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Chapter 011
Chapter 011
1 Lesson Plan
1 Cardiovascular System
TEACHING FOCUS
Students will have the opportunity to understand the anatomy and physiology of the heart and accompanying
blood vessels that comprise the cardiovascular system, which supplies the cells and tissues of the body with
nutrients and oxygen. The student will become acquainted with the terminology used to describe the
pathologic conditions that affect the heart and blood vessels and the clinical tests and laboratory procedures
that facilitate the identification of these abnormalities. Ultimately, terminology will be presented that
describes medical treatments for cardiovascular pathology.
LESSON CHECKLIST
KEY TERMS
pericardium
pulmonary artery
pulmonary circulation
pulmonary valve
pulmonary vein
pulse
septum, septa
sinoatrial node (SA node)
sphygmomanometer
systemic circulation
systole
tricuspid valve
valve
vein
vena cava, venae cavae
ventricle
venule
Terminology (pp. 409-412)
angi/o
aort/o
Pathology:
The Heart and Blood Vessels (pp. 412-423)
arrhythmias
heart block (atrioventricular block)
flutter
fibrillation
congenital heart disease
coarctation of the aorta (CoA)
patent ductus arteriosus (PDA)
septal defects
tetralogy of Fallot
congestive heart failure
coronary artery disease
endocarditis
hypertensive heart disease
mitral valve prolapse (MVP)
murmur
pericarditis
rheumatic heart disease
aneurysm
hypertension (HTN)
Legend
CD
Companion CD
iTerms
IRM
Instructors
Resource Manual
available on CD
and Evolve
Evolve
Evolve
Resources
ven/o, ven/i
ventricul/o
Laboratory Tests and Clinical Procedures (pp. 425-431)
BNP test
cardiac biomarkers
lipid tests
lipoprotein electrophoresis
angiography
computed tomography angiography
digital subtraction angiography
electron beam computed tomography
Doppler ultrasound studies
echocardiography
positron emission tomography
technetium Tc 99m sestamibi scan
thallium 201 scan
REFERENCE LIST
PowerPoint slides (CD, Evolve): 1-70
LESSON 11.1
PRETEST
IRM Exercise Quiz B
PPT
PowerPoint
Slides
MTO
Medical
Terminology
Online
BACKGROUND ASSESSMENT
Question: How is pulmonary circulation different from systemic circulation?
Answer: Pulmonary circulation describes the flow of blood from the heart to the lungs and back to the heart;
systemic circulation describes the flow of blood from the heart to the body, and back to the heart.
Question: After a patients blood pressure is measured with a sphygmomanometer, it is reported in the form
of a fraction (e.g., 120/80 mm Hg). What do these numbers represent?
Answer: Blood pressure is the force that blood exerts on the arterial walls. The upper number in the fraction
represents the higher systolic blood pressure in the artery when the left ventricle is contracting to force the
blood into the aorta and other arteries. The lower number represents the diastolic pressure, which is the
pressure in the artery when the ventricles are relaxing and the heart is filling with blood from the venae
cavae and pulmonary veins. The pressure that results when the cuff on the sphygmomanometer is blown up
helps suppress the blood in an artery and block the sound of the pulse. As that pressure is slowly released,
the first sound of the pulse is heard through a stethoscope. That is the systolic blood pressure reading. The
sound continues to get louder as the artery fills. When the sound fades way, the diastolic pressure is read.
OBJECTIVES
Name the parts
of the heart and
associated blood
vessels and their
functions in the
circulation of
blood.
CONTENT
TEACHING RESOURCES
PPT 5-9
MTO Module 11, Lesson 3
Figure 11-1 Blood vessels (p. 398)
Figure 11-2 Relationship and characteristics of
blood vessels (p. 399)
Exercise A (p. 435)
Discuss the structure of blood vessels. Have
students look up the process by which blood
exits and enters the capillary. Make certain that
students use terms such as lymph and edema.
Divide the class into three
groups and have them choose a contestant
for a quiz show. Display a transparency of an
illustration of the heart. Ask the three
contestants to identify each of the numbered
items in the illustration. The first contestant
to give the correct answer wins a point for the
team. If a contestant gives an incorrect
answer, the team selects a new contestant.
Class Activity
OBJECTIVES
CONTENT
TEACHING RESOURCES
Alternatively, have students identify the
singular and plural forms for each of the
structures.
Trace the
pathway of
blood through
the heart.
PPT 10-21
MTO Module 11, Section I, Lessons 1-2
OBJECTIVES
CONTENT
TEACHING RESOURCES
(p. 406)
Exercise C (p. 436)
Class Activity Have
Recognize the
meaning of
many laboratory
tests, clinical
procedures, and
abbreviations
pertaining to the
cardiovascular
system.
PPT 22-25
MTO Module 11, Section I, Lessons 4-5
Figure 11-10 Electrocardiogram (p. 407)
Figure 11-11 Measurement of blood pressure
(p. 407)
Exercise C questions 4, 7 (p. 436)
Exercise E question 7 (p. 437)
Exercise F question 6 (p. 437)
Exercise H questions 7-8 (p. 439)
Exercise O question 4 (p. 443)
Using the internet, locate sound
files of the different heart sounds. Play them
for the students twice, then ask them to
identify them when you play them randomly.
Class Activity
Define
combining forms
that relate to the
cardiovascular
system.
PPT 26-31
Figure 11-12 Atherosclerosis (p. 410)
Exercise D (pp. 436)
Exercise O (pp. 443)
Form two or more competing
teams. Using flash cards or transparencies,
give the teams one of the combining forms
and ask them to define it. The first team to
answer correctly wins a point. For an extra
point, have them provide a term that uses this
combining form. The team with the most
points wins the game.
Class Activity
11.1 Homework/Assignments:
Using online sources and medical textbooks, have students write reports on abnormal heart sounds and
present their findings to the class. Presentations should include the pathology that created the abnormal
sound and why those pathologies emit certain sounds.
Instruct students to find an article from a newspaper, magazine, or medical journal and underline all of the
combined forms and terminology associated with conditions of the heart. Have students exchange an article
for that of a classmate.
11.1 Teachers Notes:
LESSON 11.2
CRITICAL THINKING QUESTION
Why would a septal defect cause a patient to feel tired?
Guidelines: A septal defect allows the oxygenated and deoxygenated blood to mix, resulting in a patient
never being able to get fully oxygenated blood.
OBJECTIVES
List the
meanings of
major pathologic
conditions
affecting the
heart and blood
vessels.
CONTENT
TEACHING RESOURCES
PPT 33-41
MTO Module 11, Section II, Lessons 1-6
Figure 11-13 Pacemaker (p. 413)
Figure 11-14 A, Coarctation of the aorta; B,
patent ductus arteriosus (p. 415)
Figure 11-15 A, Ventricular septal defect; B,
tetralogy of Fallot (p. 416)
Figure 11-16 Ischemia and infarction (p. 418)
Figure 11-17 Acute myocardial infarction (MI)
(p. 418)
Figure 11-18 Acute coronary syndromes
(p. 419)
Figure 11-19 A, Acute rheumatic mitral
valvulitis with chronic rheumatic heart disease;
B, artificial heart valve; C, porcine xenograft
valve (p. 420)
Figure 11-20 A, Abdominal aortic aneurysm;
B, bifurcated synthetic graft (p. 421)
Figure 11-21 A, Valve function in normal and
varicose veins; B, varicose veins; C, edema
and pigmented skin (p. 423)
Study Section (p. 424)
Practical Applications questions 1-10 (p. 433)
Exercises E (p. 437)
Divide the class into four
groups: congenital abnormalities of the heart,
degenerative diseases of the heart resulting
from diseases of blood vessels, heart disease
Class Activity
OBJECTIVES
CONTENT
TEACHING RESOURCES
hypercholesterolemia, thrombophlebitis, and
mitral valvulitis.
Have students list heart pathologies from
least to most threatening. Have students pick
two heart conditions (one that they believe
poses a lesser threat and one that poses a
greater threat) and have them compare their
choices in class. Do students generally agree
on the severity of the pathologies? Was it
difficult to rank conditions? Why or why not?
11.2 Homework/Assignments:
Have students memorize the Study Section (p. 424) for the next lesson by creating flash cards for each term
listed. Students should write the term on one side of the card and the definition on the other side.
LESSON 11.3
CRITICAL THINKING QUESTION
How does a coronary artery bypass address the problem of a blocked artery? Why is it often not a
permanent solution?
Guidelines: Coronary artery bypass grafts detour a blocked artery, providing a renewed blood supply to
the heart tissue affected. The reason for the initial graft is often the same as for subsequent ones:
hypercholesterolemia and new blockages in the coronary arteries.
OBJECTIVES
Recognize the
meaning of
many laboratory
tests, clinical
procedures, and
abbreviations
pertaining to the
cardiovascular
system.
CONTENT
TEACHING RESOURCES
PPT 43-51
MTO Module 11, Section III, Lessons 1-4
Figure 11-22 A, Computed tomography
angiography; B, Electron beam computed
tomography (p. 426)
Figure 11-23 A, Echocardiogram, B,
Transesophageal schocardiography (p. 427)
Figure 11-24 Left-sided cardiac catheterization
(p. 428)
Figure 11-25 ECG rhythm strips showing
normal sinus rhythm and dysrhythmias (p. 429)
Figure 11-26 Coronary artery bypass graft
(CABG) surgery (p. 430)
Figure 11-27 Placement of an intracoronary
artery stent (p. 431)
Exercises J-Q (pp. 440-444)
Class Activity Using
on a computer
and show normal versus abnormal (atrial
fibrillation) ECGs.
OBJECTIVES
CONTENT
Performance
Evaluation
TEACHING RESOURCES
PPT 52-69
Abbreviation Bingo. Create a
set of bingo cards with a 5 x 5 grid and a
different abbreviation in each box; vary the
abbreviations and/or the order so cards are
not all alike. Bingo card generators are
available on the Internet. Create a list of
terms related to the cardiovascular system
and corresponding to the abbreviations on the
bingo cards. Call out a term. Students must
circle the correct abbreviation on the bingo
card. The first student to complete bingo
wins.
Class Activity
11.3 Homework/Assignments:
10