Discussion 11.1:Two week old Tabitha has infant respiratory distress syndrome. Eighty year old Anthony has emphysema, and 50 year old Jenny has pulmonary fibrosis
Discussion 11.1:Two week old Tabitha has infant respiratory distress syndrome. Eighty year old Anthony has emphysema, and 50 year old Jenny has pulmonary fibrosis
Value: 10 points
Introduction
Two-week-old Tabitha has infant respiratory distress syndrome. Eighty-year-old Anthony has emphysema, and 50-year-old Jenny has pulmonary fibrosis.
Discussion Guidelines
Initial Post
ORDER A CUSTOMIZED, PLAGIARISM-FREE Discussion 11.1:Two week old Tabitha has infant respiratory distress syndrome. Eighty year old Anthony has emphysema, and 50 year old Jenny has pulmonary fibrosis HERE
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In your initial post, explain why the mechanics of breathing are greatly compromised in each case.
Response Post(s)
Reply to at least two of your classmates’ initial posts by Sunday.
Submission
Post your initial and follow up responses and review full grading criteria on the Discussion 11.1: Structure and Function of the Respiratory System page.
Week 11: Respiratory Physiology
Welcome to Week 11. This week, we continue our journey through the organ systems in the human body with a stop-off at the respiratory system. Background material on the respiratory system is presented this week, while disease states that are associated with the respiratory system will be covered next week.
The respiratory system material begins with the Fick equation, which you should make sure to know, and lists the functions of the lung, which go beyond gas exchange. The gas laws are provided, with Dalton’s and Henry’s being very important. You should understand the key respiratory parameters, including the concentration of the gases, partial pressures of the gases, and solubility of the gases, recalling that CO2 is 20–25 times more soluble than O2.
The morphology of the respiratory system, including the muscles that are involved in respiration, is presented, followed by the pulmonary volumes and capacities. Blood flow and pressure to the lung is provided; you should pay attention to the zonal distribution of blood flow, as well as how blood pressures stay the same to the lung when blood flow increases. You will need to be able to describe pulmonary capillary exchange of fluid and understand the importance of the negative interstitial hydrostatic pressure to prevent pulmonary edema. The next content focuses on the movement of the gases and the factors that affect their movement. Finally, control of breathing by specific neuronal areas is presented, as is a discussion of the chemosensitive areas that provide input to the neuronal tracts.
This week we have a single lesson on the structure and function of the respiratory system. You will need to understand the lung morphology, movement of air or gases into or out of the lung, diffusion of gases into or out of the blood, carrying of oxygen and carbon dioxide in the blood to and away from the systemic tissues, and control of breathing.
Learning Outcomes
At the end of this lesson, you will be able to:
Diffusion and Gas Properties
List the Fick equation and understand the importance of this equation as related to the diffusion of gases and disease states that may alter parameters in the equation
Describe the basic properties of gases in relation to their partial pressures and their pressures in relation to volume and temperature
Respiratory Morphology and Air Movement
Describe the mammalian blood-gas interface
Trace the movement of air through the airways, beginning in the nose and oropharynx and moving into the respiratory tissues of the lung
State the difference between the conducting and the respiratory airways
Describe the muscles involved in air movement during the inspiratory and expiratory phases
Define intrathoracic, intrapleural, and intra-alveolar pressures, and understand how each of these pressures changes in relation to atmospheric pressure during inspiration and expiration
Delineate on a spirometric record the four volumes and capacities that can be discerned on the trace
Differentiate between pulmonary and alveolar ventilation
Pulmonary Blood Flow
Describe blood flow to the lungs in terms of pressures
Understand the concept of hypoxic vasoconstriction
Air and Blood Flow
Compare and contrast atmospheric gas and alveolar gas in terms of specific partial pressures of each gas
Define the diffusing capacity of a respiratory membrane
Explain why ventilation and perfusion must be matched
Cite the difference between dead air space and shunt
Oxygen Dissociation Curves
Explain the significance of a shift to the right and a shift to the left in the oxygen–hemoglobin dissociation curve
Control of Breathing
Compare the neural control of the respiratory muscles, which control breathing, with that of cardiac muscle, which controls the pumping action of the heart
Breathing in Unique Environments
Understand breathing in unique environments and how atmospheric oxygen levels can change
Before attempting to complete your learning activities for this week, review the following learning materials:
Learning Materials
Read the following in your Porth’s Pathophysiology: Concepts of Altered Health States textbook:
Chapter 29, “Structure and Function of the Respiratory System”
Note that the presentation materials do not follow linearly from that presented in the chapter.