Blood Pressure Experiment
If you would like the lesson plan for the Blood Pressure Experiment please scroll downDirections for setting up Blood Pressure Experiment
First you need to install LoggerPro, if you already have it, you can skip this step, if not download it from here. Download the 3.8.4 version!
Next you need to hook up the blood pressure sensor. First plug in the vernier labPro device, then plug in the blood pressure monitor into the labPro Device.
Finally plug in the labpro device into your computer (using the USB port).
Once everything is connected, then open loggerPro.
Put the cuff on the participant....
Then click RUN in the top of logger pro,
Pump the cuff up to 160, then don't touch anything, let the computer do the rest.
Inspirational Video, that I use to introduce the lesson
Lesson Plan
Blood Pressure
NJ Core Curriculum Content Standards addressed in the lesson. Do not simply list the standard number, for example, 5.5. Instead, list the complete standard. For example, you might list:
STANDARD 5.1.4.D.2 In order to determine which arguments and explanations are most persuasive, communities of learners work
collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and presentation)
STANDARD 5.3.4.A.3 Describe the interactions of systems involved in carrying out everyday life activities.
STANDARD5.3.6.A.1 Model the interdependence of the human body’s major systems in regulating its internal environment
Identify Resources needed.
- Teacher use: Logger Pro, Computer, Power Point, Black Board. Student Use: Vernier Blood pressure sensor
Describe what students should know before they start the lesson.
Students should know that the heart pumps blood throughout the body in order to transport 02 and CO2. Students should also know that heart rate is directly related to blood pressure. Students should also know that the body maintains a balance between systems (homeostasis).
State the objectives of the lesson.
Students will be able to record blood pressure using Vernier Blood Pressure Monitor.
Students will be able to graph the rate at which blood pressure is returned to equilibrium (after exertion)
Students will be able to explain the relationship between heart rate and blood pressure.
Identify important ideas in terms the subject area: 1. The body will maintain homeostasis when possible.. 2. Blood Pressure will increase as heart race increase so that oxygen and CO2 are pumped throughout the body
Describe potential difficulties students may experience with the content. Describe all formative assessments that you plan to use and how you will provide feedback (e.g. if these are problems - include solutions). Indicate what compensatory activities you will use for those students who lack prerequisite knowledge.
Logger pro activity worksheet. A worksheet will be given in conjunction with the logger pro activity which will require students to measure the blood pressure of Athletes vs Non athletes in the class. Students will also be given a chance to discuss with other groups their findings and give explanations as to why blood pressure increase during exercise and why the time it takes for BP to reach resting BP is important. (this is important because the more time it takes for blood pressure to reach normal is indicative of the bodies ability to transport 02 and CO2 throughout the body.. The due now which will be given at the beginning of class (while I am setting up the lesson) will be for students to read Chapter X pgs 10-13 in their book. We will then begin the lab.
Provide a description of the lesson including an agenda for the lesson (What is going to happen, what you will say, what questions you will ask, what students will do, all handouts that you plan to give to the students). Choose activities that are best for the content of the lesson. Make sure you describe how you will start the lesson and how you will end it (to capture students’ attention and to have some sort of closure). Show how you meet the objectives of the lesson.
I will start the lesson with a quick youtube video of an athlete running here then students with start with the do now
Time Table – who is going to be doing what and when during the lesson to make sure that students are actively engaged.
Clock reading during the lesson | “Title of the activity” | Students doing | Me doing |
0 - 6 min | Do Now | Writing | Show a quick video Checking up equipment for the first activity |
6-12min | Getting in Lab Groups | Moving to their lab tables | Telling the class to hurry up, getting ready for the lab, doing last minute adjustments |
12-35 min | Doing the Lab | Jumping Jacks, measuring Blood Pressure , Running Logger Pro | Helping Groups out, asking groups to think about the questions on the worksheet, helping students setup logger pro |
35-45 min | Wrapping Up | Finishing the worksheet, breaking down the computers (putting them back if in a mobile lab class). | Helping students think about the questions, (what do you think, ask your group) |
45-65 min | Presentations | Groups will present on their findings | Grading the presentations |
65-70 min | Discussion | Sitting in their seats | Talk about what the findings should be (blood pressure should increase with exercise, it should take less time for an athlete to reach resting BP than a non athlete). |
Blood Pressure Lab
First hook up the blood pressure monitor to the computer using the USB port.
Open LoggerPro
Measure the blood pressure of two students’ blood pressures (pick an athlete and a non athlete in your group)
This is your base blood pressure; write it down in your lab manual
Next have both individuals (one at a time) perform exercise (jumping jacks, running, get your heart rate up!)
Measure the blood pressure of both individuals, until it returns to the base level.
Questions:
1.How long did it take for your blood pressure to return to normal?
A. Was there any difference between the two individuals?
2. Why do you think there was a difference?
Rubric For Presentations
| Mastery 3 | Advanced 2 | Beginner 1 | Not Acceptable 0 |
| Student clearly demonstrates willingness to work with group | Student worked with group but had issues resolving problems | Student showed minimal effort during group work | Student did not work with the group |
| Student clearly demonstrated clear understanding of blood pressure and was able to relate back to the project | Student understood blood pressure but failed to relate back to the project | Student had minimal understanding of blood pressure and failed to relate back to the project | Student had no understanding. |
| Student spoke clearly and with confidence | Student spoke clearly most of the time but struggled with confidence | Student spoke clearly some of the time and had no confidence | Student did not speak clearly nor did he/she have confidence |
| Student analyzed his/her own ideas and compared them to other groups | Student tried to analyze his/her ideas and tried to compare to other groups | Student did not analyze his/her ideas but tried to compare to other groups | Student did not analyze his/her ideas nor did he/she compare his/her ideas to other groups |
