. A green plant is kept in a brightly

More information

CHAPTER 2: Energy systems part two

CHAPTER 2: Energy systems part two CHAPTER 2: Energy systems part two Practice questions - text book pages 35-37 1) Which one of the following is defined as the greatest amount of oxygen the body can take in and use during exercise? a V

More information

Cardiorespiratory Physiology

Cardiorespiratory Physiology 5 Cardiorespiratory Training In this chapter you will learn about: Cardiorespiratory activities make up the bulk of the physical activities in Levels 1 and 2 of the Physical Activity Pyramid (Chapter 4,

More information

What is RESPIRATION?

What is RESPIRATION? Respiration 1 What is RESPIRATION? Lung animation the production of energy (ATP) Definition-the exchange of CO2 and O2 AND it s also (it s NOT just breathing. It is also the release of energy by our cells!)

More information

505 Recovery rates and training (Pulse Oximeter)

505 Recovery rates and training (Pulse Oximeter) Sensors: Loggers: Pulse Oximeter None required Science in Sport Logging time: Not applicable Teacher s notes 505 Recovery rates and training (Pulse Oximeter) Read The Pulse Oximeter is a simple to use

More information

Name: ADDITIONAL SCIENCE BIOLOGY EXERCISE AND HEART RATE 2. Class: Time: Marks: Comments: Page 1 of 35

Name: ADDITIONAL SCIENCE BIOLOGY EXERCISE AND HEART RATE 2. Class: Time: Marks: Comments: Page 1 of 35 ADDITIONAL SCIENCE BIOLOGY EXERCISE AND HEART RATE 2 Name: Class: Time: Marks: Comments: Page of 35 The table shows the amounts of energy used in running and in walking at different speeds by people of

More information

The diagram below shows the parts of the body that digest and absorb food.

The diagram below shows the parts of the body that digest and absorb food. The diagram below shows the parts of the body that digest and absorb food. It also shows some details about the structure of the stomach. (a) Complete the table to show whether each structure is an organ,

More information

Activity Vital Signs: Heart Rate and Blood Pressure

Activity Vital Signs: Heart Rate and Blood Pressure Activity 8.1.2 Vital Signs: Heart Rate and Blood Pressure Introduction The human body is an amazing machine that automatically monitors and adjusts itself in order to maintain equilibrium or homeostasis.

More information

Training 1. Training c Training. For AQA

Training 1. Training c Training. For AQA Training 1 Training Training 2 What you will learn about in this topic: 1. Methods of training 2. What each training method develops 3. How each method works Training 3 Learning objectives By the end of

More information

Science Class 8 Topic: Respiration And Circulation Reinforcement Worksheet

Science Class 8 Topic: Respiration And Circulation Reinforcement Worksheet Science Class 8 Topic: Respiration And Circulation Reinforcement Worksheet Name: Sec: Date: Q1. MCQs. 1) Which type of blood vessels carries blood away from the heart? a) Veins b) Arteries c) Capillaries

More information

Burping Yeast: An Investigation of Cellular Respiration

Burping Yeast: An Investigation of Cellular Respiration Burping Yeast: An Investigation of Cellular Respiration Student Materials Introduction... 2 Lab Protocol... 4 Data Collection Worksheet... 6 Pre-Lab Questions... 7 Post-Lab Questions and Analysis... 8

More information

Measure and correlate cardiovascular metrics for both resting and aerobic conditions.

Measure and correlate cardiovascular metrics for both resting and aerobic conditions. Student ID # 111111111111111 Team Name: Fine Winer Student Names: Razzle Dazzle and Twitter Glitter Lab Assignment: Lab #6 Date: March 15, 2012 Lab Title: Comparison of Cardiovascular Stress Response to

More information

Module Three: Components of Physical Fitness

Module Three: Components of Physical Fitness Module Three: Components of Physical Fitness Background Information Physical fitness is defined as the capacity for the human body to function efficiently and effectively in a variety of activities. In

More information

10.1 The Pulmonary-Circulatory System

10.1 The Pulmonary-Circulatory System pulmonary system breathing lungs pneumonia suffocation asthma circulatory system atrium ventricle artery capillary vein heart attack stroke heart The Pulmonary System Our pulmonary system contains tissues

More information

Respiratory System. Introduction. Atmosphere. Some Properties of Gases. Human Respiratory System. Introduction

Respiratory System. Introduction. Atmosphere. Some Properties of Gases. Human Respiratory System. Introduction Introduction Respiratory System Energy that we consume in our food is temporarily stored in the bonds of ATP (adenosine triphosphate) before being used by the cell. Cells use ATP for movement and to drive

More information

30.1 Respiratory and Circulatory Functions. KEY CONCEPT The respiratory and circulatory systems bring oxygen and nutrients to the cells.

30.1 Respiratory and Circulatory Functions. KEY CONCEPT The respiratory and circulatory systems bring oxygen and nutrients to the cells. 30.1 Respiratory and Circulatory Functions KEY CONCEPT The respiratory and circulatory systems bring oxygen and nutrients to the cells. 30.1 Respiratory and Circulatory Functions The respiratory and circulatory

More information

Unit 4 Circulatory, Respiratory and Excretory System

Unit 4 Circulatory, Respiratory and Excretory System Unit 4 Circulatory, Respiratory and Excretory System Test Date Project Due Lesson 1 The Cardiovascular System Homework: read pages 176-179 and take notes Warm up 1. 2. 3. 4. Finding Target Heart rate (220

More information

LIFETIME FITNESS HEALTHY NUTRITION. UNIT 1 - Lesson 7 FLEXIBILITY LEAN BODY COMPOSITION

LIFETIME FITNESS HEALTHY NUTRITION. UNIT 1 - Lesson 7 FLEXIBILITY LEAN BODY COMPOSITION LIFETIME FITNESS HEALTHY NUTRITION MUSCULAR STRENGTH AEROBIC ENDURANCE UNIT 1 - Lesson 7 FLEXIBILITY LEAN BODY COMPOSITION MUSCULAR ENDURANCE Created by Derek G. Becher B.P.E., B. Ed., AFLCA Resistance

More information

The Human Body: Circulatory and Respiratory Systems

The Human Body: Circulatory and Respiratory Systems The Human Body: Circulatory and Respiratory Systems Lesson 1: What is a Body System? Cells - smallest parts - billions in the body - can have special jobs Tissues - similar cells grouped together - muscle

More information

Cardiovascular Disease Risk Factors:

Cardiovascular Disease Risk Factors: Cardiovascular Disease Risk Factors: Risk factors are traits or habits that increase a person's chances of having cardiovascular disease. Some risk factors can be changed. These risk factors are high blood

More information

Lesson 10 Circulatory System (Nelson p.88-93)

Lesson 10 Circulatory System (Nelson p.88-93) Name: Date: Lesson 10 Circulatory System (Nelson p.88-93) Learning Goals: A. I can explain the primary functions of the circulatory system in animals. B. I can identify and explain all the parts of the

More information

In order for respiration to take place air must be taken in. Name two of the air passages which allow air to enter the body

In order for respiration to take place air must be taken in. Name two of the air passages which allow air to enter the body In order for respiration to take place air must be taken in. Name two of the air passages which allow air to enter the body. 1. 2. (2) Describe what gaseous exchange is and clearly state where it takes

More information

Comes to Life. Homeostasis: role of the cardiovascular, respiratory and renal systems. Biology Student Activities. Activity A:

Comes to Life. Homeostasis: role of the cardiovascular, respiratory and renal systems. Biology Student Activities. Activity A: Biology Student Activities Comes to Life Homeostasis: role of the cardiovascular, respiratory and renal systems The blood, circulatory, respiratory and renal systems have critical roles to play in maintaining

More information

Exercise and Fitness. Chapter 3 Lesson 2

Exercise and Fitness. Chapter 3 Lesson 2 Exercise and Fitness Chapter 3 Lesson 2 Benefits of Physical Health Exercise improves the physical part of your Health by building a strong body. Exercise can also help reduce the feeling of chronic fatigue,

More information

AP Biology Lab 10 PHYSIOLOGY OF THE CIRCULATORY SYSTEM

AP Biology Lab 10 PHYSIOLOGY OF THE CIRCULATORY SYSTEM AP Biology Laboratory Date: Name and Period: AP Biology Lab 10 PHYSIOLOGY OF THE CIRCULATORY SYSTEM OVERVIEW In this lab you will: 1. in Exercise 10A you will learn how to measure blood pressure. 2. in

More information

Bell Work. Review Total Lung Capacity. (page 337 and 338 of Body Structure and Function book)

Bell Work. Review Total Lung Capacity. (page 337 and 338 of Body Structure and Function book) VO2 Max Bell Work Review Total Lung Capacity (page 337 and 338 of Body Structure and Function book) *This information was discussed at length in A&P classes. Use your worksheet and write down brief descriptions

More information

Section 4: Exercise Physiology. Diet and nutrition and their effect on physical activity and performance

Section 4: Exercise Physiology. Diet and nutrition and their effect on physical activity and performance Section 4: Exercise Physiology Diet and nutrition and their effect on physical activity and performance Learning Objectives 1. Identify the seven classes of food as: carbohydrates, fats, proteins, vitamins,

More information

THE RESPIRATORY SYSTEM Unit Quiz Preparation KEY

THE RESPIRATORY SYSTEM Unit Quiz Preparation KEY Biology 12 THE RESPIRATORY SYSTEM Unit Quiz Preparation KEY Learning Goals: 1. I will be able to explain the role of acids, bases and bases in the body 2. I will be able to explain the structures and functions

More information

What is Physical Fitness?

What is Physical Fitness? What is Physical Fitness? The Body Systems ability to work together efficiently Daily activities require no effort Have the energy to respond in an emergency Can enjoy leisure activities Both Health and

More information

Chapter 10 Measurement of Common Anaerobic Abilities and Cardiorespiratory Responses Related to Exercise

Chapter 10 Measurement of Common Anaerobic Abilities and Cardiorespiratory Responses Related to Exercise Chapter 10 Measurement of Common Anaerobic Abilities and Cardiorespiratory Responses Related to Exercise Slide Show developed by: Richard C. Krejci, Ph.D. Professor of Public Health Columbia College 3.26.13

More information

Capillary Action and Blood Components. Biology 20 Unit D: Body Systems Circulation

Capillary Action and Blood Components. Biology 20 Unit D: Body Systems Circulation Capillary Action and Blood Components Biology 20 Unit D: Body Systems Circulation 1 Remember. Capillaries are so small that blood cells can only pass through single file Important because they are the

More information

IB Sports, Exercise and Health Science. Learning Outcomes

IB Sports, Exercise and Health Science. Learning Outcomes IB Sports, Exercise and Health Science Learning Outcomes 1 TOPIC 1: ANATOMY 1.1. THE SKELETAL SYSTEM 1.1.1 Distinguish anatomically between the axial and appendicular skeleton. 1.1.2 Distinguish between

More information