Electrical processes in the heart that includes electrocardiography

11.2B Transport of substances

School:

Date:

Names of teachers:

Grade: 11

Number present:

Absent:

Theme of the lesson

Electrical processes in the heart that includes electrocardiography

Learning objectives that are achieved at this lesson(Subject Programme reference)

Learners should be able to:

• Investigate the electrical processes in the heart

Lesson Objectives

Learners will be able to:

• Explain the electrical pathway of the heart.

• Identify the different components of the ECG.

• Understand the function and working of EСG

Success Criteria

The student should be able to:

• Define conduction system of the heart

• Draw a flowchart to show the conduction of electrical impulse in the heart

• Identify the different components of the ECG

Language objectives

Learners can: explain orally, in written formthe electrical pathway of the heart and components of the electrocardiogram

Vocabulary:

Electrocardiography / ECG, P,QRS,T – waves; nerve impulses to/from the heart; ion movement within myofibrils involved in myogenic contraction, non-conducting layer between atria and ventricles; spread of electrical activity around the heart, waves of depolarisation and time delays

device, electrodes, filters, normal ECG, electrical axis of heart, electrical activity of the heart, the potential difference, electrocardiogram, conductive gel, EEG machine, connecting wiresrecords, equipment, amplifiers, output device, wrist, ankle, bipolar leads, lightheadedness, consciousness, data acquisition computer

Planned usage

Electrocardiography is …

By electrocardiography … can be seen …

… of the … is represented bythe wave/complex/segment/interval.

Values instilled at the

lesson

• Responsibility during the teamwork/collaboration/cooperation

• Respect each other’s views and opinions during discussion and providing information.

Cross-curricular links

The working of the ECG is based on the principles of Physics (electricity).

ICT skills

The power-point presentation will help students improve their ICT skills.

Previous learning

The following learning objective has been covered in the previous lesson.

• Biomechanics:G10

• The heart: automaticity. Cardiac cycle: G11, term 1

• Action Potential: G11, term 1

Courseofthelesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Start

0-10mins

G Activity1

Irashnee

Learners are to be separated into 3 groups of 2 each and 1 group of 3.

Group 1:

• 2x5 liter buckets will are provided. One bucket will be filled with water and the second is empty.

• A small cup is included

INSTRUCTIONS:

1. Empty the contents of bucket one into bucket two carefully using the cup.

2. Do not spill water as it is a valuable commodity in this task

3. Person 2 is to time person 1 for one minute.

4. Stop the process after a minute

Group 2

• Provide both learners with a tennis ball each

• They need to set a stopwatch for a minute and then start squeezing as hard as possible on each ball

• Eachlearner must count the number of squeezes by the end of a minute and record

• You will have to report back your findings to the class

Group 3

• Find the pulse of your partner on the inside of their hand just above their palm or at the base of their neck

• Place your thumb or forefinger onto the beat and count how many you feel in thirty seconds.

• Record the number of beats

• Your partner now repeats the same on you

• You will report back your findings to the class

Group 4

Zhanargul

Use the Kobra 4 apparatus to record ECG of your partners and record your results.In this work it is necessary to take into account that the ECG data are not used in medicine for diagnosis but only for training

REPORT BACK AND DISCUSSION

Irashnee

Group one will be informed that the human heart actually is able to pump 5 liters of blood through the heart in a minute.

Group two will explain how difficult it was to continue squeezing the ball for a minute. This activity would have given them an idea as to how hard the heart actually works in our bodies.

Group 3 will explain the number of counts of their members. This will lead to a discussion on what a heartbeat actually is and what a heartbeat indicates about ones health levels.

Group 4 will report back their blood pressure readings and we can ask learners to hold on to that result till the end of lesson one

Middle

3 mins

10-12 mins

3 mins

8-10 mins

Activity 2. Irashnee and Zhanargul

A large outline of the heart is put up on the table. Learners are given labels and asked to come up and label the various parts of the heart ( Right and Left atrium , Right and left ventricles, Septum , Sino atrial valve, Superior and Inferior Vena Cavae, Pulmonary artery and Pulmonary Veins and Aorta, Bicuspid and Tricuspid Valves )

Students sign the structure of the heart on paper A3 and then the teacher provides them with a ready drawing of the structure of the human heart so that they can test themselves and adjust their answers and records

Activity 3. Zhanargul

view video " work of the heart"

http://highered.mheducation.com/sites/0072495855/student_view0/chapter22/animation__the_cardiac_cycle__quiz_2_.html

heart modeling in groups /students use foam rubber, fabric, threads, markers, scissors, drawing the structure of the heart/to show the principle of the heart in stages

While students make a model of electrical conductivity, the heartbeat teacher tests their work and listens to students ' explanations

Sequence of steps in the electrical process of the heart

• As the right atrium fills with blood the SA node (SAN) is stimulated generating an action potential.

• The action potential spreads across the walls of the Atria to the Atrio-Ventricular (AVN) located at the septum.

• Action potential travels slowly through the AVN to give the atria time to contract and the ventricles to fill with blood.

• Then the action potential is passed on to bundle of His or AV bundle, which is located in the walls of heart's ventricles.

• The bundle of HIS divides into left and right bundle branches and the action potential descends rapidly to the apex of each ventricle along the branches.

• Action potentials are carried by the Purkinje fibers to the ventricular walls and the ventricles contract pumping blood.

• As the signal passes, the walls of the ventricles relax and await the next signal.

Activity 4. Irashnee

https://en.wikipedia.org/wiki/File:ECG_principle_slow.gif

View the animation of the heart and how to write an ECG.After watching the animation, the teacher asks questions.

QUESTIONS TO BE ASKED

1. Where does a heartbeat start?

2. The first wave is the P wave. What is happening in the heart during this time?

3. The second stage is the longest and includes the QRS portion. Explain what you observe during this period.

4. The last stage is the T wave. What do you think is happening in the heart now?

• T he P wave represents the spread of a stimulus through the atria (atrial depolarization).

• The PR interval is the time from initial stimulation of the atria to initial stimulation of the ventricles.

• The QRS complex represents stimulus spread through the ventricles (ventricular depolarization).

• The ST segment and T wave represent the return of stimulated ventricular muscle to the resting state (ventricular repolarization).

Activity 5. Irashnee and Zhanargul

A small formative assessment where students can carry out self-evaluation by answering key questions

MARKING MEMORANDUM

1. a) P- ATRIA CONTRACT

b)QRS- VENTRICULAR SYSTOLE

c) T- VENTRICULAR DIASTOLE

d) Q- PRE-VENTRICULAR CONTRACTION

e) R-PEAK OF VENTRICULAR CONTRACTION

f) S- REPOLARISATION OF VENTRICLES

1.2 AFTER SA NODE CONTRACTS

1.3 – MEASURES RHYTHM OF HEARTBEAT

- CAN INDICATE SIZE AND POSITION OF CHAMBERS

- DAMAGE TO MUSCLES

- EFFECT OF DRUGS

- FUNCTIONING OF PACEMAKER

2.1 ELECTRODES

2.2 EACH SHOWS A DIFFERENT REGION OF THE HEART

2.3 CAN INDICATE EXACT AREA THAT IS DAMAGED

2.4 5=60

4,25= x

51

http://highered.mheducation.com/sites/0072495855/student_view0/chapter22/animation__the_cardiac_cycle__quiz_2_.html

https://en.wikipedia.org/wiki/File:ECG_principle_slow.gif

Finish

3 mins

Reflecting

IReflective sandwich.

template of sandwich, stickers

Extra information

Differentiation – how do you plan to give more support? How do you plan

to challenge the more able learners?

Cross-curricular links

Health and safety regulations

ICT skills

Values instilled at the lesson

Differentiation in activities during the lesson.

Use of support for students with different perception channels (visual, audial, kinesthetic)

Support for weaker students:

Translated key words.Individual attention.

Advanced students had extra tasks in the worksheet

Health and safety: work with laptops, movement in the classroom

Values links

The students will understand the importance and relevance of ECG in their daily lives.

Other subject links:

The working of the ECG is based on the principles of Physics.

Assessment – how are you planning to check students’ learning?

Observation, questioning, success criteria for group activity, providing models, worksheet.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Learning and lesson objectives were realistic?

90% of learners achieve the LO up to the end of the lessons (they finished the worksheet tasks)

Differentiation worked well. It linked types of activities, perception channels, students’ level in biology.

Yes, I stuck to timings

I didn’t make changes at this lesson, but for the next time I’ll give the texts to weaker students during listening task.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:Activity Whiteboard Writing Race

2:Activity “That Squigglely Line - What Does It Really Mean?”

What two things would have improved the lesson (consider both teaching and learning)?

1: To give the texts about ECG to weaker students.

2: To add “2 stars and 1 wish” for asses the models ECG form.

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?

To give the texts about ECG to weaker students due to their difficulties in listening video.