What changes in pulse you or your partner experience as you meditated? Why do such changes in pulse and blood pressure occur due to meditation? What changes in pulse did you or your partner experience as you exercised? Why do changes in pulse occur due to exercise? Be specific.

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Lab 15: Pulse and Heart Health

Overview

The cardiovascular system ensures that all the body tissues receive adequate nutrition and oxygen, while eliminating wastes. The heart is the pump that drives blood flow.  For this reason, alterations to heart functioning can have devastating consequences for the body. In this lab, we will look at the pulse as a means to assess the functioning and health of the heart and cardiovascular system.

Preliminary Information

With every heartbeat, pressure fluctuations caused by the movement of blood into the aorta and its branches can be felt in several arteries of the body. These pulse points allow one to easily measure the heart rate or pulse (heartbeats per minute). The radial artery is a common pulse point, found by placing your index and middle finger just below your palm on the thumb side. Other areas include the temple and the neck near the jaw bone.

Another important cardiovascular measurement is blood pressure. Blood pressure is a measure of the force exerted on the walls of the blood vessels, shown as two numbers: the systolic pressure over the diastolic pressure. Each heartbeat involves contraction of the chambers followed by relaxation. When the heart contracts, the chambers are considered to be in systole. When the heart relaxes, the chambers are in diastole. The systolic pressure is the maximum arterial blood pressure which occurs when the ventricles contract (ventricular systole) and is the top number. The diastolic number is the minimum arterial pressure during ventricular diastole, written as the bottom number. Normal blood pressure is considered to be in the range of 90/60 to 119/79.

Having too high or too low of blood pressure can be indicative of problems with the cardiovascular system (or signs of disease). Typically, a blood pressure of less than 90/60 is considered low blood pressure (hypotension).  High blood pressure (hypertension) is considered 140/90 or higher. Individuals with hypertension and pre-hypertension (140/90) should discuss the various means to reduce blood pressure with their physician. Chronic high blood pressure can be a contributing factor to strokes, coronary artery disease, heart failure, and kidney failure.  There are many risk factors for high blood pressure, including genetics, diet, salt intake, lack of exercise, and smoking.

In this section, you will be measuring your pulse while at rest, just after exercising, and after meditation.

 

Lab Objectives

  • Measure your heart rate (pulse) at rest.
  • Understand the significance of blood pressure and interpret the blood pressure.
  • Determine the effect of meditation on your pulse (and blood pressure).
  • Determine the effect of exercise on your pulse (and blood pressure).

 

Hypothesis

 

Construct a hypothesis about the effect of meditation on pulse:

 

Construct a hypothesis about the effect of exercise on pulse:

 

Materials

  • Timer (phone, tablet, or computer timer; watch; kitchen timer)

 

Methods

NOTE: If you are unable to exercise for any reason, please find someone to do this experiment on rather than yourself. Being safe is the most important factor!

 

  1. Determine your resting heart rate or pulse. The best places to find your pulse are the: side of your neck wrists, inside of your elbow or top of the foot. To get the most accurate reading, put your finger over your pulse and count the number of beats in 60 seconds. Your resting heart rate is the heart pumping the lowest amount of blood you need because you’re not exercising.

 

  1. Record the pulse of yourself and your partners (if anyone is also participating with you at home) in Table 1.

 

  1. Determine your pulse after meditation. Use the same area you used in step 1 to get your pulse.  Sit comfortably or lay down in quiet area. You may either set an alarm on low (so it doesn’t startle you) for 2 minutes or have your partner keep track of the time.  If using an alarm, make sure the alarm is a quiet one so it does not shock you when it goes off. When you start the timer, close your eyes, take very deep breaths, and try to clear your mind of any thoughts. If thoughts occur, try to send them away and relax your mind thinking of nothing. Consistently take deep breaths and clear your mind. When the timer sounds, take a pulse reading. Record the after meditation pulse for each person in Table 1.

 

  1. If you are unable to exercise for any reason, please find someone to do this experiment on rather than yourself. Being safe is the most important factor! Next, determine your pulse after moderate exercise. Taking turns, each person will do jumping jacks, jog around, or perform an alternate exercise of your choice for at least 60 seconds, being sure that this exercise gets you at least breathing a little faster. After finishing, immediately take your pulse and record in Table 1. Make sure to use the same area used before for measurement in step 1 and 3. Record the after exercise pulse for each person in Table 1.

 

Data:

According to the American Heart Association, your resting heart rate is the heart pumping the lowest amount of blood you need because you’re not exercising. If you’re sitting or lying and you’re calm, relaxed and aren’t ill, your heart rate is normally between 60 (beats per minute) and 100 (beats per minute).

Table 1: Pulse at Rest, After Exercise, and After Meditation

Name/s Pulse at rest (beats per minute) Pulse after meditation Pulse after exercise
1.      
2.      
3.      
4.      

 

Conclusion – Discussion:

  1. What is the difference, in your own word, between blood pressure and heart rate (pulse)? Use the following link if you need further help, but don’t copy from the site. http://www.heart.org/en/health-topics/high-blood-pressure/the-facts-about-high-blood-pressure/blood-pressure-vs-heart-rate-pulse

 

  1. What changes in pulse you or your partner experience as you meditated?

 

  1. Why do such changes in pulse and blood pressure occur due to meditation?

 

  1. What changes in pulse did you or your partner experience as you exercised?

 

  1. Why do changes in pulse occur due to exercise? Be specific.

 

  1. Explain how at least two other factors can affect your pulse rate. http://www.heart.org/en/health-topics/high-blood-pressure/the-facts-about-high-blood-pressure/all-about-heart-rate-pulse

 

  1. If someone has hypertension, what lifestyle changes might you recommend for her or him?

 

 

Extra Credit: Extra Information About Blood Pressure

The American Heart Association and American College of Cardiology recently changed the blood pressure guidelines. Interpret your blood pressure as Normal (less than 120/80), Elevated (systolic is between 120-129 and diastolic is less than 80), Stage 1 hypertension (systolic is between 130-139 or diastolic is between 80-89), Stage 2 hypertension (systolic 140 or diastolic 90 and above), or Hypertensive crisis (systolic 180 and/or diastolic 120 and above). Historically, hypotension (low blood pressure) has been listed as 90/60 or below but many medical professionals only recognize low blood pressure as a problem if it coincides with troubling symptoms (for example, fatigue, dizziness, lightheadedness, fainting).

 

 

 

Procedure:

If possible or if you have time, you can track your blood pressure the same way you tracked your pulse.  This would require you going to a Walgreens, CVS, Jewel or possibly purchasing a blood pressure cuff.  Not to mention, you would have to meditate in the store or your car and/or exercise which could be difficult.  Hence why this is extra credit. I left some extra spots if a family or friend is doing this with you too.

Insert a picture of you taking your blood pressure if you choose to do this

 

Table 2. Blood Pressure at Rest, After Exercise, and After Meditation

Student Name Blood pressure at rest Interpretation:

·   Hypotension

·   Normal

·   Elevated

·   Stage 1 hypertension

·   Stage 2 hypertension

·   Hypertensive crisis

 Blood pressure after meditation Blood pressure after exercise
1.        
2.        
3.        
4.        

 

Write down anything you learn or would like to revisit to enable you to study for quizzes and write your lab logs.

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U BIOS Laboratory Log Guidelines

Students should maintain a notebook in order to record their observations, thoughts, and conclusions. In your notebook, write down anything you learn or would like to revisit to enable you to
study for quizzes and write your lab logs. This notebook will never be graded or collected and is different from your laboratory log.

Your laboratory log is something that you should type up and submit to your instructor through Turnitin.com and is due at the start time of your lab section the following week. The experiment we are conducting this semester is an “iterative” or “time course’ experiment, meaning we will revisit the collection of similar data multiple times during the course of our study. Lab logs will be assigned at the conclusion of each cycle of three experimental manipulations.

For each day of lab, you should record the following details in a numbered format so that they are easily translated into your lab log, which will be in the same format as listed here. Everything in bold below should be copied exactly in your notebook. Failure to follow this format will result in unnecessary difficulty in writing your log. These are not meant to be difficult or particularly long–they are meant to help you to reflect and analyze, and to show your instructor that you have understood the importance and relevance of each step of our experiment.

1. Date: note the date of the lab exercise (5 pts.)

2. Question: In the form of a question, express what we are trying to answer today. This should be specific and answerable. What is your experimental subject, and what biological phenomenon are you trying to uncover? (10 pts.)

3. Approach: In no more than five sentences describe the manipulations you performed to answer the question. This is NOT a methods section or an introduction. It should not be numbered or written as instructions. Instead, fill this section in as if a scientifically literate person in your field is riding with you in an elevator and asked you what you are working on. Think of it like this for each assay/technique:

  • “What did you do, how did you do, and why did you do it?” (10 pts.)

4. Results: The results must contain a minimum of one graphical representation of your results.
The results must also contain no more than three sentences summarizing the TRENDS in the results (not a sentence that mentions every single result recorded, nor any mention of interpretation–that is what the discussion is for). Crucially, be sure to include the data from each manipulation you conducted. (25 pts.)

5. Discussion: In five or fewer sentences explain what the results mean and how you came to your conclusion about what the results mean. If there are several possibilities, explain which you think is most likely and why. Propose biological hypotheses to explain your observations. This is where you get to really understand the biology at play. Critically, this section contains the answer to the question section or an acknowledgement that you failed to answer the question. (30 pts.)

6. Improvements: what could have been done differently if this experiment were repeated to improve it? (10 pts.)

7. Future directions: Having now answered the question you set out to answer– propose another question. (10 pts.)

What is the geographic distribution of your trees? Based on your analyses, what is the range of your trees? Compare this to the Plants USDA map and discuss any differences.

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Biology Question

1. What is the geographic distribution of your trees?

  • Based on your analyses, what is the range of your trees?
  • Compare this to the Plants USDA map and discuss any differences.

2.What is the climate niche of your trees?

  • Based on your analyses, what type of climate habitat does your tree live in currently?

3. What do you predict will happen?

  • Make a prediction about how you think climate change will affect the distribution of your trees in Minnesota

4.Present your results 1

  • Show the change in suitable habitat in for your two trees
  • You can choose to show Minnesota or North American maps, depending on what you think is more interesting.

5.Present your results 2

  • Show the change in net % habitat availability and % loss of current habitat for your two trees

6. Conclusions, Part 1

  • Was your prediction correct?
  • How much confidence do you have in your results given differences between models?
  • Will your species continue to be able to live in Minnesota?
  • What biotic and abiotic factors might limit your species ability move to new suitable habitat?

7.Conclusions, Part 1

In addition to climate change and shifting habitats, what are some other threats your tree species face? Spend some time researching this question.
  • Cite at least one specific threat faced by one of your species.
  • If neither species is facing a threat, discuss why your trees are so successful (include at least one citation).

8. Restoration and Conservation

  • Spend some time researching any active restoration and/or conservation efforts concerning your tree species.

This could include (but is not limited to):
● Habitat restoration
● Habitat conservation
● Individual conservation
● Reintroductions

Writa a 5-7 page paper essay, focusing on DIGESTIVE SYSTEM of RABBIT. You will use this system as the starting point, and then relate it to the other systems we have studied.

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Anatomy and Physiology II final paper

Your final project will be a 5-7 page paper, focusing on DIGESTIVE SYSTEM of RABBIT. You will use this system as the starting point, and then relate it to the other systems we have studied. For example, if you choose the skeletal system, you would not only describe in your own words the major anatomy (structure) and physiology (function) of the system, but you would also talk about how the muscular system is attached and how nervous system enervation effects skeletal movement and health, how the endocrine system regulates growth and cellular turn over, by using the special sense of sight you can direct how the skeletal system moves in space, how the circulatory system and digestive system work to bring in nutrients and remove wastes, etc.

Your book does this process in several of the chapters. You can certainly use that as a jump-off point, but remember, in your own words! Additionally, you will need a lot more detail than the book provides.

The goal of this paper is to get you thinking about how no system is operating in isolation, rather everything works together to support the underlying principles we talked about in module one in detail and the core of this course:

  1. complementarity of structure and function,
  2. hierarchy of the structural organization, and
  3. maintaining homeostasis.

You should insert labeled images the discussion of your chosen system. You may also use drawings of your own making (they can be uploaded as photos) to help with your paper (they do not count in terms of pages, however!). They do not have to be professional – using colored pencils/pens and sketching is fine. This is not an art class, no judgments will be made on your artistic ability. Additionally, you may trace diagrams from your text and use those as a basis for your diagram as well.

This is a project where you really can demonstrate all that you have learned with your hard work this year!

Describe the ways in which companies are making an effort towards protecting the environment. Discuss the financial impact that had on the company. For example, did the efforts toward going green increase production costs?

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Biology Assignment 04/16

In this unit, we discussed the biology of climate change. Research one company, either locally or globally, and explain the changes they have made to reduce their manufacturing carbon footprint. Describe the ways in which companies are making an effort towards protecting the environment. Discuss the financial impact that had on the company. For example, did the efforts toward going green increase production costs? etc.

Can you think of any specific disadvantages to T-cells’ positive and negative selection processes in the thymus? Can you think of ways in which the identified disadvantages will affect T-cell function?

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Module 4 Discussion

T-lymphocytes undergo thymic selection whereby they are able to recognize foreign peptides contained in MHCs. Based on this statement, answer the following questions:

  • Can you think of any specific disadvantages to T-cells’ positive and negative selection processes in the thymus?
  • Can you think of ways in which the identified disadvantages will affect T-cell function?

Using the summary statistics found in part 1, what will be the standard deviation of the sampling distribution for all possible samples of size 10 from this population? Explain one reason why medical professionals may want to be aware of how sampling distributions work or how its application could be important.

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Module 3: Critical Thinking Assignment

Part I

1. Review the overall population of data using the attached data set. Write a paragraph about your initial thoughts looking at the data from the states.

2. Copy/Paste the column of data (Percentage of Adults Classified as Obese) into StatDisk. Remember to not include the column title. You can edit the column title in StatDisk.

3. Using StatDisk, create a histogram of the data, using the “Auto-fit” option. Download the graph and paste it into your document.

4. Using StatDisk, compute the summary statistics, including the mean, median, and standard deviation, for all the data points, including the District of Columbia and Puerto Rico. Either copy/paste the results into your document or simply type the requested values.

5. Explain the shape of the distribution and justify your reasoning.

Part 2

1. In the attached data set, click on the tab for “Sample of size 10.” DO NOT adjust the Excel formulas for the mean and standard deviation.

2. Use this random number generator (https://www.calculatorsoup.com/calculators/statistics/random-number-generator.php) to take 20 samples of size 10. Here are the step-by-step instructions to generate your samples. The first section is the range. Since the states are numbered from 1 to 52, the minimum is 1 and the maximum is 52. You want to generate 20 samples of size 10, so input 20 as the number of sets, and 10 as the numbers per set. Click Calculate. You should see your 20 sets of 10 numbers. These 10 numbers represent the state
number, not the obesity rates, so you will need to convert the numbers for the spreadsheet. For example, if your sample 10 numbers are 42, 9, 27, 50, 19, 29, 48, 12, 32, and 34, the numbers you enter in the spreadsheet will be 22.7, 36.2, 30.1, 25.6, 29.8, 33.9, 34.2, 28.6, 31.3, and 26.7. Enter all 20 samples into the data sheet. Remember the mean and standard deviation should automatically calculate once you start inputting the values.

3. Using StatDisk, input the 20 sample means into a column of the sample editor.

4. Create a histogram of the sample means from problem 3. Explain the overall shape of the histogram.

5. Generate an additional 20 samples of size 10 and add these new sets of numbers to the set of 20, making a total of 40 sample means.

6. What do you expect the histogram to look like when you add the additional 20 sample means?

7. Add the additional 20 sample means to the data and create another histogram for the entire set of 40. Explain the shape of the histogram. Did it turn out like you expected?

8. What if you added another set of 20 sample means to the data? How would that change the data? Explain, using the concepts learned in this module.

9. Using the summary statistics found in part 1, what will be the mean of the sampling distribution for all possible samples of size 10 from this population?

10. Using the summary statistics found in part 1, what will be the standard deviation of the sampling distribution for all possible samples of size 10 from this population?

11. Explain one reason why medical professionals may want to be aware of how sampling distributions work or how its application could be important.

Telomeres mark the end of chromosomes, and they are know to be repressive for transcription. Explain how they do this, what proteins are found at telomeres and where they are located in the nuclear compartment.

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Options Menu: Forum NF-kB transcription activity / Telomeres

1st question: NF-kB transcription activity is involved in mediating different responses including immune and inflammatory. Please describe the family of NF-kB transcription factors and how they work to regulate gene expression.  (With references)

2nd question: Telomeres mark the end of chromosomes, and they are know to be repressive for transcription. Explain how they do this, what proteins are found at telomeres and where they are located in the nuclear compartment.  (With references)

Do a short research paper on your bacterium. Include every diagnostic test for that particular bacterium, symptoms of the illness it can cause if there are any, treatments, and whatever other information you feel is relative or important.

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5 Unknown

For this part of your paper, you will do a short research paper on your bacterium. You will need to include the following information:

This report should include every diagnostic test for that particular bacterium, symptoms of the illness it can cause if there are any, treatments, and whatever other information you feel is relative or important. Pictures are optional and do not count as part of the text and should be in the appendix. This paper should be written as a research paper with a works cited page and citations throughout the paper whenever they are used in MLA format. If you have not ever used this, please see this site and use these guidelines:

1. Compare/contrast a hemorrhagic vs. ischemic stroke. Provide one possible cause of an ischemic stroke and explain. Select a cerebral artery (ACA, MCA, PCA) and discuss how a patient may present with occlusion to one of those arteries.

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Discussion 8

1. Compare/contrast a hemorrhagic vs. ischemic stroke.
2. Provide one possible cause of an ischemic stroke and explain.
3. Select a cerebral artery (ACA, MCA, PCA) and discuss how a patient may present with occlusion to one of those arteries.