In this unit, students learn about the form and function of the human heart through lecture, research and dissection. Following the steps of the Legacy Cycle, students brainstorm, research, design and present viable solutions to various heart conditions as presented through a unit challenge. Additionally, students study how heart valves work and investigate how faulty valves can be replaced with new ones through advancements in engineering and technology. This unit demonstrates to students how and why the heart is such a powerful organ in our bodies

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Describe the system of blood flow through the bodyDescribe how blood pressure is regulated

Revised images and multiple choice questions only. By the end of this section, you will be able to:Describe the system of blood flow through the bodyDescribe how blood pressure is regulated

By the end of this section, you will be able to:Describe the system of blood flow through the bodyDescribe how blood pressure is regulated

This page has links to many topics centered around blood pressure: blood pressure measurement, physiology, kidney control of blood pressure, renal blood pressure, and the renin angiotensin aldosterine system

Students study how heart valves work and investigate how valves that become faulty over time can be replaced with advancements in engineering and technology. Learning about the flow of blood through the heart, students are able to fully understand how and why the heart is such a powerful organ in our bodies.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"What’s the best way to measure blood pressure in surgical patients with obesity? While oscillometry using blood-pressure cuffs is the standard, in patients with obesity, these may not fit well. And oscillometry only provides intermittent information. Arterial catheters provide continuous monitoring but are invasive and can cause complications. One alternative is using a non-invasive, continuous finger cuff method. But little is known about how these various methods compare in obese patients. A new prospective study published in the journal _Anesthesiology_ has found that in patients undergoing bariatric surgery, there was better agreement between intraarterial measurement and the finger cuff than with standard cuffs for mean arterial pressure and diastolic blood pressure. And with standard cuffs, forearm measurements were superior to those on the upper arm or lower leg..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Students learn about the form and function of the human heart through lecture, research and dissection. They brainstorm ideas that pertain to various heart conditions and organize these ideas into categories that help them research possible solutions. An expert in the field of cardiac valve research was interviewed for this lesson and shares his ideas with the class. Students conclude by researching various possible heart defects.

This text been designed for an undergraduate human anatomy and physiology course at a medium sized public university. This text has been modified from the original OpenStax text to encourage more active reading for an early undergraduate student taking the first semester of a year-long human anatomy and physiology course sequence. This text has been targeted to our student population, consisting primarily of first semester pre-nursing and kinesiology majors at a university with a high proportion of first generation and PELL-eligible students who benefit from lower barriers to entry into the field. Therefore, freely-available and differently presented text can be beneficial to this student population. This version was designed with the intention of distributing it section by section through a learning management system. If this mode of distribution is used, connection to an assessment tool could be utilized. Systems covered include skeletal, muscular, cardiovascular, respiratory, and nervous.

As this text reorganizes and modifies an OpenStax’s Anatomy and Physiology 2e (see related resources link below), chapter numbers and chapter section numbers from the original have been preserved in this document. Material supplemented from other sources is cited within the text.

Course connections: Undergraduate courses aimed towards freshmen or sophomore, including Anatomy and Physiology, Introduction to Anatomy and Physiology, Physiology, Introduction to Physiology, Human Biology or similar with a human focus.

This patient education program discusses hypertension including the causes, complications, risk factors, diagnosis, and management of the disease. It also explains what blood pressure is. This resource is a MedlinePlus Interactive Health Tutorial from the National Library of Medicine, designed and developed by the Patient Education Institute.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Low blood pressure, or hypotension, is common during surgery. Because hypotensive events are associated with worse outcomes, reducing the frequency, depth, and duration of intraoperative hypotension might be a way to help patients. Commercially available hypotension prediction algorithms can help physicians prevent potentially dangerous bouts of low blood pressure. But it’s unknown how effective they are. To address this question, researchers with the Cleveland Clinic tested a prediction algorithm in a pilot randomized controlled trial. The trial found no difference in hypotension in patients using the algorithm versus unguided controls. In the trial, which included 214 non-cardiac surgical patients, about half had care from practitioners using the algorithm, which is based on arterial pressure waveform features. The algorithm provides the probability of hypotension as an index ranging from 0 to 100, with 85 serving as an alert..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Students learn about the form and function of the human heart through the dissection of sheep hearts. They learn about the different parts of the heart and are able to identify the anatomical structures and compare them to the all of the structural components of the human heart they learned about in the associated lesson, Heart to Heart.

Students use provided materials to design and build prototype artificial heart valves. Their functioning is demonstrated using water to simulate the flow of blood through the heart. Upon completion, teams demonstrate their fully functional prototypes to the rest of the class, along with a pamphlet that describes the device and how it works.

Students are introduced to several types of common medical sensor devices, such as ear and forehead thermometers, glucometers and wrist blood pressure monitors; they use the latter to measure their blood pressure and pulse rates. Students also measure their heights and weights in order to calculate their BMIs (body mass index). Then they use the collected data to create and analyze scatterplots of the different variables to determine if any relationships exist between the measured variables. Discussions about the trends observed and possible health concerns conclude the activity.

Students learn how to take blood pressure by observing a teacher demonstration and then practicing on fellow classmates in small groups. Once the hands-on component of this activity is completed, the class brainstorms and discusses how blood pressure might affect a person's health. This activity acts as hook for the second lesson in this unit, in which blood pressure is presented in detail, as well as how variances in blood pressure can affect a person's cardiovascular system.