Cohen: Medical Terminology: an Illustrated Guide (Eighth Edition)

Cohen: Medical Terminology: An Illustrated Guide (Eighth Edition)

Chapter 9 — Circulation: The Cardiovascular and Lymphatic Systems

Medical Terminology: An Illustrated Guide, Eighth Edition (Cohen)

Lesson Plans

Chapter 9—Circulation: The Cardiovascular and Lymphatic Systems

Goals of the Lesson:

Cognitive: Students will be able to identify the structure and function of the cardiovascular and lymphatic system, in its normal and clinical aspects. They will also learn different disorders, medical terms, and medical abbreviations involving the cardiovascular and lymphatic system.

Motor: The students will be able to identify the various structures on models of the heart. They will also be able to identify the location of the lymphatic structures.

Affective: The students will gain understanding of the complexity and interrelationship of the cardiovascular and lymphatic system.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.

9-1 Describe the structure of the heart 3

9-2 Trace the path of blood flow through the heart 5

9-3 Trace the path of electrical conduction through the heart 7

9-4 Identify the components of an electrocardiogram 9

9-5 Differentiate among arteries, arterioles, capillaries, venules, and veins. 10

9-6 Explain blood pressure and describe how blood pressure is measured. 12

9-7 Identify and use the roots pertaining to the cardiovascular and lymphatic systems. 14

9-8 Describe the main disorders that affect the cardiovascular and lymphatic systems. 15

9-9 Define medical terms pertaining to the cardiovascular and lymphatic systems. 29

9-10 List the functions and components of the lymphatic system. 31

9-11 Interpret medical abbreviations referring to circulation 33

9-12 Analyze medical terms in case studies involving circulation. 34

You Will Need:

Gather the following materials and teaching aids for the following lessons:

9-1 1. An unlabeled poster of the heart, note cards labeled with the structures of the heart; 2. Animal hearts, dissection tools, gloves, biohazard containers

9-2 Poster of the heart, red and blue arrows

9-3 1. Stethoscope and microphone; 2. Unlabeled version of Figure 9-3, poster size or projected.

9-4 Copies of ECG tracings

9-5 Anatomic model showing the arteries and veins

9-6 Sphygmomanometers, stethoscopes, alcohol prep pads, biohazard container

9-7 Stedman’s Medical Terminology Flash Cards, 2e (2009); Stedman’s Medical Dictionary for the Health Professions and Nursing, Illustrated, 7th ed. (2011), one per small group

9-9 1. Stedman’s Medical Terminology Flash Cards, 2e (2009); 2. Small slips of paper with terms from the chapter, five terms for each student

9-10 Poster boards and markers

9-11 Note cards

9-12 Stedman’s Medical Dictionary for the Health Professions and Nursing, Illustrated, 7th ed. (2011), one per small group

Objective 9-1

Describe the structure of the heart. Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
v Layers of the heart (from innermost to outermost)
Ø Endocardium: a thin membrane that lines the chambers and valves
Ø Myocardium: a thick muscle layer that makes up most of the heart wall
Ø Epicardium: a thin membrane that covers the heart
v Pericardium: a ﬁbrous sac that contains the heart and anchors it to surrounding structures
v Chambers of the heart
Ø Atria (singular: atrium)
§ The heart’s two upper receiving chambers
§ Separated by the interatrial septum
Ø Ventricles (singular: ventricle)
§ The heart’s two lower pumping chambers
§ Separated by the interventricular septum / 164 / 24–26 / Figures
9-1 The cardiovascular system. The pulmonary circuit carries blood to and from the lungs; the systemic circuit carries blood to and from all other parts of the body.
p. 164
9-2 The heart and great vessels. AV stands for atrioventricular.
p. 165 / Resources
Activities for Chapter 9 in thePoint (SR).
In-Class Activities
1. Pin an unlabeled poster of the heart to a large soft board. Divide the class into small teams. Randomly distribute labels of the heart to each team. Ask a person from one team to go to the poster and pin his or her label at the correct position. If the person gets the label wrong, the label is passed to the next team. Give the teams points for correctly labeling the parts.
Materials
An unlabeled poster of the heart, note cards labeled with the structures of the heart
2. Obtain several hearts from a butcher. Divide students into groups; give each group a heart. Allow the students to use dissection tools to dissect the hearts and identify the various structures.
Materials
Animal hearts, dissection tools, gloves, biohazard containers / Outside Assignments
Chapter Review
pp. 195–201
Evaluation
Test Bank (IR)
*Adaptive Learning Powered by PrepU
Individualized, adaptive learning through quizzing and remediation is available for this chapter.
SR
Have students work through exercises for Chapter 9 in thePoint (SR).

Legend: IR: Instructor’s Resources; SR: Student Resources (thePoint); PPt: PowerPoint

Objective 9-2

Trace the path of blood flow through the heart. Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
v The sequence of blood flow through the heart
Ø The right atrium receives blood low in oxygen from all body tissues through the superior vena cava and the inferior vena cava
Ø The blood then enters the right ventricle and is pumped to the lungs through the pulmonary artery
Ø Blood returns from the lungs high in oxygen and enters the left atrium through the pulmonary veins
Ø Blood enters the left ventricle and is forcefully pumped into the aorta to be distributed to all tissues
v One-way valves in the heart keep blood moving in a forward direction
Ø The valves between the atrium and ventricle on each side are the atrioventricular (AV) valves
Ø The valve between the right atrium and ventricle is the right AV valve
§ This is also known as the tricuspid valve because it has three cusps
Ø The valve between the left atrium and ventricle is the left AV valve
§ This is a bicuspid valve with two cusps
§ It is often called the mitral valve
Ø The valve at the entrance to the pulmonary artery is the pulmonary valve
§ It has three cusps
§ Each cusp is shaped like a half-moon, so this valve is described as a semilunar valve
Ø The valve at the entrance to the aorta is the aortic valve
§ It also has three cusps and is a semilunar valve / 165 / 27 / Figures
9-2 The heart and great vessels. AV stands for atrioventricular.
p. 165 / Resources
Activities for Chapter 9 in thePoint (SR).
In-Class Activities
Pin a poster of the heart to a large soft board. Divide the class into two teams. Distribute red and blue arrows to the teams. Ask each team to pin the red and blue arrows in the correct sequence. Give the teams points for correctly pinning the arrows.
Materials
Poster of the heart, red and blue arrows
Animations
View “Blood Circulation” (IR, SR) / Outside Assignments
Chapter Review
pp. 195–201
Evaluation
Test Bank (IR)
*Adaptive Learning Powered by PrepU
Individualized, adaptive learning through quizzing and remediation is available for this chapter.
SR
Have students work through exercises for Chapter 9 in thePoint (SR).

Legend: IR: Instructor’s Resources; SR: Student Resources (thePoint); PPt: PowerPoint

Objective 9-3

Trace the path of electrical conduction through the heart. Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
v Cardiac contractions are stimulated by a built-in system that regularly transmits electrical impulses through the heart
v The components of this system include the following (listed in the sequence of action):
Ø Sinoatrial (SA) node
§ Located in the upper right atrium
§ Called the pacemaker because it sets the rate of the heartbeat
Ø Atrioventricular (AV) node
§ Located at the bottom of the right atrium near the ventricle
§ Internodal ﬁbers between the SA and AV nodes carry stimulation throughout both atria
Ø AV bundle (bundle of His)
§ Located at the top of the interventricular septum
Ø Left and right bundle branches
§ These travel along the left and right sides of the septum
Ø Purkinje ﬁbers
§ Carry stimulation throughout the walls of the ventricles
v Heartbeat generation
Ø The heart itself generates the heartbeat
Ø Factors such as nervous system stimulation, hormones, and drugs can inﬂuence the rate and the force of contractions / 166 / 28–30 / Figures
9-3 The heart’s electrical conduction system. Impulses travel from the sinoatrial (SA) node to the atrioventricular (AV) node, then to the atrioventricular bundle, bundle branches, and Purkinje fibers. Internodal pathways carry impulses throughout the atria.
p. 166
Boxes
9-1 Focus on Words: Name That Structure
p. 167 / Resources
Activities for Chapter 9 in thePoint (SR).
In-Class Activities
1. Ask a volunteer to step forward. Listen to the volunteer’s heartbeat using a stethoscope. If the heartbeat is normal, attach the earphone of the stethoscope to a microphone. Ask the class to listen to the heartbeat and identify the systole and diastole. Simultaneously, ask the students to measure the heart rate.
Materials
Stethoscope and microphone
2. Display an unlabeled version of Figure 9-3. Have students take turns attempting to label the components of the electrical conduction system of the heart.
Materials
Unlabeled version of Figure 9-3, poster size or projected.
Animation
View “Cardiac Cycle” (IR, SR) / Outside Assignments
Chapter Review
pp. 195–201
Evaluation
Test Bank (IR)
*Adaptive Learning Powered by PrepU
Individualized, adaptive learning through quizzing and remediation is available for this chapter.
SR
Have students work through exercises for Chapter 9 in thePoint (SR).

Legend: IB: IR: Instructor’s Resources; SR: Student Resources (thePoint); PPt: PowerPoint

Objective 9-4

Identify the components of an electrocardiogram. Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
v The P wave
Ø Represents electrical change, or depolarization, of the atrial muscles
v The QRS component
Ø Shows depolarization of the ventricles
v The T wave
Ø Shows return, or repolarization, of the ventricles to their resting state
Ø Atrial repolarization is hidden by the QRS wave
v The small U wave
Ø If present, this follows the T wave
Ø It is of uncertain origin
v An interval measures the distance from one wave to the next
v A segment is a smaller component of the tracing / 166 / 31 / Figures
9-4 Electrocardiography (ECG). A. ECG tracing showing a normal sinus rhythm. B. Components of a normal ECG tracing. Shown are the P, QRS, T, and U waves, which represent electrical activity in different parts of the heart. Intervals measure from one wave to the next; segments are smaller components of the tracing.
p. 167 / Resources
Activities for Chapter 9 in thePoint (SR).
In-Class Activities
Divide the class into groups. Give each group a sample ECG tracing. Ask students to work together to label the components of an ECG tracing.
Materials
Copies of ECG tracings / Outside Assignments
Chapter Review
pp. 195–201
Evaluation
Test Bank (IR)
*Adaptive Learning Powered by PrepU
Individualized, adaptive learning through quizzing and remediation is available for this chapter.
SR
Have students work through exercises for Chapter 9 in thePoint (SR).

Legend: IR: Instructor’s Resources; SR: Student Resources (thePoint); PPt: PowerPointObjective 9-5

Differentiate among arteries, arterioles, capillaries, venules, and veins. Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
v Arteries
Ø Carry blood away from the heart
Ø All arteries, except the pulmonary artery (and the umbilical artery in the fetus), carry highly oxygenated blood
Ø They are thick-walled, elastic vessels that carry blood under high pressure
v Arterioles
Ø Vessels smaller than arteries that lead into the capillaries
v Capillaries
Ø The smallest vessels
Ø Through these, exchanges take place between the blood and the tissues
v Venules
Ø Small vessels that receive blood from the capillaries and drain into the veins
v Veins
Ø Carry blood back to the heart
Ø All veins, except the pulmonary vein (and the umbilical vein in the fetus), carry blood low in oxygen
Ø They have thinner, less elastic walls and tend to give way under pressure
Ø They contain one-way valves that keep blood flowing forward / 168 / 32 / Figures
9-5 Principal systemic arteries.
p. 168
9-6 Principal systemic veins.
p. 169 / Resources
Activities for Chapter 9 in thePoint (SR).
In-Class Activities
Using models, point out the various arteries and veins during discussion.
Materials
Anatomic model showing the arteries and veins / Outside Assignments
Chapter Review
pp. 195–201
Evaluation
Test Bank (IR)
*Adaptive Learning Powered by PrepU
Individualized, adaptive learning through quizzing and remediation is available for this chapter.
SR
Have students work through exercises for Chapter 9 in thePoint (SR).

Legend: IR: Instructor’s Resources; SR: Student Resources (thePoint); PPt: PowerPoint

Objective 9-6

Explain blood pressure and describe how blood pressure is measured. Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
v Blood pressure (BP) is the force exerted by blood against the wall of a blood vessel
Ø It falls as the blood travels away from the heart
Ø It is inﬂuenced by a variety of factors, including cardiac output, vessel diameters, and total blood volume
§ Vasoconstriction increases blood pressure in a vessel; vasodilation decreases pressure
v Measuring blood pressure
Ø Commonly measured with an inflatable cuff called a sphygmomanometer
Ø The process
§ The examiner inﬂates the cuff to stop blood ﬂow in a vessel
§ He or she then uses a stethoscope to listen for blood ﬂow in the vessel as the pressure is slowly released
Ø The blood pressure reading
§ Includes the following:
· Systolic pressure, measured while the heart is contracting
· Diastolic pressure, measured when the heart relaxes
§ These are reported as systolic then diastolic separated by a slash, such as 120/80
§ Pressure is expressed as millimeters of mercury (mm Hg)
· This represents the height to which the pressure can push a column of mercury in a tube / 168–170 / 33 / Figures
9-7 Blood pressure cuff (sphygmomanometer). Shown are the cuff, the pump for inflating the cuff, and the manometer for measuring pressure.
p. 169
Boxes
9-2 Clinical Perspectives, Hemodynamic Monitoring: Measuring Blood Pressure from Within
p. 170 / Resources
Activities for Chapter 9 in thePoint (SR).
In-Class Activities
Instruct the students on the correct method to obtain a blood pressure reading.
Materials
Sphygmomanometers, stethoscopes, alcohol prep pads, biohazard container / Outside Assignments
Chapter Review
pp. 195–201
Evaluation
Test Bank (IR)
*Adaptive Learning Powered by PrepU
Individualized, adaptive learning through quizzing and remediation is available for this chapter.
SR
Have students work through exercises for Chapter 9 in thePoint (SR).

Legend: IR: Instructor’s Resources; SR: Student Resources (thePoint); PPt: PowerPoint