1. Respiratory System
. Analyze the anatomy and physiology of the respiratory system.
Specific Objectives:
Describe the structure of the respiratory system.
Analyze the function of the respiratory system.
Identify characteristics and treatment of common respiratory disorders.

2. Bell…. Read pages 353-354 from the text.
List the function of the respiratory system and 9 structures

3. Function
Responsible for taking in oxygen, a gas needed by all body cells. For removal of carbon dioxide, a gas that is a metabolic waste product produced by those cells.
Responsible for the production of sound

4. Respiratory System
Includes the nasal cavity, sinuses, pharynx, larynx, trachea, bronchi, bronchioles, alveoli, lungs, and pleura.

5. NASAL CAVITY NASAL SEPTUM = divides nasal cavities into R and L sides
Turbinates are bones that protrude into the nasal cavity – they increase surface area for filtering dust and dirt particles by the mucous membrane.
CILIA – the hairs in your nose, trap larger dirt particles

6. SINUSES
– cavities in the skull, ducts connect them to the nasal cavity, lined with mucous membrane to warm and moisten the air.
Frontal
Maxillary
Ethmoid
Sphenoid
Sinuses give resonance to the voice.
Let’s label….(next slide)

8. Bell
What are the functions?
Nasal septum
Turbinates
Cilia
Sinuses

9. PHARYNX The throat Common passageway for air and food 5” long
When food is swallowed, the EPIGLOTTIS closes over the opening to the larynx, preventing food from entering the lungs.

10. LARYNX Voice box Triangular chamber below pharynx
Within the larynx are vocal cords (GLOTTIS)
Adam’s Apple
( see model)

11. TRACHEA Windpipe 4 ½ in. long
walls are alternate bands of membrane and C-shaped rings of hyaline cartilage – to keep trachea open
Lined with ciliated mucous membrane
Coughing and expectoration gets rid of dust-laden mucous

12. BRONCHI and BRONCHIOLES
Lower end of trachea divides into R and L bronchus
As they enter lungs, subdivide into bronchial tubes and bronchioles
Bronchi – similar to trachea with ciliated mucous membrane and hyaline cartilage
Bronchial tubes – cartilaginous plates (instead of C-shaped rings)
Bronchioles – thinner walls of smooth muscle, lined with ciliated epithelium
At the end, alveolar duct and cluster of alveoli

13. ALVEOLI Composed of a single layer of epithelial tissue
Inner surfaces covered with SURFACTANT – to keep alveoli from collapsing
Each alveolus surrounded by capillaries
O2 and CO2 exchange takes place between the alveoli
Diffusion: Scientific principle responsible for O2 and CO2 exchange. Grater concentration to lesser concentration.

14. Bellringer Complete Respiratory Structures Worksheet Do: Easy Breather
Should have labeled Sinuses and some of C

15. LABEL THE WRITE ON WIPE OFF RESP

16. As the Air Goes
Read about the structure you’ve been given in your textbook. Write quick description on card.
Your cards are mark with matching colors or markings. Assemble yourselves according to color/mark, makes 2 teams.
On a signal given by the teacher, the students arrange themselves in a line in the order that air would pass through them.
Students will need to decide what to do with the mouth and nose as air comes in both, and the right and left bronchus as air goes thorough both. Leader only, tell teacher when done.

17. Bell Get out your outline, starting with lungs…we will resume lecture
Text page 372
Applying practice to theory
1-A

18. LUNGS Fill thoracic cavity Upper part = apex Lower part = base
Base fits snugly over diaphragm
Lung tissue porous and spongy – it floats
R lung = larger and shorter (displaced by the liver) and has 3 lobes
L lung smaller (displaced by the heart) and has 2 lobes

19. PLEURA Thin, moist slippery membrane that covers lungs
Double-walled sac
Visceral-covers lungs and between lobes
Parietal-lines the thoracic cavity and the upper surface of the diaphragm
Space is pleural cavity – filled with pleural fluid to prevent friction
(transparency)

20. Bell… Make sure you have completed “Easy Breather”
Complete (with washable marker) Write on wipe off labeling
Answer questions thru 4

21. Mechanics of Breathing
External respiration-Exchange (O2/CO2) between lungs and blood stream.
Internal respiration-Exchange of (O2/CO2) between cells and blood stream.
Cellular respiration-use of oxygen to produce energy, H2O, and carbon dioxide.
Production of sound (vocal cords)

22. Model Lungs
When you inhale, muscles cause the chest to expand, making the lungs do the same. When this happens, air is sucked into the lungs. Make a model to demonstrate this. You will need:
Large clear, plastic bottle
Three-way hose connector
2 rubber bands
modeling clay
plastic tube
3 small balloons
scissors
Directions:
Push the plastic tube into one opening of the hose connector. Use modeling clay, if necessary, to make an airtight seal. Fix the balloons tightly onto the other opening with rubber bands, making sure that the joints between the connector and the balloons are airtight.
Carefully cut off the bottom 1 inch from the bottle, using the scissors. Make sure the
cut edge of the bottle is smooth. Place the balloons and connector inside. Seal the plastic tube into the neck of the bottle with the modeling clay to make an airtight fit.
Tie a knot in the neck of the third balloon. Then carefully cut it in half, crossways.
Gently stretch the knotted part of the balloon over the lower end of the bottle, and pull it around the sides. Make the balloon as taut as you can-like a drum skin. Now hold it by its knot.
The lower balloon represents the diaphragm, the main breathing muscle. Pull it down,
As though you were inhaling. This lowers the air pressure in the bottle. Air from outside rushes in and makes the two balloons expand just like the real lungs in your chest.
Additional assignment:
Read pages 334 in Body Structures and Functions. In your own words, explain the process of inspiration and expiration. Write your answer on the back of this handout.

23. Bellringer
Text page 346
Applying practice to theory
1-A

24. The Race Is ON
Your cards are marked with matching colors or markings. Assemble yourselves according to color/mark, makes 2 teams.
On a signal given by the teacher, the students arrange themselves in a line in the order that air would pass through them.
Students will need to decide what to do with the mouth and nose as air comes in both, and the right and left bronchus as air goes thorough both. Leader only, tell teacher when done.

25. PULMONARY VENTILATION (Breathing)
EXPIRATION
Opposite action takes place
Exhalation is a passive process
Diaphrgam move up/relaxes
INSPIRATION
Intercostals muscles lift ribs outward, sternum rises and the diaphragm contracts and moves downward – this increases the volume of the lungs and air rushes in.

26. Mechanics of Breathing
Breathing is due to the change in the pressure within the thoracic cavity
Normal pressure =negative, < atmospheric pressure, keeps lungs expanded
The trigger to breath will alter the pressure and a mechanical change will occur

27. Control of Breathing
Breathing controlled by neural and chemical factors.
Neural Factors
Respiratory center located in MEDULLA OBLONGATA
 on CO2 or  O2 in the blood will trigger respiratory center (pg 336)
A) PHRENIC NERVE – stimulates the diaphragm and intercostals muscles
B) VAGUS NERVE impulses from nose larynx, lungs, skin and abdominal organs
(Hering-Breuer –prevents overstretching)
Chemical Factors
Depends on the levels of CO2 in the blood (respiratory center in brain)
Chemoreceptors in aorta and carotid arteries sensitive to the amount of blood O2
Sensory Impulses
Nerve pathways carry sensory impulses from the nose, larynx, lungs, skin and abdominal organs via the vagus nerve in the medulla.

28. Bell Fix question number 5 on Breathing Control Worksheet
Sensory Impulses
“Nerve pathways carry sensory impulses from the nose, larynx, lungs, skin and abdominal organs via the vagus nerve in the medulla.”
If you are on the track team…bring the completed
Breathing Control Worksheet now

29. Bell
Define External Respirations
Define Internal Respirations

30. Respiratory Movements
1 inspiration + 1 expiration = 1 respiration
Normal adult = respirations per minute
Increases with exercise, body temperature, certain diseases.
Age - newborn = 40-60/min
Sleep = respirations 
Emotion can  or  rate

31. Bell…. Complete 2nd ½ of Breathing control worksheet
Answer all 10 questions (using notes and text…not each other) Resp. Structure worksheet

32. Coughing – deep breath followed by forceful expulsion of air – to clear lower respiratory tract.
Hiccups – spasm of the diaphragm and spasmotic closure of the glottis – irritation to diaphragm or phrenic nerve
Sneezing – air forced through nose to clear respiratory tract
Yawning – deep prolonged breath that fills the lungs, increases oxygen within the blood

33. Is yawning contagious?
According to research performed at New York State University, between 40 and 60 percent of the population seems to find yawning contagious.
Researchers from the State University of New York
in Albany tested people to find out why some are susceptible to contagious yawning and deduced that self-aware or empathetic people are more likely to catch yawns.
People even yawn when watching animals, but not the other way!.

34. Control of Breathing   Breathing controlled by neural and chemical factors.   
Neural Factors
§      Respiratory center located in MEDULLA OBLONGATA
§       on CO2 or  O2 in the blood will trigger respiratory center
 Two pathways:
1)  PHRENIC NERVE – stimulates the diaphragm and intercostal muscles
2) VEGUS NERVE-Sensory impulses-from nose, larynx,skin lung and abd.
  Hering-Breuer Reflex-not over- extend the lungs.(Vegus nerve too)
Chemical Factors
§      Depends on the levels of CO2 in the blood (respiratory center in brain)
§      Chemoreceptors in aorta and carotid arteries sensitive to the amount of blood O2 (Morphine)

35. Bell… Organ Donation/would you or would you not?
And the Essay results are in!
Of the 22 submitted 18 would donate for others to use
Of 22 submitted 4 would donate for science
Have in front of you the disease fact chart and your outline

36. Breath In Breath Out Cut the Boy out…leave him in the ‘frame’
Cut the slits
top of head
a and b
Diaphragm
Cut out ‘pull’ strip
Cut out A and B ribs
Label…(L) and ® lung, pharynx, trachea, alveoli, intercostal muscles, and diaphragm

37. Vital Lung Capacity Total amount of air insp. And exp reserve
(page 364)

38. Respiratory Disorders
COMMON COLD
Contagious viral respiratory infection
Indirect causes - chilling, fatigue, lack of proper food, and not enough sleep
Rx – stay in bed, drink warm liquids and fruit juice, good nutrition
Also called an Upper Respiratory Infection (URI)
Handwashing – best preventative measure
LARYNGITIS
Inflammation of larynx or voice box
Often secondary to other respiratory infections
Symptoms – sore throat, hoarseness or loss of voice, dysphagia (difficulty swallowing)

39. Employability Skills
 Find the person in this class with the same disorder on the card. Do not trade/switch=0. Assign the following roles: respiratory therapist or doctor and patient, or family member, etc. MUST HAVE EQUAL PARTICIPATION! The patient is diagnosed with a respiratory disorder (describe their symptoms) and the therapist must explain the disease and treatment to the patient and the family.
.***You have 10 minutes to research and prepare your skits. You can use your notes during skit!***

40. Diseases of Respiratory System
SINUSITIS
Infection of mucous membrane that lines sinus cavities
Caused by bacteria or virus
Symptoms – headache or pressure, thick nasal discharge, loss of voice resonance
Rx – symptomatic, surgery for chronic sinusitis
PHARYNGITIS – red, inflamed throat

41. Acute bronchitis characterized by cough,
Inflammation of the mucous membrane of the trachea and bronchial tubes, producing excessive mucous
May be acute or chronic
Acute bronchitis characterized by cough,
fever, substernal pain and RALES (raspy sound)
Chronic bronchitis – middle or old age, cigarette smoking most common cause

42. INFLUENZA (Flu)
Viral infection causing inflammation of the mucous membrane
Fever, mucopurulent discharge, muscular pain, extreme exhaustion
Complications – pneumonia, neuritis, otitis media and pleurisy
Rx – treat the symptoms

43. PNEUMONIA Pneumonia Infection of the lung Caused by bacteria or virus
Alveoli fill with exudates (thick fluid)
Symptoms – chest pain, fever, chills, dyspnea
Rx – O2 and antibiotics

44. TUBERCULOSIS Infectious bacterial lung disease
Tubercles (lesions) form in the lungs
Symptoms: cough, low grade fever in the afternoon, weight loss, night sweats
Diagnosis – TB skin test
If skin test positive – follow up with chest x-ray and sputum sample
RX – antibiotic

45. ASTHMA Inflammatory airway obstruction
Caused by allergen or psychological stress
5% of Americans have asthma
Symptoms: difficulty exhaling, dyspnea, wheezing, tightness in chest
Rx: anti-inflammatory drugs, inhaled bronchodilator

46. EMPHYSEMA
Alveoli become over-dilated, lose their elasticity, can’t rebound, may eventually rupture
Air becomes trapped, can’t exhale – forced exhalation required
Reduced exchange of O2 and CO2
Dyspnea increases as disease progresses
Rx – alleviate the symptoms, decrease exposure to respiratory irritants, prevent infections, restructure activities to prevent need for O2

47. Bell
Fill in all blanks on the Respiratory Disorder Chart

48. Bell….Use NC Careers book
to discover the career of Respiratory Care Practitioner
Describe job duties
H.S. class preparation
List at least 5 places you could work
Describe academic requirements (college)
$$$$
List at least 5 colleges

49. Bell.. Complete P on page 224/workbook.
Review for Respiratory test/labeling
Bring (clean) write on/wipe off lungs up to the front.
Put your packet on the front table; Make sure your name is on it!
Test will start at 1:45