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Activities For Week 1

The document discusses two case studies involving respiratory ailments: Liam, a 16-year-old with asthma, and Maria, a 17-year-old with pneumonia. It outlines questions for analysis regarding the conditions, triggers, management, and implications for physical activity and school policies. Additionally, it includes an assignment on the respiratory system, focusing on diffusion, gas exchange mechanisms, and the transport of gases in the blood.

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DANIEL LANCE RESPONTE NEVADO
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26 views3 pages

Activities For Week 1

The document discusses two case studies involving respiratory ailments: Liam, a 16-year-old with asthma, and Maria, a 17-year-old with pneumonia. It outlines questions for analysis regarding the conditions, triggers, management, and implications for physical activity and school policies. Additionally, it includes an assignment on the respiratory system, focusing on diffusion, gas exchange mechanisms, and the transport of gases in the blood.

Uploaded by

DANIEL LANCE RESPONTE NEVADO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Case discussion for week 1: Respiratory system ailments (100 pts)

Group 1:
Liam, a 16-year-old high school student, enjoys playing basketball. Recently,
he has been experiencing shortness of breath, wheezing, and chest tightness
during practice. His symptoms worsen when exposed to cold air or dust in
the gym. He has been diagnosed with asthma.

1. What is asthma, and how does it affect the respiratory system?


2. What could trigger Liam's asthma during basketball practice?
3. How can Liam manage his asthma to continue playing basketball?
4. Discuss the importance of physical activity for teenagers and how Liam
can balance his asthma management with his passion for basketball.

Group 2:
Maria, a 17-year-old senior, started feeling tired and had a persistent cough
with fever and difficulty breathing. After a visit to the doctor, she was
diagnosed with pneumonia. Her classmates are worried because Maria had
been attending school while unwell.

1. What is pneumonia, and how does it differ from a regular cold or flu?
2. How could Maria’s illness potentially spread to others in her school?
3. What actions should the school community take to prevent the spread
of respiratory infections?
4. Create a plan for Maria's recovery at home and a school policy to
minimize the spread of respiratory illnesses in the future.

Rubrics:
Teacher’s Evaluation
Criteria Description Weigh
t
Content Depth of understanding of the case, accuracy of
30%
Mastery information, and clarity of explanations.
Demonstrates analysis of the case, offers well-
Critical
supported conclusions, and addresses discussion 25%
Thinking
questions thoughtfully.
Presentation follows a clear structure
Organization (introduction, main points, conclusion) and is easy 15%
to follow.
Quality, relevance, and effectiveness of any visual
Visual Aids 10%
aids (e.g., slides, charts, or diagrams).
Clarity of speech, eye contact, confidence, and
Delivery 10%
engagement with the audience.
Peer Feedback from classmates on presentation impact,
10%
Evaluation engagement, and teamwork.
Peer evaluation
Criteria Poor (1) Fair (2) Good (3) Excellent (4)
Engagement
with
Audience
Clarity of
Presentation
Teamwork

Total Peer Score: ____/12

Assignment # 1: The Respiratory System (20 points)

On a letter size bond paper, answer the following questions:


1. Gases must be dissolved to diffuse across living membranes. Direction
of diffusion is driven by a concentration difference (gradient) between
the two sides. Fick’s Law states that the rate of diffusion is increased
by a greater pressure difference and membrane area and decreased by
greater distance. Evolutionary strategies have therefore aimed to
increase gradient and area and to lessen the distance gases must
travel. Which factor is affected by continuously beating cilia?

2. Gills are highly subdivided structures providing a large surface area for
exchange. In countercurrent flow, blood in the gills flows opposite to
the direction of water to maintain a gradient difference and maximize
gas exchange. Some amphibians rely on cutaneous respiration. Highly
subdivided tracheal systems have evolved in arthropods, and these
have been modified with valves as an adaptation to terrestrial life.
What are the anatomical requirements for a countercurrent flow
system?

3. Lungs provide a large surface area for gas exchange while minimizing
evaporation; unlike gills, they contain structural support that prevents
their collapse. Amphibians push air into their lungs; most reptiles and
all birds and mammals pull air into their lungs by expanding the
thoracic cavity. The respiratory system of birds has efficient, one-way
air flow and crosscurrent blood flow through the lungs. What selection
pressure would bring about the evolution of birds’ highly efficient
lungs?

4. Hemoglobin consists of four polypeptide chains, each associated with


an iron-containing heme group that can bind O 2. Hemoglobin’s affinity
for oxygen is affected by pH and temperature; more O 2 is released into
tissues at lower pH and at higher temperature. Carbon dioxide is
transported in the blood in three ways: dissolved in the plasma, bound
to hemoglobin, and as bicarbonate in the plasma following a reaction
with carbonic anhydrase in the red blood cells. What are the
differences in the way that oxygen and carbon dioxide are transported
in blood?

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