Blood Pressure Unit Description

BLOOD PRESSURE AND PULSE RATE UNIT

UNIT GOALS: To understand the role that blood pressure and pulse rate play in human health by:

Forming and testing hypotheses about the effects of physical activity, cold stimulus, and caffeine on blood pressure and pulse rate.
Explaining the mathematical relationship between blood pressure and pulse rate fluctuation with variables such as cardiac output, stroke volume, and peripheral resistance.
Determining the causes of fluctuation in blood pressure and pulse rate and possible treatments for high blood pressure using information obtained from electronic sources.

GRADE LEVEL (K —16): Grades 10 — 14

GENERAL SUBJECT AREAS: Biology

MINIMUM TIME REQUIRED FOR THE UNIT: 4 hours

CONCEPTS LEARNED ACROSS ALL UNIT MODULES:

Physical and chemical changes in the body affect blood pressure and pulse rate.
A variety of diseases, drugs, emotional conditions, and genetic factors are associated with abnormal blood pressure readings and pulse rates.

STANDARDS ADDRESSED BY UNIT MODULES:
Maryland State Department of Education School Performance Program
High School Science Core Learning Goals (see MDK-12 site)

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.2.1

The student will identify meaningful, answerable scientific questions.

1.2.2

The student will pose meaningful, answerable scientific questions.

1.2.3

The student will formulate a working hypothesis.

1.2.4

The student will test a working hypothesis.

1.2.5

The student will select appropriate instruments and materials to conduct an investigation.

1.2.6

The student will identify appropriate methods for conducting an investigation and affirm the need for proper controls in an experiment.

1.2.7

The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.

1.2.8

The student will defend the need for verifiable data.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.3.1

The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.

1.3.2

The student will recognize safe laboratory procedures.

1.3.3

The student will demonstrate safe handling of the chemicals and materials of science.

1.3.4

The student will learn the use of new instruments and equipment by following instructions in a manual or from oral directions.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.4.1

The student will organize data appropriately using techniques such as tables, graphs, and webs.

1.4.2

The student will analyze data to make predictions, decisions, or draw conclusions.

1.4.3

The student will use experimental data from various investigators to validate results.

1.4.4

The student will determine the relationship between quantities and develop the mathematical model that describes these relationships.

1.4.5

The student will check graphs to determine that they do not misrepresent results.

1.4.6

The student will describe trends revealed by data.

1.4.7

The student will determine the sources of error that limits the accuracy or precision of experimental results.

1.4.8

The student will use models and computer simulations to extend his/her understanding of scientific concepts.

1.4.9

The student will use analyzed data to confirm, modify, or reject an hypothesis.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.5.1

The student will demonstrate the ability to summarize data.

1.5.2

The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.

1.5.3

The student will use computers and /or graphing calculators to produce the visual materials that will be used for communicating results.

1.5.4

The student will create and interpret graphics.

1.5.5

The student will use computers and/or graphing calculators to produce tables, graphs, and spreadsheet calculations.

1.5.6

The student will read a technical selection and interpret it appropriately.

1.5.8

The student will describe similarities and differences when explaining concepts and/or principles.

1.5.9

The student will communicate conclusions derived through a synthesis of ideas.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.6.1

The student will use ratios and proportion in appropriate situations to solve problems.

1.6.2

The student will computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets.

1.6.4

The student will manipulate quantities and/or numerical values in algebraic equations.

1.6.5

The student will judge the reasonableness of an answer.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.7.1

The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.

1.7.4

The student will recognize mathematics as an integral part of the scientific process.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

3.2.1

The student will explain the function of structures found in multicellular organisms.

3.6.1

The student will analyze the consequences and/or trade-offs between technological changes and their effects on the individual society and the environment.

3.6.2

The student will investigate a biological issue and be able to defend their position.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

5.1.1

The student will use analytical techniques appropriate to the study of physics. For example, selecting appropriate equipment for measuring and investigating, using appropriate units, applying dimensional analysis, and manipulating equations.

TECHNOLOGY NEEDED IN UNIT MODULES:

Graphing software, graphing calculators, Internet access, Inspiration or Picomap software

TECHNOLOGY - ENHANCED INSTRUCTIONAL STRATEGIES EMPLOYED:

Information Collection and Analysis (Information Exchanges) with other teachers and students to determine the variance of data collected and information retrieved from implementation of activities.
Problem Solving (Information Searches) to answer specific questions relating to blood pressure and pulse rate, their relationship to diet, diseases associated with blood pressure and treatments.
Problem Solving (Social Action Projects) to design safe physical activities for persons with high blood pressure.

TITLE OF MODULE 1: Blood Pressure and Pulse Rate: Exploration of Five Scientific Hypotheses Through Physical Activities

TITLE OF MODULE 2: Blood Pressure and Pulse Rate: Factors Associated With High and Low Blood Pressure

UNIT CULMINATING ACTIVITY: As a culminating unit activity, students will write a paper that shows the interdependence of our daily physical activities, environment, diet and genetics on blood pressure measurements.

UNIT AUTHOR:Nicholas Eke

UNIT CONTRIBUTORS: George Morse, Heather Pollock, Susan Ragan, and Dr. Janice Keyser

Unit Flow Chart
Unit Description
Module 1 2

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.2.1	The student will identify meaningful, answerable scientific questions.
1.2.2	The student will pose meaningful, answerable scientific questions.
1.2.3	The student will formulate a working hypothesis.
1.2.4	The student will test a working hypothesis.
1.2.5	The student will select appropriate instruments and materials to conduct an investigation.
1.2.6	The student will identify appropriate methods for conducting an investigation and affirm the need for proper controls in an experiment.
1.2.7	The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.
1.2.8	The student will defend the need for verifiable data.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.3.1	The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.
1.3.2	The student will recognize safe laboratory procedures.
1.3.3	The student will demonstrate safe handling of the chemicals and materials of science.
1.3.4	The student will learn the use of new instruments and equipment by following instructions in a manual or from oral directions.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.4.1	The student will organize data appropriately using techniques such as tables, graphs, and webs.
1.4.2	The student will analyze data to make predictions, decisions, or draw conclusions.
1.4.3	The student will use experimental data from various investigators to validate results.
1.4.4	The student will determine the relationship between quantities and develop the mathematical model that describes these relationships.
1.4.5	The student will check graphs to determine that they do not misrepresent results.
1.4.6	The student will describe trends revealed by data.
1.4.7	The student will determine the sources of error that limits the accuracy or precision of experimental results.
1.4.8	The student will use models and computer simulations to extend his/her understanding of scientific concepts.
1.4.9	The student will use analyzed data to confirm, modify, or reject an hypothesis.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.5.1	The student will demonstrate the ability to summarize data.
1.5.2	The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.3	The student will use computers and /or graphing calculators to produce the visual materials that will be used for communicating results.
1.5.4	The student will create and interpret graphics.
1.5.5	The student will use computers and/or graphing calculators to produce tables, graphs, and spreadsheet calculations.
1.5.6	The student will read a technical selection and interpret it appropriately.
1.5.8	The student will describe similarities and differences when explaining concepts and/or principles.
1.5.9	The student will communicate conclusions derived through a synthesis of ideas.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.6.1	The student will use ratios and proportion in appropriate situations to solve problems.
1.6.2	The student will computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets.
1.6.4	The student will manipulate quantities and/or numerical values in algebraic equations.
1.6.5	The student will judge the reasonableness of an answer.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.7.1	The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.
1.7.4	The student will recognize mathematics as an integral part of the scientific process.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
3.2.1	The student will explain the function of structures found in multicellular organisms.
3.6.1	The student will analyze the consequences and/or trade-offs between technological changes and their effects on the individual society and the environment.
3.6.2	The student will investigate a biological issue and be able to defend their position.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
5.1.1	The student will use analytical techniques appropriate to the study of physics. For example, selecting appropriate equipment for measuring and investigating, using appropriate units, applying dimensional analysis, and manipulating equations.