1. Establish the sequential path of oxygen after separation from the red blood cell:

A) Intercellular fluid; B) Tissue cells; B) Capillaries in tissues.

2. Establish the sequential path of carbon dioxide molecules during gas exchange in the lungs:

A) Conversion of venous blood into arterial blood

B) Wall of the pulmonary vesicle

B) Capillary wall

D) Air in the pulmonary sac.

D) Carbon dioxide in blood plasma.

Final control on the topic “Respiratory system” var. 2.

Part 1. choose 1 answer option.

1. In the pleural cavity there is:

1) liquid; 2) air; 3) oxygen.

2. In humans, the airways consist of organs that are located in the following sequence:

1) nasal cavity - larynx - trachea - bronchi;

2) nasal cavity – trachea – larynx – bronchi;

3) nasal cavity – larynx – bronchi – trachea.

3. In a calm state, breathing does not involve:

1) diaphragm; 2) intercostal muscles; 3) abdominal muscles.

4. Flu is an infection:

1) drip; 2) dusty; 3) droplet-dust.

5. In the pulmonary circulation, gas exchange occurs in the capillaries:

1) skin; 2) bodies; 3) lungs.

6. Koch's bacillus is the causative agent of:

1) bronchial asthma; 2) pulmonary tuberculosis; 3) tonsillitis.

7. The function of the respiratory system is to:

1) inhalation and exhalation;

2) oxidation of organic substances with oxygen;

3) supplying the blood with a sufficient amount of oxygen and removing carbon dioxide from it;

8. Smoking products cause:

1) strong connection of part of hemoglobin with carbon monoxide;

2) decrease in the level of adrenaline in the blood;

9. After a long run, a person’s breathing rate does not recover immediately due to:

1) stimulation of the nervous system;

2) high levels of adrenaline in the blood;

3) due to the gas composition of the blood.

10. Transport through the pulmonary vesicle into the capillary occurs due to:

1) diffusion; 2) osmosis; 3) active transport of substances.

Part 2. Multiple choice task:

1. Choose the correct statements:

The diaphragm is one of the respiratory muscles;

Between the pulmonary and parietal pleura there is a pleural cavity common to both lungs;

3. The respiratory center is located in the medulla oblongata, it includes an inhalation center and an exhalation center;

4. The respiratory center is located in the cerebral cortex and includes an inhalation center and an exhalation center.

2. The stage of internal respiration includes:

A. Tissue respiration B. Ventilation of the lungs

B. Cellular respiration D. Pulmonary respiration.

Part 3. Tasks to establish compliance.

1. From the list of organs of the respiratory system, select answers to the questions.

Establish a correspondence between the sections of the respiratory system and their functions.

Department name	Functions
Nasal cavity Epiglottis Trachea and bronchi Pleural fluid	A) Reduces friction during breathing B) Formation of sounds and speech B) Free passage of air D) Smell, warming the air, destroying bacteria, trapping dust, sneezing. D) Gas exchange through the alveolo-capillary membrane E) Stretches the lungs when inhaling G) When swallowing, it closes the entrance to the larynx

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Knowledge of the anatomy and physiology of any organ is useful both for the average person and for the doctor. For an ordinary person, knowledge of the structure of the larynx (larynx - translated into Latin), in addition to the pharynx, helps to understand how the voice appears and why it changes during puberty.

Anatomy helps to understand what happens when a person coughs or a foreign body enters the respiratory tract.

Few people know that there is a nasal part of the pharynx, an oral and laryngeal part of the pharynx.

The laryngeal part of the pharynx begins from the entrance to the larynx to the entrance to the esophagus. On the anterior wall of the laryngeal part of the pharynx there is an entrance to the larynx.

The anatomy of the pharynx consists only of the muscular component, arteries, veins and nerves. For a doctor, the anatomy of the pharynx and other structures that are included in the concept of “throat” helps in the treatment of various ENT diseases and during surgical interventions.

Knowledge of the anatomy of the pharynx and other structures allows you to avoid damaging blood and venous vessels and nerves during tracheotomy or other operations. After all, if the innervation of an organ is disrupted, it will no longer be able to perform its functions.

Where is the larynx located?

The larynx is located in the front region of the neck. Relative to the spine, it is located at the level of 4-7 vertebrae of the neck. On the front side it is covered with sublingual muscles.

It is important to know! The thyroid gland is adjacent to the organ on the sides, and the laryngeal part of the pharynx, which passes into the esophagus, is behind it.

When a person swallows, the epiglottis moves with the help of the supraglottic and sublingual muscles. The structure of a man's larynx is different from a woman's (it is much larger in men).

The basis of the organ is cartilage, which is attached by ligaments and muscles.

Knowing where the larynx is located helps to correctly perform a conicotomy, cricoconicotomy, and tracheotomy.

These medical procedures are aimed at restoring a person’s respiratory function if a foreign body enters.

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In this case, a person cannot cough up a foreign body and begins to choke, asphyxia occurs, which leads to loss of consciousness and death.

Functions of the organ

There are several functions of the larynx: protective and vocal. The protective function is to warm and humidify the air that passes from the lower part of the pharynx into the trachea. In addition, the air is cleaned of dust and gaseous impurities are neutralized.

The larynx prevents foreign particles from entering the trachea by contracting the epiglottis. When a foreign body enters, a spasm of the glottis occurs and a cough is caused, sometimes a gag reflex is observed.

This is due to the fact that the response to cough and vomiting (the respiratory and vomiting centers are very close to each other) are located in the brain column.

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The vocal function is carried out by the release of air from the lungs to the outside, which leads to vibration of the vocal cords and the appearance of a certain sound. Sound is formed through the passage of resonant cavities.

The first resonant cavity includes the space under the epiglottis, the Morgani ventricles, the oral part of the pharynx, the nasal part of the pharynx, the mouth and nose. The second includes the lungs and bronchi.

Regarding the voice mutation that occurs during puberty, we can say the following: the larynx becomes more powerful, the ligaments increase, and the voice changes. This phenomenon is more typical for boys and lasts from several months to one year.

To prevent food from entering the larynx, the epiglottis closes the entrance to it when swallowing, be it saliva or food. This all happens reflexively (an unconditioned reflex); if the innervation is disrupted, saliva may enter the larynx, which causes a cough.

Anatomy

According to its anatomical structure, the larynx looks like a complex mosaic of cartilage and ligaments, but together it is an important organ through which a person can speak.

There are two types of cartilage:

unpaired: thyroid, also includes cricoid and epiglottic cartilages; paired: arytenoid, this will also include corniculate, wedge-shaped.

The thyroid cartilage anatomically resembles the appearance of a shield. It consists of the superior thyroid notch; it can be felt perfectly if you touch it through the skin (the so-called laryngeal indentation).

The thyroid cartilage has an opening through which the laryngeal artery passes. Where there is thyroid cartilage, the thyroid gland is anatomically located.

The cricoid cartilage looks like a ring and consists of a plate and an arch. Epiglottis (epiglottis) - located behind and below the root of the tongue.

The arytenoid cartilage is a paired cartilage. The anatomy of cartilage includes a base with an articular surface and an apex. In the upper part there is a mound, and in the lower part there is a ridge, below which there is an oblong fossa where the vocal muscle is attached.

In addition, there are muscular and vocal processes; the vocal cord and the muscle of the same name are attached to the latter. The cartilages of the larynx are connected by ligaments and joints. There are: thyrohyoid membrane, median, lateral thyrohyoid ligaments.

The thyroid cartilage and epiglottis are connected by the cricothyroid joint and ligament. The joint has a cricothyroid joint capsule, which, when attached, forms the cornicoid ligament. As a result, the thyroid cartilage can move up and down. Because of these actions, the vocal cords are stretched.

On the side of the cricothyroid ligament there is a fibro-elastic membrane. The connection of the cricoid and arytenoid cartilages occurs through the cricoarytenoid joint, articular capsule and cricoarytenoid ligament.

The structure of the human larynx also includes muscles:

muscles that determine the motor function of the larynx; muscles that engage individual cartilages of the larynx.

The second group of muscles helps change the position of the epiglottis during swallowing and breathing.

Blood supply anatomy: The larynx is supplied by the superior and inferior laryngeal arteries. The innervation of the larynx is carried out by the nerves of the same name. Anatomy of lymphatic drainage: lymph is drained from the larynx to the anterior and lateral cervical lymph nodes. The innervation of the larynx is carried out by the nerves of the same name.

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The throat is a human organ that is classified as the upper respiratory tract.

Functions

The throat helps move air to the respiratory system and food through the digestive system. Also in one of the parts of the throat are the vocal cords and a protective system (prevents food from getting past its path).

Anatomical structure of the throat and pharynx

The throat contains a large number of nerves, important blood vessels and muscles. There are two parts of the throat - the pharynx and larynx. Their trachea continues. The functions between the parts of the throat are divided as follows:

The pharynx moves food into the digestive system and air into the respiratory system. The vocal cords work thanks to the larynx.

Pharynx

Another name for the pharynx is pharynx. It starts at the back of the mouth and continues down the neck. The shape of the pharynx is an inverted cone.

The wider part is located at the base of the skull for strength. The narrow lower part connects to the larynx. The outer part of the pharynx continues the outer part of the mouth - it has quite a lot of glands that produce mucus and help moisten the throat during speech or eating.

The pharynx has three parts - the nasopharynx, oropharynx and swallowing section.

Nasopharynx

The uppermost part of the pharynx. She has a soft palate, which limits her and, when swallowing, protects her nose from food getting into it. On the upper wall of the nasopharynx there are adenoids - a collection of tissue on the back wall of the organ. The nasopharynx is connected to the throat and middle ear by a special passage - the Eustachian tube. The nasopharynx is not as mobile as the oropharynx.

Oropharynx

Middle part of the pharynx. Located at the back of the oral cavity. The main thing this organ is responsible for is the delivery of air to the respiratory organs. Human speech is possible due to contractions of the muscles of the mouth. The tongue is also located in the oral cavity, which facilitates the movement of food into the digestive system. The most important organs of the oropharynx are the tonsils; they are the ones most often involved in various throat diseases.

Swallowing department

The lowest section of the pharynx with a self-explanatory name. It has a complex of nerve plexuses that help maintain synchronous functioning of the pharynx. Thanks to this, air enters the lungs, and food enters the esophagus, and everything happens at the same time.

Larynx

The larynx is located in the body as follows:

Opposite the cervical vertebrae (4-6 vertebrae). At the back is the immediate laryngeal part of the pharynx. In front, the larynx is formed thanks to a group of hyoid muscles. Above is the hyoid bone. From the side, the larynx is adjacent with its lateral parts to the thyroid gland.

The larynx has a skeleton. The skeleton has unpaired and paired cartilages. Cartilage is connected by joints, ligaments and muscles.

Unpaired: cricoid, epiglottis, thyroid.

Paired: horn-shaped, aryten-shaped, wedge-shaped.

The muscles of the larynx, in turn, are also divided into three groups:

Four muscles narrow the glottis: the thyroarytenoid, cricoarytenoid, oblique arytenoid and transverse muscles. Only one muscle widens the glottis - the posterior cricoarytenoid. She is a steam room. Two muscles tense the vocal cords: the vocal cord and the cricothyroid.

The larynx has an entrance.

Behind this entrance are the arytenoid cartilages. They consist of horn-shaped tubercles that are located on the side of the mucous membrane. In front is the epiglottis. On the sides there are aryepiglottic folds. They consist of wedge-shaped tubercles.

The laryngeal cavity is divided into three parts:

The vestibule stretches from the vestibular folds to the epiglottis, the folds are formed by the mucous membrane, and between these folds there is the vestibular fissure. The interventricular section is the narrowest. Stretches from the lower vocal cords to the upper ligaments of the vestibule. Its narrowest part is called the glottis, and it is created by intercartilaginous and membranous tissues. Subvocal area. Based on the name, it is clear that it is located below the glottis. The trachea expands and begins.

The larynx has three membranes:

The mucous membrane - unlike the vocal cords (they are made of squamous non-keratinizing epithelium) consists of multinucleated prismatic epithelium. Fibrous-cartilaginous membrane - consists of elastic and hyaline cartilages, which are surrounded by fibrous connective tissue, and provides this entire structure with the framework of the larynx. Connective tissue - the connecting part of the larynx and other formations of the neck.

The larynx is responsible for three functions:

Protective - the mucous membrane has ciliated epithelium, and it contains many glands. And if the food gets past, then the nerve endings carry out a reflex - a cough, which removes the food back from the larynx into the mouth. Respiratory - related to the previous function. The glottis can contract and expand, thereby directing air flow. Vocal-formative - speech, voice. The characteristics of the voice depend on the individual anatomical structure. and the condition of the vocal cords.

The picture shows the structure of the larynx

Diseases, pathologies and injuries

The following problems exist:

Laryngospasm Insufficient hydration of the vocal cords Tonsillitis Sore throat Laryngitis Laryngeal edema Pharyngitis Laryngeal stenosis Paratonsillitis Pharyngomycosis Retropharyngeal abscess Scleroma Parapharyngeal abscess Damaged throat Hypertrophied palatine tonsils Hypertrophied adenoids Injuries of the mucous membranes Burns of the mucous membranes Throat cancer Contusion Cartilage fracture T injury to the junction of the larynx and trachea Choking Laryngeal tuberculosis Diphtheria Acid intoxication Alkali intoxication Cellulitis

Related problems that cause sore throat:

Smoking Smoke inhalation Inhalation of dusty air Acute respiratory infection Whooping cough Scarlet fever Influenza

To determine the exact cause of your throat pain and irritation and to prescribe appropriate treatment, consult your doctor immediately.

TEST

On the topic "Respiratory system".

I OPTION.

A) in the pleural cavity there is negative pressure, below atmospheric

B) when inhaling, the volume of the chest increases and the diaphragm rises

C) when you exhale, the volume of the alveoli increases

D) abdominal muscles take part in increased inhalation

D) the centers of inhalation and exhalation are located in the medulla oblongata

Compare the judgments:

1. does not allow food to enter the larynx

2. prevents the trachea from narrowing

3. cleans the air of dust and germs

4. all lungs are covered

6. site of gas exchange between the lungs and blood

a - bronchi

b - trachea

c - alveoli

g - epiglottis

d - cartilaginous half rings

e - pleura

and - mucous membrane

h - nasal cavity

Determine the path of air during inhalation:

Terminological dictation:

breathing, larynx, alveoli, gas exchange of the lungs, epiglottis.

Complete the sentence:

A) The smallest bronchi end in microscopic air-filled pulmonary vesicles - ...

B) The component of air necessary for breathing is ...

C) Large paired cone-shaped organs that exchange gases between inhaled air and blood - ...

Additional rating:

How does pulmonary tuberculosis manifest? What is this disease expressed in?

What is the difference between biological and clinical death?

TEST

On the topic "Respiratory system"

II OPTION.

Choose the correct judgments:

A) air enters the larynx from the nasal cavity

B) the lungs are covered with pleura

C) when exhaling – the volume of the chest decreases

D) bronchi end in alveoli

E) gas exchange occurs in the trachea

Compare the judgments:

1. cartilaginous half rings

2. heating the air

3. network of branching tubules

4. expansion of the chest cavity

5. nasal cavity covered

6. The thyroid cartilage is located

a - bronchi

b - trachea

c - exhale

g - larynx

d - inhale

e - pleura

g - mucous membrane

h – nasal cavity

Determine the path of air when exhaling:

A – lungs – bronchi – trachea – larynx – nasal cavity

B – nasal cavity – trachea – larynx – bronchi – lungs

B – nasal cavity – larynx – trachea – bronchi – lungs

G – nasal cavity – larynx – bronchi – trachea – lungs

Terminological dictation:

nasopharynx, bronchi, breathing, trachea, pleura.

Complete the sentence:

A) The largest cartilage of the larynx is...

B) Cartilaginous half-rings connected by ligaments - ...

B) Respiration indicator – ...

Additional rating:

How does lung cancer manifest? What is this disease expressed in?

What is vital capacity? What does this indicator mean?

Answers to the test on the topic “Respiratory system”.

I option

A, B, D, D

1 – g

2 – d

3 – h

4 – e

5 B

6 – in

The larynx is a tube consisting of cartilage and performs the function of voice production.

Alveoli – vesicles located at the ends of bronchioles and performing the function of gas exchange.

Gas exchange of the lungs - processoxygen supply into the lungs.

The epiglottis is the cartilage of the larynx that protects the airways from food.

A – alveoli

B – oxygen

B – lungs

1) Tuberculosis is a disease of the respiratory system, the causative agent of which is Koch’s bacillus. It can enter the body through the respiratory tract, along with food,when the patient talks, coughs and sneezes. Symptoms of pulmonary tuberculosis are prolonged With , sometimes with appearing at later stages,weakness, night sweats and significant weight loss.Prevention of tuberculosis treatment - fluorography.

Death is the cessation of the vital functions of the entire organism, from the cessation of breathing to cardiac arrest, but as long as the brain is working, it is possible to return all other organs to normal functioning. This process, when everything is reversible, is called clinical death. It lasts several minutes. Biological death is associated with the death of the entire organism, including the cessation of brain activity. And this process is irreversible.

II option

B, V, G.

1 – b

2 – h

3 – a

4 – d

5 – f

6 – g

Nasopharynx – a small cavity that smoothly passes into the oral part of the pharynx.

Bronchi are a network of branching tubes of small diameter.

Respiration is the process of exchange of gases between the cells of the body and the environment.

The trachea - cartilaginous half-rings connected by ligaments, promotes self-cleaning of the lungs, thanks to the ciliated epithelium.

Pleura is the membrane that covers the lungs.

A – thyroid

B – trachea

B – vital capacity of the lungs (VC)

1) Cancer is a new formation of bronchial epithelial tissue that grows and develops into a tumor. It is expressed in exhaustion of the body and its further death. Symptoms of lung cancer include smoking and human papillomavirus. A method for diagnosing cancer in the early stages is fluorography.

2) Vital vital capacity is an indicator of a person’s respiration, this is the volume of the maximum amount of air that can bebe taken tolungsafter maximumexhale. This indicator depends on the gender, age, height, and level of training of the person. If a person has a low vital capacity - air penetrates deeply, but only remains in the airways, this indicates poorly developed respiratory muscles. With high vital capacity, ventilation of the lungs is carried out with deeper breathing.

Sign-symbolic means in teaching biology

The verbal form of presenting information in the learning process is not universal and not optimal, which explains the desire of teachers to use a variety of graphic tools more widely in lessons. A variety of forms of presenting information activates the process of assimilation of the material, teaches children to quickly understand tables, charts, diagrams, and compile them independently.

One of the recent pedagogical innovations is the use of sign-symbolic systems (SSS). They perform an orientation function, greatly facilitating the assimilation of educational material. The use of ZSS in the process of teaching biology develops students' logical thinking and facilitates the assimilation of material when studying complex biological concepts.

The use of ZSS comes down to modeling phenomena and processes using signs and symbols and includes a number of stages.

The preparatory stage in modeling is a preliminary analysis based on knowledge of the relevant subject. Modeling itself is the translation of reality into a symbolic language, taking into account adequacy, autonomy, convention, generality, morphism and structure. When transforming a model, an invariant must be selected that is preserved as a result of all transformations. The last stage in modeling is comparing the results obtained with reality.

In order to better see the common features of the systems, processes and phenomena being studied (in other words, actions), it is necessary to abstract from the properties of objects that are unnecessary in this case, move to the stage of materialized action and operate with models free of all other properties except those needed in this case. This could be some kind of graphic diagram, figurative or symbolic model that will help the student understand the essence of the actions being studied.

Building and working with models of real actions is a mandatory and very important stage in their study.

Purposeful educational activities begin with clarifying the need to introduce a specific scientific concept and determine its structure. In order to study it, it is necessary to reify it, materialize it, i.e. build some model of it (objective or sign-symbolic).

The ability to draw up a diagram and use it must be taught.

The teacher should organize a full transition from control on the part of the teacher to mutual control of students (work in pairs - static, dynamic, variation, in small groups or indirect self-control using programmed tasks).

As an example of the use of modeling in the educational process, we offer a biology lesson “Respiratory Movements” in the topic “Breathing” (9th grade), which is studied over 5 lessons. The lesson lasts 80–90 minutes.

With the help of the ZSS, in our opinion, biological concepts are formed especially dynamically, reflecting the morphological and anatomical structure of the respiratory organs. These structural features are easily illustrated in static diagrams.

ZSS are less effective for reflecting functional processes. Here we need diagrams that reflect the dynamics of biological processes and integrity in functioning. The use of computer technology helps with this.

The “Breathing Movements” lesson is more effective if a computer science teacher is involved in its implementation.

DURING THE CLASSES

I. Checking homework on the topic “The meaning of breathing. Airways"

1. Biological dictation (programmed control). Match the organs of the respiratory system with their signs and encrypt them.

Organs

1. Mucous membrane.
2. Pulmonary vesicles.
3. Lungs.
4. Bronchi.
5. Trachea.
6. Epiglottis.
7. Larynx.
8. Cartilaginous half rings.
9. Pleura.
10. Nasal cavity.

Signs

A. Does not allow food to enter the larynx.
B. Prevents the trachea from narrowing.
B. Cleans the inhaled air from dust and germs.
D. Forms the surface layer of the airways.
D. Lines the outer surface of the lungs.
E. Covers the wall of the chest cavity from the inside.
G. Contains vocal cords inside.
H. The path of inspired air from the larynx to the pulmonary capillaries.
I. Place of gas exchange between the lungs and blood.

2. Questions for frontal conversation (use of supporting notes).

1. Why can’t a person live even 10 minutes without air?
2. Imagine a labeled molecule of atmospheric oxygen entering the lungs when inhaled. Can you trace the path this molecule takes with air from the nostrils to the lungs?
3. What is the correct way to breathe – through the nose or the mouth?
4. If a tube is inserted into a rabbit’s nasal cavity, it will die after a while. Why?
5. What would happen to a person if he did not have ciliated epithelium?
6. Why are men’s voices rougher and lower than women’s?
7. Mammals and birds also have vocal cords; many birds sing wonderfully. Why don't animals talk?
8. Explain the disappearance of the phenomenal voice of Robertino Loretti.
9. Name the singer whose voice ranged from baritone to coloratura soprano.

II. Explanation of a new topic

Respiration is a set of processes that ensure the entry of oxygen into the body, its use in the oxidation of organic substances and the removal of carbon dioxide and some other substances. The movement of the chest and the movement of air are only the external manifestations of breathing in animals and humans.

Let's consider the mechanism of respiratory movements (use of supporting notes).

1st block – “Inhale”. Inhalation begins with the automatic occurrence of rhythmic impulses in the respiratory center (RC). They cause contraction of the respiratory muscles (RM) - the intercostal muscles and the diaphragm. The ribs rise, the diaphragm tightens and the volume of the thoracic cavity (CT) increases. ( Students take a deep breath together with the teacher.)

The lungs mechanically follow the movement of the chest, stretching and expanding. The pressure (P) inside the lungs drops and becomes below atmospheric pressure, so air is drawn into the lungs. Inhalation occurs.

2nd block – “Exhale”. After inhalation, the intercostal muscles and the muscles of the diaphragm (DM) relax, the ribs move down, and the diaphragm is pulled into the chest cavity. The volume of the chest cavity decreases, mechanical compression of the lungs occurs. The pressure in the chest becomes higher than atmospheric pressure. Exhalation occurs.

As you can see, the mechanisms of inhalation and exhalation differ from each other, but they are united, firstly, by automation, and secondly, by the fact that both processes are controlled by the respiratory center located in the medulla oblongata. Therefore, the “Inhalation” and “Exhalation” blocks are combined by the “DC” and “Automatic” signals.

(The teacher and the students once again analyze the mechanism of motor movements, take a deep breath and exhale. Next, the teacher demonstrates the functioning of the respiratory system using the Donders apparatus.)

3rd block. With relative rest, a person makes an average of 16 respiratory movements (inhalation + exhalation) per minute.

Students write down the definition in their notebook: the amount of air passing through the lungs in one minute is called pulmonary ventilation.

In poorly ventilated areas, the frequency of respiratory movements increases two or more times , because the nerve cells of the respiratory center are sensitive to carbon dioxide contained in the blood. Thus, respiratory movements are regulated by the nervous and humoral pathways.

Doctor Komov speaks very convincingly about the healing power of clean air in Pavlenko’s novel “Happiness”:

“...Your illness requires a simple medicine - air. More of it - both in reality and in dreams. You need to blow yourself through, wash every cell with fresh air. Eating is in the open air, but sleeping is a must. Get used to treating air like food, chew it through your nasopharynx, taste it, smell it, enjoy it like a gourmet... Drink only flowing air... Keep an open-door policy in your illness.”

Exercise: restore in the required sequence graphic information illustrating the mechanism of respiratory movements.

(The supporting summary is removed. Students are asked to complete the task using a computer. One of the students performs it on a magnetic board, using tablets with individual phrases from the 1st and 2nd blocks of the reference outline.)

Checking the assignment and general discussion.

The importance of proper breathing (teacher or student message).

Singers, musicians who play wind instruments, athletes, and yogis breathe the most correctly. They take full advantage of the capabilities of the chest, respiratory muscles and diaphragm.

Human health and life expectancy depend on proper breathing. The cause of many diseases is improper breathing. Of the three possible types of breathing (deep, chest and superficial), a person in practice uses only one, which is accompanied by internal massage of only a certain group of organs. In other organs that do not receive the necessary stimuli, metabolism deviates from the norm, and there is a risk of disease.

Low mobility leads to insufficient tissue respiration. Oxygen starvation of the heart muscle causes pain in the heart area. A weak flow of oxygen to the brain can cause headaches and dizziness.

By performing the suggested breathing exercises, you turn on the metabolic process in all organs.

Exercise 1. Deep breathing

Deep breathing acts as a kind of internal massage on the abdominal cavity, thereby reducing the likelihood of diseases of the stomach, duodenum, intestines, gallbladder and bile ducts, spleen, pancreas, kidneys, and anterior lobe of the liver.

Stand up straight and take a slow, deep breath. As you inhale, push your stomach forward as much as possible. After inhaling, hold your breath for 1 second, and then, while exhaling deeply, try to pull your stomach in as much as possible.

The duration of inhalation and exhalation should be equal. Gradually increase the duration of inhalation and exhalation. Breathe through your nose.

The exercise must be performed 20–25 times 2–2.5 hours after meals or on an empty stomach. The greatest healing effect is achieved by exercising in the fresh air.

This exercise, in addition to massaging the abdominal organs, calms and protects against nervous stress.

Exercise 2. Chest breathing

Breast breathing affects the functioning of the heart, liver, spleen, lungs, trains muscles, and protects against the occurrence of colds.

To perform this exercise, stand straight, lower your arms and spread them to the sides 5 cm from your body. After this, take a deep chest breath. Try to raise the chest as high as possible and expand the space between the ribs as much as possible, especially in the armpit area.

After taking a slow chest breath, hold your breath for 1 second, and then exhale slowly, trying to exhale as much air as possible. The duration of inhalation and exhalation should be equal. Breathe through your nose while doing the exercise.

The exercise is performed on an empty stomach or 2 hours after eating. Repeat it 20-25 times. Try to increase the duration of inhalation and exhalation over time.

For those who actively use their stomach when breathing, to successfully perform this exercise, you need to press on your stomach with one hand to exclude its participation in breathing.

Exercise 3. Shallow breathing

Shallow breathing affects the functioning of the cerebral cortex, upper respiratory tract, organs of vision, hearing, smell, strengthens the body's immune system, and normalizes the functioning of the genital organs. This type of breathing helps to quickly relieve fatigue and apathy and increases a person’s performance.

Stand up straight, take a short breath only by lifting your shoulders up as much as possible. Then immediately exhale, lowering your shoulders down. As the shoulders move, the upper region of the lungs fills with air.

The exercise is repeated 30–60 times. It should be performed 2-3 times a day on an empty stomach or 2.5 hours after meals.

Everyone needs to do a set of these exercises every day to help them stay healthy for many years.

Yogis have developed especially many breathing techniques. They assign to breathing almost the main place in the system of physical and mental improvement of a person. Yogis are convinced that by controlling the breath, one can cure ailments, conquer fear, and overcome pain. While performing breathing exercises, yogis simultaneously engage in self-hypnosis.

Breathing and movement

Breathing correctly means breathing rhythmically and without delay. The rhythm of breathing is supported by the rhythm of movement. Any movement that reduces the volume of the chest should coincide with exhalation, and inhalation should coincide with a movement that helps to enlarge the chest. This achieves the depth of inhalation and exhalation. Therefore, during gymnastic exercises, when you spread your arms to the sides, straighten your legs or torso, inhale, and when you bring your arms together, bend your torso and legs, exhale.

The strongest, sharpest and fastest movements coincide with exhalation. An experienced boxer, for example, punches while exhaling. Usually the exhalation is slightly longer than the inhalation, and during singing it can last 30-50 times longer than the inhalation. During movement, the rhythm is often disturbed and it may be necessary to hold your breath. The swimmer must hold his breath during the stroke - this increases the streamlining of the body and facilitates its movement in the water.

4th block. When you inhale and exhale at rest, about 500 cm 3 of air passes through the lungs. The largest volume of air that a person can exhale after the deepest inhalation is on average 3500 cm 3. This is the vital capacity of the lungs. It is different for different people. It is determined during a medical examination using a special device - a spirometer (demonstration of the device and its operation).

Volume of air in the lungs

1500 cm 3 – residual air - the amount of air that remains after maximum exhalation.

1500 cm 3 - reserve air - the amount of air that can be exhaled after a quiet exhalation.

500 cm3 – tidal volume – the amount of air that can be inhaled or exhaled during quiet breathing.

1500 cm 3 - additional air - the amount of air that can be inhaled after a quiet breath.

5th block . The content of gases in inhaled and exhaled air is not the same. If the inhaled air contains 21% oxygen, 79% nitrogen, 0.03% carbon dioxide, a small amount of water vapor and inert gases, then the exhaled air contains 16% oxygen, 4% carbon dioxide, a small amount of water vapor, 79% nitrogen and inert gases. What explains the different content of gases in inhaled and exhaled air?

6th block . The different composition of inhaled and exhaled air is explained by the exchange of gases in the pulmonary vesicles. The concentration of carbon dioxide in the venous capillaries of the pulmonary vesicles is much higher than in the air filling the pulmonary vesicles. Carbon dioxide from the venous blood enters the pulmonary vesicles and is removed from the body during exhalation. Oxygen penetrates the blood and enters into a chemical combination with hemoglobin - the blood turns from venous to arterial.

In what circulation does this occur? ( In small.)

From the capillaries of the systemic circulation, oxygen enters the tissues. There is more oxygen in arterial blood than in cells, so it easily diffuses into them and is used in oxidative processes. Carbon dioxide from the cells enters the blood. Thus, in the tissues of the organs, the conversion of arterial blood into venous blood occurs.

Where does blood go through the veins of the systemic circulation? ( To the right atrium, then to the right ventricle, from there to the lungs. Working with the table “Circles of Blood Circulation”.)

III. Reinforcing the material covered (work in pairs at the computer or group work using cards).

Option 1

1. How much air (m3) does a class of 35 people spend on breathing during a 45-minute lesson, if one student on average takes 16 breaths per minute, 500 cm3 of air for each breath?

2. What is the importance of the tightness of the walls of the chest cavity in the inhalation mechanism?

Option 2

1. During a lesson (45 minutes), a class of 35 people consumes 12.6 m 3 of air, 1 student absorbs 500 cm 3 with each breath. How many breaths does each student in this class take on average in 1 minute?

2. How are the functions of the circulatory and respiratory systems related?

Option 3

1. During a lesson (45 minutes), a class of 35 people consumes 12.6 m 3 of air, 1 student takes an average of 16 breaths per minute. How much air does he absorb with each breath?

2. What is the role of the respiratory and circulatory systems in maintaining the constancy of the composition of the internal environment of the body?

Option 4

1. During a lesson, the class spends 12.6 m 3 of air on breathing. One ninth grader takes on average 16 breaths per minute, 500 cm 3 of air per breath. How many people are in this class?

2. What types of physical work and sports simultaneously develop both the heart muscles and respiratory muscles?

Option 5

1. On average, one student takes 16 breaths per minute, 500 cm 3 of air per breath. How long will it take a class of 35 people to breathe 12.6 m 3 of air?

2. What are the general signs of fitness of the lungs and heart as a result of physical exercise and physical labor?

Option 6

1. How much air (m3) does a class of 26 people spend on breathing during a 30-minute lesson, if one student on average takes 15 breaths per minute, 550 cm3 of air per breath?

2. Climbers at high altitude begin to feel dizzy, weak, and sometimes lose consciousness - “mountain sickness” sets in. Why?

Option 7

1. Over the course of 30 minutes, a class of 26 people consumes approximately 6.4 m 3 of air. One student absorbs 550 cm 3 with each breath. How many breaths does each student in this class take on average in 1 minute?

2. Why can breathing stop and loss of consciousness occur during deep, prolonged breathing?

Option 8

1. Over the course of half an hour, a class of 26 people consumes approximately 6.4 m 3 of air. One student takes an average of 15 breaths per minute. How much air does he absorb in one breath?

2. One American cowboy had his chest pierced on both sides in a shootout with bandits. Although both lungs remained unharmed, the cowboy still died from suffocation. Why?

Option 9

1. During a 30-minute lesson, the class spends approximately 6.4 m 3 of air on breathing. One student takes an average of 15 breaths per minute, absorbing 550 cm 3 of air per breath. How many students are there in this class?

2. A dog’s breathing rate increases sharply in hot weather. This is not observed in humans. Why?

Option 10

1. On average, one student takes 15 breaths per minute, 550 cm 3 per breath. How long will it take a class of 26 people to breathe 6.4 m 3 of air?

2. When a person blows for a long time and continuously (for example, blowing coals), it happens that his vision becomes dark, and he may even lose consciousness. Why?

Option 11

1. What volume of air does a person consume during a year of life if he takes 16 breaths per minute, each time inhaling 550 cm 3 of air?

2. Everyone knows that a fish, pulled out of the water, suffocates (falls asleep). How can this be explained, since the oxygen content in the atmosphere is much higher than in water?

Option 12

1. What volume of pure oxygen (m3) does a person spend on breathing during 1 year of life, if on average he takes 16 breaths per minute, each time inhaling 500 cm3

2. Why can’t a person live without air, without breathing?

Option 13

1. What volume of carbon dioxide (m3) does a person exhale during 1 year of life, if on average he makes 16 exhalations per minute, inhaling 550 cm3 each time?

2. Name the physical phenomenon - the cause of gas exchange in the lungs and tissues?

Checking and discussing assignments. Marking test cards and submitting them to the teacher.

lesson on generalizing knowledge in 8th grade on the topic: “Breathing”

Krotova E.E. - biology teacher at Secondary School No. 2, Aktobe
Lesson topic:
Goals and objectives:
Consolidate and repeat, test your knowledge of the respiratory system, its structure and functions.
Continue to develop the ability to work with tables, tests and diagrams.
Equipment: Tables, tests.

I. Warm-up.
1.What is the name of the science that studies the structure of the body, its organs, tissues, cells.
(Anatomy)
2. What is the name of the science that studies the functions of the whole organism, individual cells, organs and their systems.
(Physiology).
3. What is the name of the science about the general laws of mental processes and the individual and personal properties of a particular person.
(Psychology).
4. List the inorganic substances that make up the cell. (water, salts).
5. List the organic substances that make up the cell.
(proteins fats carbohydrates).
6. List the cell organelles.
(nucleus, ribosomes, cell center, mitochondria)
7. What organ systems do you know?
(Digestive, circulatory, respiratory, excretory, endocrine, nervous).
8.What organs does the circulatory system consist of?
(Heart, blood vessels).
9. What organs does the respiratory system consist of?
(Nasal cavity, larynx, trachea, bronchi, lungs).

II Competition: “Structure of the Respiratory Organs”
Label the respiratory organs in the figure indicated by numbers.

III competition. " What it is?"
1 team member tears off a petal from a daisy on which the term is written. The participant must answer what this term means.
TERMS: sneezing, cough, vital capacity of the lungs, pleura, pleural cavity, glottis, respiratory center, pulmonary vesicles, diffusion.

IV competition: Captains competition.
1. What is the mechanism of inhalation and exhalation? What role do the ribs, intercostal muscles, and diaphragm play in this?
2. How and why does gas exchange occur in the lungs?

3. How and why does gas exchange occur in tissues?

V competition. Homework.
1. From the history of tobacco smoking.
2. About the spread of smoking in Russia and the first measures to combat the bad habit.
3. The fight against smoking in our country and foreign countries.

Option 1.
1From the list of organs of the respiratory system (1-10), select the correct complete answers to the questions

(I-XII) and encrypt them:

1. Mucous membrane 6. Epiglottis
2. Pulmonary vesicles 7. Larynx
3. Lungs 8. Cartilaginous half-rings
4. Bronchi 9. Pleura
5. Trachea 10. Nasal cavity

I. -Does not let food into the larynx.
II.- Do not allow the trachea to narrow.
III.- Cleans the inhaled air from dust and germs and warms it.
IV.- Superficial layer of the airways.
V. - Initial part of the airway.
VI.- Lines the outer surface of the lungs.
VII. -Covers the wall of the chest cavity from the inside.
VIII. -Inside contains vocal cords.
IX.- The longest part of the airway.
X.- The path of inspired air after the larynx to the pulmonary capillaries (sequentially).
XI. - Site of gas exchange between the lungs and blood.
XII. - Place of gas diffusion.

ANSWER:
I-6; II-8; III-10; IV-1;V-10; VI-9; VII-9; VIII-7; IX-5; X-5,4,3,2; XI-2; XII-2.

Option 2.
From the list of vessels, tissues, processes (1-10), select the correct complete answers to questions (I-XII) and encrypt them:

1. Hemoglobin. 6. Intercellular fluid
2. Oxygen. 7. Pulmonary capillaries.
3. Carbon dioxide. 8. Capillaries in tissues.
4. Diffusion. 9. Red blood cells.
5. Tissue cells. 10. Leukocytes.

I.- What comes out of the blood into the lungs?
II.- What penetrates from the lungs into the blood?
III. -What comes from the tissues into the blood?
IV.- What penetrates from the blood into the tissues?
V. - Pigment in the blood.
VI. - Place of oxidation of organic substances.
VII. - Oxygen consumers.
VIII. - A physical phenomenon is the cause of gas exchange in the lungs.
IX.- Cells are carriers of oxygen.
X. -Decomposition product of organic substances.
XI. - Oxygen pathway after red blood cell separation (sequentially).
XII. - Place of formation of carbon dioxide in the body.

ANSWER:
I-3; II-2; III-3; IV-2; V-1; VI-5; VII-5; VIII-4; IX –9; X-3; XI-8,6,5;XII-5.

Option 3.
From the list (1-7) select and encrypt the correct and complete answers to the questions
(I-XVI).
1. Inhale
2. Exhale.
3. Vital capacity.
4. Pleural fissure.
5. Contraction of respiratory muscles.
6. Relaxation of respiratory muscles
7. Pleura.

I. - Thin film on the surface of the lungs.
II. -Provides ventilation to the lungs.
III. - Consequence of contraction of the diaphragm muscles.
IV. - Consequence of relaxation of the diaphragm muscles.
V. -Consequence of lowering the ribs.
VI. - Consequence of raising the ribs.
VII. -Measured by a spirometer.
VIII.- Cause of enlargement of the chest cavity.
IX. - Cause of reduction of the chest cavity
X. -Cause of increased pressure in the lungs.
XI. - Cause of decreased pressure in the lungs.
XII. - Consequence of increased pressure in the lungs.
XIII. - Consequence of decreased pressure in the lungs.
XIV.- Indicator of human physical development
XV. - The space between the pleurae.
XVI.- Decreases in smokers.

ANSWER:
I –7; II-1,2; III-1; IV-2; V-2;VI-1;VII-3; VIII-5; IX-6; X-6; XI-5; XII-2; XIII-1; XIV-3; XV-4; XVI-3.

VII competition: Chainword “Breath”.

D
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Lesson summary. Grading

Lesson topic: "Breathing"
TASKS:
repeat, consolidate, expand students’ knowledge on this topic;
develop figurative memory, logical thinking, and speech of students;
develop the ability to work in groups, taking into account the personal interests of students.

EQUIPMENT: cards with the names of teams, cards with numbers 1, 2, 3 for working with the oral test, table “Respiratory Organs”, layout of the larynx, tables with encrypted words. presentation-game

LEADING DIDACTICAL OBJECTIVE:
1. Repetition.
2. Practicing and consolidating skills.
3. Development of the ability to work consistently in a team.
LESSON FORM: Group.
LESSON PLAN:
1. Introduction to the rules of conducting a lesson.
2. Reproductive work of groups.
3. Summing up.

DURING THE CLASSES
The class is divided by drawing lots into four teams, which during the lesson must work on several different tasks and receive stars for correct answers (actions). For a correct, complete answer the team receives one star, for an incomplete answer - half a star. If the responding team did not give a complete (correct) answer, then any of the teams can supplement (answer). Depending on the amount of information provided to the question, the complementing (answering) team receives half a star or a whole one. The more teams collect stars, the higher the final mark will be. Team members who score fewer stars have the right to increase the final grade by one point for the most active student.

TASK No. 1.
Define the term used to name the command:
ALVIOLA
SPIROMETER
SURFACTANT
EPIGLOTTIS

TASK No. 2.
Work at the board with a table (layout) on the following questions:
Features of the structure and function of the nasal cavity.
Features of the structure and function of the larynx.
Features of the structure and function of the trachea.
Features of the structure and function of the lungs.
TASK No. 3.
Use cards 1, 2, 3 to indicate the correct answer to the oral test.
A) The vital capacity of the lungs in women is equal to:
1. 3500ml.
2. 2700ml
3. 2000ml
B) Sound producing organ
1. Larynx
2. Nasopharynx
3. Trachea
C) From the outside, the lungs are covered with pleura:
1. Pulmonary
2. Parietal
3. Alveolar
D) Larynx in the form
1. Square
2. Circle.
3. Triangle
D) Tidal volume is equal to:
1. 500 ml.

2. 1000ml.
3. 1500 ml.
E) Vaccinations are given against
1. Smoking
2. Flu
3. Tuberculosis
G) Gas, practically unchanged in quantity in the inhaled and inhaled air:
1. O2
2. CO2
3.N
H) The amount of air remaining after maximum exhalation
1. Tidal volume
2. Reserve volume
3. Residual volume
I) The nasal cavity is equipped
1. Eyelashes
2. Vessels
3. Bundles
K) Alveoli are:
1. Pulmonary vesicles
2. Pulmonary sacs
3. Pulmonary capsules
TASK No. 4.
In the envelopes for each team there are cards with words; you need to choose 5 words specific to this issue.
1. NASAL CAVITY (cilia, mucus, warming, nostrils, cavity).
2. GAS EXCHANGE IN THE LUNGS AND TISSUE (cell, inhalation, F. E. L., tidal volume of the alveoli).
3. LUNGS (surfactant, 100 m2, 2 lobes, chest, pleural cavity).
4. TUBERCULOSIS (lungs, vaccination, bacteria, cough, airborne droplets).
TASK No. 5.
In the “Encrypted Words” tables, find five words on this topic.
RESPIRATORY DISEASES (FLU, tuberculosis, laryngitis, smoking, bronchitis)
LARRYNX (FUNNELE, sound production, epiglottis, ligaments, cleft)
TRACHEA (LUMEN, esophagus, semirings, ligaments, muscles)
BREATHING (AIR, gas exchange, lungs, diaphragm, exhalation)
TASK No. 6.
2*2. Two teams work. The first pair of teams is on task No. 5, the second is on a blitz survey for the number of correct answers, and only one team receives a star for this task (then the teams change).
1. Trachea length 9-11cm
2. Sound-producing organ larynx
3. The first respiratory organ is the nasal cavity.
4. Pleura covering the lungs
5. Amount of air with a tidal volume of 500 ml
6. The vital capacity of the lungs in men is 3500 ml
7. The air contained in the alveoli is alveolar
8. The type of breathing in which we inhale and exhale externally
9. The number of alveoli in one lung is 350 million
10. Between the vocal cords there is a glottis

1. The trachea has cartilaginous half-rings
2. Binds mucus and dust in the nasal cavity
3. Respiration, in which cells use internal O2
4. The amount of air in the reserve volume is 1500 ml
5 For men - 3500, for women - 2700 ml VC
6. The epiglottis controls the entrance to the larynx
7. The esophagus passes between the semi-rings of the trachea
8. The function of cilia in the nasal cavity is cleansing
9. Structural units of the lungs alveoli
10. The membrane separating the chest cavity from the abdominal diaphragm
TASKS No.
Solve the puzzle
LARYNX
GAS EXCHANGE
SURFACTANT
NASOPHARYNX

GAZELLE, 2 O, FISH, CHANGE,
MOUNTAIN, TAKHTA, DOE
SMOK, UFA, OKA, TANK, T
SOCK, GLOBE, DUCK
TASK No. 8

Presentation is a game.
Answer the questions orally:

1. A person can live without food for 30 days or more, and without O2 - no more than 10-20 minutes. Why?
2. The lungs do not have muscles, but when breathing they expand and contract. Why does this happen?
3. Why is exhalation important in people’s lives?
4. Why do people in the Arctic and Antarctic, despite the cold, suffer little from colds?