Experiment A: Ventilation and Respiration Rates
Respiration/Ventilation and Breath Holding Exercises
Exercise A: Ventilation and Respiration Rates
Question: (Read the procedures and deduce your question.)
Hypothesis:
Materials:
-partner
-pencil
-paper
-stopwatch
Procedures:
1. Sit quietly, reading your notes or another silent activity for about 2 minutes. Make sure you
are not talking or interacting with your partner.
2. Have your partner watch you and count your number of breaths for 1 minute (This will be
your resting respiratory rate).
3. If your partner can't see you inhale, put their hand on your back or shoulder to feel it.
4. Record your resting respiration rate. Go up and down the stairs as fast as you can.
5. Immediately upon return, using the same methods for finding resting respiratory rate, find the
post-exercise respiratory rate.
6. Record your results. (Note weather you were breathing more deeply during pre or post-
exercise phase.)
7. Switch positions and repeat steps 1-6.
Exercise B: Heymer Test of Respiratory Reserve
Breath-holding time is an indication of your functional respiratory reserve and the efficiency of your respiratory system. You get the urge to inhale as blood levels of oxygen decrease and levels of carbon dioxide increase. Efficient respiratory systems take longer to reach this point, but training can also affect the results. Individuals can learn to cope with the discomfort induced by long breath holding exercises.
Question:
Hypothesis:
Materials:
-partner
-stopwatch
-pencil
-paper
Procedures
1. STAND UP-YOUR LUNG CAPACITY WILL BE LARGER!!
2. Take 2 deep breaths. On the next inspiration (the third one) hold your breath as long as
possible.
3. NO EXHALING IS ALLOWED DURING THE TEST!!
4. Have your partner time how long you can hold your breath. Record the results.
5. Switch positions. Record how long your partner can hold his/her breath.
Exercise C: Breathing In a Bag and Respiratory Reserve
You will carry out this experiment to test whether changes in the levels of oxygen and carbon dioxide in your blood provide the signal to stop holding your breath.
a. When you are breathing into the plastic bag, what will happen to the levels of carbon dioxide
in the bag? In your lungs? In your blood? In your brain?
b. When you are breathing into the plastic bag, what will happen to the levels of oxygen in the
bag? In your lungs? In your blood? In your brain?
c. How long do you think you will be able to hold your breath after breathing in the bag
compared with your data from exercise B? Explain.
Question:
Hypothesis:
Materials:
-plastic bag
-stop watch
-pencil
-pen
Procedures:
1. Breathe normally for 2 minutes.
2. Open a 13 gallon trash bag and swish it through the air to fill it with air.
3. Hold the bag over your mouth and nose and breathe, as normally as you can, into the bag for
1 minute.
4. At the end of your time breathing into the bag, take a deep breath of air from the bag and hold
your breath for as long as you can while someone in the group times you.
5. Record your data.
Data:
Exercise A: Make a table to compare all trials of pre and post-exercise data. Include data for all group members
Exercise B/C: Make a table to compare how long each person held their breath after normal breathing and breathing in a bag.
Data analysis:
Exercise A: Make a graph of the data for all of your group members.
Exercise B/C: Make a graph of the data for all of your group members. Describe the results. Were they similar for all members of your groups?
Conclusion:
Interpret your findings. Address your hypothesis and discuss methods to improve the experiment next time.
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