Culminating Task for Animal Structure and Functionwlouischemgrade12.wikispaces.com/file/view/Animal... · Web viewTom Hathaway has a peptic ulcer that has been caused by his smoking

Culminating Task for Animal Structure and Function

SBI 3U

Lorraine Garofalo, Riffat Amin, Mary Michael

Introduction

This culminating task will be divided into three parts. In part 1 you will receive a case study introducing a patient and his symptoms. In part 2 you will perform a fetal pig dissection and lab report that will get you to understand the function of the organs in the circulatory, respiratory and digestive systems, as well as how these systems are dependent on each other. Part 3 will be the compilation of your research of the concepts introduced in the case study and your findings during the dissection. Your group is to submit a report about what you think is wrong with the patient, how you came to that conclusion.

Part 1:

1. You will examine a case study called “Anniversary at the Hospital.” The case study presents a patient who is suffering from several symptoms and you will help diagnose him.

2. You will be working in groups of four to five. Each student in the group will assume a specific responsibility and will participate in the research and study of the patient.

3. During your analysis of this case, you are required to make a KWL chart for the assessment of the patient’s symptoms.

Part 2:

1. You will conduct the fetal pig dissection in order to examine and understand the structures and functions of the circulatory, respiratory and digestive system.

2. You will observe how each body system is independent by itself but still rely on the other body systems to function. The dissection and examination of fetal pig will serve as “hands on” example for comparison to the human body.

3. This activity will enable you to explain the connection between different organ systems, and their diseases, as well as the importance of health maintenance.

Part 3:

1. The students will then submit a detailed report regarding the patient illness. The findings of the dissection will guide students to assess and evaluate the symptoms, prevention and probable treatment of the patient.

Part I—Case Study

Anniversary at the Hospital

Scenario

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Nancy and Tom Hathaway have been married for 27 years. Tom is 57 and Nancy is 52 years of age. Last night they were at an anniversary dinner, but when they got home Tom was complaining of severe burning pain in his upper abdomen. Tom had not eaten much at dinner; in fact his appetite had noticeably decreased lately. Nancy was very worried and she decided to take him to the hospital. Upon arrival Tom was asked several questions about his symptoms and history, the answers of which are below. The doctor also ordered some tests to be done, and their results are also below for you to consider.

Patient History

Tom is of European descent; his family immigrated to Canada when he was only a Child so he has lived in Canada for almost his whole life. Tom’s mother died from a heart attack, while his father died due to lung cancer, as he was a heavy smoker.

Tom took after his father and has been a smoker since his senior year of high school, but he has otherwise been healthy and active throughout his life. He is not taking any medications and has never been diagnosed with any diseases.

Upon physical examination, the doctor found that Toms’ heart rate, blood pressure and respiration was elevated above normal. His general appearance was that of discomfort, and he complained of sharp burning pain to the left of his upper abdomen. This pain has occurred before, but never to the point of this intensity. Tom reported that he has been vomiting and having problems with indigestion. His wife mentioned that he has a decreased appetite and has unintentionally lost some weight in the past month or so.

The doctor has sent Tom to have an abdominal ultrasound, but the results do not come out for a few days. Conduct research about Tom’s symptoms, and use the knowledge you will obtain from the fetal pig dissection to hypothesize what is wrong with Tom.

This is what you are to do:

- Assign people positions/roles for the case study such as group leader, discussion facilitator, secretary, and editor.

- Brainstorm on what you (a) know about the case, and (b) do not know, but would like to know about the case.

- Formulate your initial ideas (or hypotheses) about what is wrong with Sam.

- Identify and define terms and concepts you do not understand.

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- Identify the most important concepts that you need to investigate/research in order to diagnose the causes for Tom’s symptoms. Divide up these concepts to the group members to research.

- You need to submit to the teacher the roles each person is assigned to.

- You should have a hypothesis and your research completed upon commencing Part II, which will be the fetal pig dissection. Your hypothesis and research will help guide your investigation.

Fetal Pig Dissection Pre-Lab

Label the following dissecting instruments with the proper term:Probe ForcepsScalpel

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_______________________ _______________________ ________________________

Anatomical Terms of Location:

Anterior refers to the head end. If a structure is anterior to another then it is closer to the head.

Posterior refers to the tail end.

Dorsalrefers to the back side.

Ventral is the belly side. It is opposite the dorsal side.

Label the diagram with the four anatomical terms of location:

Label the following diagrams:

A -

B -

C -

D -

E -

F -

G -

H -

I -

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J -

K -

L -

M -

N -

O -

P -

Q -

R -

S -

T -

U -

V -

W -

A -

B -

C -

D -

E -

F -

G -

H -

I -

J -

K -

L -

M -

N -

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P -

Q -

R -

S -

T -

U -

V -

W -

Review Safety Procedures:

Wear safety goggles and an apron at all times.

Wear plastic gloves when handling the preserved specimen and when performing a dissection to prevent any chemicals from coming in contact with your skin.

Wash all splashes of preservative from your skin and clothing immediately. If you get any chemical in your eyes, rinse for at least 15 min.

Work in a well-ventilated area. To reduce your exposure to any fumes from the preservative, make sure to avoid placing your face directly over the dissecting tray.

Always cut away from yourself and others sitting near you, in case the scalpel slips.

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Fetal Pig Dissection Lab

INTRODUCTION

The dissection of the fetal pig in the laboratory is important because pigs and humans have the same level of metabolism and have similar organs and systems.

PURPOSE

Identify important external structures of the fetal pig. Identify major structures associated with a fetal pig's digestive, respiratory and circulatory systems.

MATERIALS

Safety goggles, lab apron, dissecting gloves, preserved pig, string, scalpel, hand lens, dissecting tray, dissecting pins, scissors, ruler, forceps and probe

PROCEDURE

Part 1: External Anatomy

1. Place your pig in a dissecting tray. 2. Identify the four regions of the pig’s body: the head, the neck, the trunk, and the tail. 3. Place the pig on its back (dorsal surface) and observe the umbilical cord.

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Part 2: Abdominal Cavity

4. With the pig still on its dorsal surface, attach one piece of string to one of the pig’s hind legs, pull it under the dissecting pan, and tie it to the other hind leg. Repeat the procedure for the fore legs.

5. Using scissors make the incision indicated in the image below. Start by cutting around the umbilical cord, and then cut straight toward the anterior (head) of the pig.

6. Make incision #2 toward the posterior of the pig. Make incision #3 near the neck and then incision #4. Make lateral incision #5; this incision runs parallel to the diaphragm, which separates the thoracic cavity from the abdominal cavity.

7. Pull apart the flaps along incision #5, exposing the abdominal cavity. Use the probe to open the connective tissue (peritoneum) that holds the internal organs to the lining of the body cavity. Now pull apart the flaps of skin covering incision #4 to expose the posterior portion of the abdominal cavity. Use pins to hold back the flaps of skin (see Figure 4). PIC!

8. Locate the liver near the anterior of the abdominal cavity. Record the number of lobes in the liver.9. Using aprobe, lift the lobes and locate the saclike gall bladder. Follow the thin duct from the gall

bladder to the coiled small intestine. 10. Locate the J-shaped stomach beneath the liver. Using forceps and a probe, lift the stomach and locate

the esophagus attached near its anterior end. Locate the small intestine at the posterior junction of the stomach. The coiled small intestine is held in place by mesentery (a thin, somewhat transparent, connective tissue). Note the blood vessels that transport digested nutrients from the intestine to the liver.

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11. Using a probe and forceps, lift the junction between the stomach and small intestine, removing supporting tissue. Uncoil the junction and locate the creamy-white pancreas.

12. Locate the spleen, the elongated organ found around the outer curvature of the stomach. 13. Using a scalpel, remove the stomach from the pig by making transverse (crosswise) cuts near the

junction of the stomach and the esophagus, and near the junction of the stomach and small intestine. Make a cut along the midline of the stomach, and open the cavity. Rinse as instructed by your teacher.

Part 3: Thoracic Cavity

14. Carefully fold back the flaps of skin that cover the thoracic cavity. You may use dissecting pins to attach the ribs to the dissecting tray. Examine the organs found in the thoracic cavity.

15. Locate the heart. Using forceps and a probe, remove the pericardium from the outer surface of the heart. Locate the inferior and superior vena cavae.

16. Trace the blood flow through the heart. 17. Make a diagonal incision across the heart and expose the heart chambers. 18. Locate the spongy lungs on either side of the heart and find the trachea leading into the lungs.

CLEAN-UP

19. Clean your work area, wash your hands thoroughly, and dispose of all specimens, chemicals, and materials as instructed by the teacher.

QUALITATIVE OBSERVATIONS

Shape Size Texture OtherLiver

Gall Bladder

Stomach

Esophagus

Small Intestine + Inner Lining

Spleen

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Large Intestine

Heart

Right Ventricle

Left Ventricle

Lungs

Trachea

ANALYSIS

1. What role does the pancreas have in the digestive system?2. What do you think is the advantage of having a small intestine lined with villi as opposed to one with a

smooth inner lining?3. What is the spleen’s role in the circulatory system?4. What are the two major organs that occupy the thoracic cavity?5. Which ventricle was thickest? Why?6. How did the lungs feel when you probed them? Why?7. What makes up the rings of the trachea? Why do these rings exist? 8. Why would you not expect to find food in the stomach of the fetal pig?

CONCLUSION

How did this lab experience help improve your understanding about the cardiac, respiratory and digestive systems? What new knowledge did you gain? Did anything surprise you? Did you enjoy the experience?

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Part 3—Final Report

You will use the research that all group members have compiled and your findings during the dissection to submit a report about what you think is wrong with Tom Hathaway.

What you need to consider in your final report:

- What type of disease is Tom suffering from? What tissues and organs does this disease affect? Give a complete and detailed reasoning behind your answer.

- What has caused Tom’s disease? Can this cause affect other tissues and organs that we have discussed in this unit?

- How can each body system discussed in this unit (Circulatory, respiratory, digestive) be independent but still interconnected and dependent on the other body systems to function?

- Explain and give the reasoning behind two treatment options for Tom’s disease.

- Limit your report to 4-5 pages, excluding references. Ensure that you cite all sources.

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Teacher Instructions

1. Students will be asked to examine and study a patient’s case who is suffering from several symptoms including burning pain in the upper abdomen and ingestion. Hand out given to the students for the “Anniversary at the Hospital” a case study.

2. Students will be working in groups of four to five. Each student in the group will assume certain responsibility, be involved in the research and the study of the patient. Within each group students must assume a role, such as group leader, secretary, discussion facilitator, and editor. Groups are to submit to the teacher the role and responsibility of each student.

3. Teacher will ask guided questions during group discussions like;

Which acid is produced in the stomach? Why is it important for digestion?

Where does most of the chemical digestive process take place?

What does Halicobacter Pylori have to do with digestive system disorder and diseases?

As students arrive to a conclusion for this case, they are required to make a KWL chart for the assessment of the patient’s symptoms.

4. Students will conduct the foetal pig dissection to examine and understand the functions of circulatory, respiratory and digestive system. Students will observe how each body system is independent by itself but still rely on the other body systems to function. The dissection and examination of foetal pig will serve as “hands on” example for comparison to the human body. This activity will enable students to explain the connection between the system, disease and conditions of that system. They will also learn the importance of health maintenance.

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A hand out for the background information of stomach diseases is given to the students for guidance.

5. The students will then submit a detailed report regarding the patient illness. The findings of the dissection will guide students to assess and evaluate the symptoms, prevention and probable treatment of the patient.

Answer Key to Case Study

Tom Hathaway has a peptic ulcer that has been caused by his smoking history. When a person smokes, the smoke not only enters the lungs, but also the stomach. In the stomach, the nicotine in cigarettes causes irritation and causes increased production of gastric acids. This increased exposure to great amounts of acids damages the stomach linings and prolonged exposure increased gastric acids causes peptic ulcers.

Symptoms of peptic ulcers can include:

• loss of appetite• burning pain in upper abdomen (usually after eating)• vomiting• nausea• weight loss

Reference Reading for Stomach Disorders

It is a common belief that ulcers develop when digestive juices produced in the stomach, intestines and digestive glands damage the lining of the stomach and the duodenum.

The two important digestive juices are hydrochloric acid and the enzyme pepsin. Both substances are important and required for the breakdown of starch, fat and proteins in the food.

The stomach protects itself from these acids by producing a lubricant like mucus that coats the stomach and protects stomach tissue. The stomach produces a chemical called bicarbonate that neutralizes digestive fluids and breaks them down into less harmful substances.

Blood circulation in the lining of the stomach, cell renewal and repair help protect the stomach.

Today, however, research in medicine shows that ulcer develop as a result of infection with a bacterium known as Helicobacter pylori. The Helicobacter pylori is found in the stomach and along with the acid secretions can damage the tissue resulting in inflammation and ulcers.

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Ulcers located at the end of the stomach may cause swelling and narrowing of the intestinal opening that may prevent the food to leave the stomach and enter the small intestine. As a result the patient suffers from nausea and vomiting.

If ulcer is left untreated, it can cause serious complications such as bleeding, perforation of the stomach or duodenal walls and obstruction of the digestive tract. Gastric ulcers in the stomach and duodenal ulcers are usually known as peptic ulcers. Peptic ulcers may have variety of symptoms which vary from patient to patient.

Cause of Patient’s Peptic Ulcer:

Smoking

Cigarette smoking can cause peptic ulcer, heart disease and lung cancer. If ulcer patients do not quit smoking, their ulcer takes a very long time to heal or it may not heal altogether. Smoking increases the chances for the infection with the bacteria Heliobacter Pylori and increases the risk of ulcer from alcohol and over the counter pain relievers.

Nicotine is the chemical that is released in the smoke of the cigarette and causes the rise in blood pressure, heart rate etc. It causes an increased production of gastrin and histamine acids and results in acidity in stomach.

Tar, a sticky black residue is released from burning tobacco and is responsible for staining teeth, lungs and fingers. It damages the cleansing system of the lungs and can cause throat and lung cancers. There are more than fifty chemicals found in cigarettes that can cause cancer.

Assessment Tools for Culminating Task

1. Student behaviour, and participation in group discussion, and fetal pig dissection, will be noted by teacher (K/U, C, T/I, A)

2. Student submission of fetal pig dissection (K/U, C, T/I)3. Student submission of final report (K/U, C, T/I, A)

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Assessment Rubric for Final ReportKnowledge and Understanding*Knowledge ofDisease

Makes mistakes when presenting case specific Information.

States correct information and show some knowledge of disease

Demonstrate considerable knowledge of disease. Discuss expected signs.

Demonstrate In depth knowledge of disease.

Understanding of Disease Symptoms

Makes mistakes in evaluation of symptoms.

Identifies the symptoms and show some knowledge of disease.

Demonstrate considerable knowledge of the symptoms and disease

Demonstrates thorough understanding of symptoms and disease

Thinking and Inquiry*Processing skills, drawing Inferences, interpreting and analysing

Use processing skills with limited effectiveness.

Use processing skills with considerable effectiveness

considerable degree of effectiveness

High degree of effectiveness

Critical / creative thinking Processes

Creative/ critical thinking very limited

Some degree of critical thinking

Considerable degree of critical literacy

High degree of critical literacy

Communication*Logical organization of oral and written forms, Expression, interaction with the group,

Limited expression oral/ written, offers little or no assistance to the group

Some interaction/ oral / written with the group.

Communicates well with the group, offer answer to the qs.

High degree of communication Skills,

Gather information and Focus research and Organization of data

Cannot form a problem list for patient, and other research data.

Use planning skills with limited effectiveness

Planning skills very effective

High degree of effectiveness.

Use of vocabularyAnd Terminology in oral & Written form

Limited use of the vocabulary/ terminology

Some use of vocabulary/ terminology

Considerable use of vocabulary/ terminology

Maximum use of Science vocabulary.

Application*Application of Knowledge And skills

Limited application,Cannot formulate the information.

Some application of Information to reach conclusion

Applies knowledge and skills with considerable effectiveness

Applies knowledge/ skills with high degree of effectiveness

Transfer of knowledgeAnd skills from fetal pig dissection

Limited effectiveness Transfer knowledge to some degree.

Considerable effective transfer of knowledge

High degree of transfer of knowledge

Making connection within and between various contexts.

Limited ability to make connections

Some ability to connect knowledge with contexts.

Considerable ability to make connection within and various contexts

Makes connection within and between with High degree

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Documents

Culminating Task for Animal Structure and Functionwlouischemgrade12.wikispaces.com/file/view/Animal... · Web viewTom Hathaway has a peptic ulcer that has been caused by his smoking