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    2018 - Cardiac Cycle - Educational Game PDF

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    ashraf alaqily
    This document describes an educational game called the Cardiac Cycle Puzzle designed to help students understand the cardiac cycle. The puzzle uses pictures of the cardiac cycle phases, a table to be completed, and chips indicating the phases, heart sounds, and valve states. Students work in groups to arrange the pictures in the correct sequence, then use the chips to fill in the table detailing each phase of the cardiac cycle. The game is meant to actively engage students in relating cardiac morphology to physiology through a hands-on puzzle activity.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    2018 - Cardiac Cycle - Educational Game PDF

    Uploaded by

    ashraf alaqily
    67 views9 pages
    This document describes an educational game called the Cardiac Cycle Puzzle designed to help students understand the cardiac cycle. The puzzle uses pictures of the cardiac cycle phases, a table to be completed, and chips indicating the phases, heart sounds, and valve states. Students work in groups to arrange the pictures in the correct sequence, then use the chips to fill in the table detailing each phase of the cardiac cycle. The game is meant to actively engage students in relating cardiac morphology to physiology through a hands-on puzzle activity.

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    This document describes an educational game called the Cardiac Cycle Puzzle designed to help students understand the cardiac cycle. The puzzle uses pictures of the cardiac cycle phases, a table to be completed, and chips indicating the phases, heart sounds, and valve states. Students work in groups to arrange the pictures in the correct sequence, then use the chips to fill in the table detailing each phase of the cardiac cycle. The game is meant to actively engage students in relating cardiac morphology to physiology through a hands-on puzzle activity.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    67 views9 pages

    2018 - Cardiac Cycle - Educational Game PDF

    Uploaded by

    ashraf alaqily
    This document describes an educational game called the Cardiac Cycle Puzzle designed to help students understand the cardiac cycle. The puzzle uses pictures of the cardiac cycle phases, a table to be completed, and chips indicating the phases, heart sounds, and valve states. Students work in groups to arrange the pictures in the correct sequence, then use the chips to fill in the table detailing each phase of the cardiac cycle. The game is meant to actively engage students in relating cardiac morphology to physiology through a hands-on puzzle activity.

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    1

    Educational Game – Cardiac Cycle Puzzle


    Authors: Marcondes FK, Moura MJCS, Cardozo LT, Luchi KCG

    1. Objective of the game
    Understanding how the special characteristics of the heart contribute to its
    functioning, relating its morphology to physiology.

    2. Game Description
    The Cardiac Cycle Puzzle is a simulation game, with no competitive goal. It is a
    puzzle because it has pieces that fit together, each piece fits into only one place, the
    strategies used by the solvers will help them to solve other problems in the future and
    provides entertainment tp solvers (Michalewicz and Michalewicz, 2008; Cardozo et al.,
    2016). It is classified as a simulation game because the pieces of the puzzle constitute a
    simplified simulation of the events that occur in the heart during blood pumping.
    This game was developed based on figures adapted from the textbook "Human
    Physiology" (Moffett, Moffett & Schauf, 1993), and is composed of the pictures of the
    cardiac cycle phases, a table and chips. The pictures illustrating the phases of the cardiac
    cycle, pathways of arterial and venous blood in the heart as well as contraction and
    relaxation of the atria and ventricles figures (Figure 1).
    The table (Figure 2) contains six columns with the following indications: 1 - phase
    of the cardiac cycle, 2 - figure, 3 - atrial state, 4 - ventricular state, 5 - atrioventricular
    valves and 6 - pulmonary and aortic valves, which must be completed.
    The chips (Figure 3) indicate the phases of the cardiac cycle (passive filling, atrial
    contraction, ventricular isovolumetric contraction, ejection, and ventricular isovolumetric
    relaxation) and the respective figures, the condition of the atrium and ventricles (relaxed;
    contracting) the state of the heart valves (open or closed) and the heart sounds. The chips
    that complete the first column (phases) are in blue, to avoid confusion with the chips that
    indicate the phase “Ventricular isovolumetric contraction or relaxation” and the chips that
    complete the ventricular state "Isovolumetric contraction or relaxation”.
    2

    Phase 1: C
    Phase 2: ____
    Phase 3: ____
    Phase 4: ____
    Phase 5: ____

    Figure 1. Figures of the phases of the cardiac cycle, presented in full size in Appendix 1.


    Figure 2. Table of the cardiac cycle puzzle, presented in full size in Appendix 2.
    3

    Relaxed: Relaxed:
    Relaxed Relaxed Relaxed
    filling filling

    Isovolumetric Contraction:
    Isovolumetric ejection
    Relaxed contraction Closed
    relaxation

    Atrial
    Contracting contraction Closed Open

    Ejection Closed Closed

    Passive filling Closed Open Open Closed

    Ventricular Ventricular 1st heart sound


    isovolumetric isovolumetric Closed
    contraction relaxation
    2st heart sound

    Figure 3. Chips for completing the cardiac cycle puzzle table, presented in full size in
    Appendix 3.


    3. Description of activity
    Before the activity with the game, it is suggested to teach a 30-40-minute class on
    the basis of cardiac physiology, addressing the special characteristics of the cardiac cells
    (physiology of the pacemaker cells and their control by the autonomic nervous system,
    comparison between the action potential of skeletal muscle and the plateau action
    potential of cardiac muscle, cardiac conduction fibers and transmission of the electrical
    stimulus in the heart, without the description of the cardiac cycle).
    In this way the game will be used as an active teaching method for the cardiac
    cycle theme. However, at the teacher's discretion, the activity can be used after
    theoretical classes with the complete description of the subject, becoming in this case a
    strategy to reinforce learning.
    The activity with the game can be immediately after that first class or in a later
    class. In this case, students are instructed to study the content covered in class and the
    cardiac cycle before the activity with the game.
    For the activity, students are divided in groups of four to five participants and
    received the puzzle containing pictures of the cardiac cycle phases (Figure 1), they are
    4

    asked to analyze the figures representing the phases of the cardiac cycle and to identify
    the correct sequence in which they should be placed. The chips “ first and second heart
    sound” should be placed among the other chips in order to indicate when do the sounds
    are generated (appendix 4). The first phase is indicated in order to avoid different correct
    answers and to facilitate the discussion with all the groups together at the end of activity,
    mainly if there is no monitors to help the teacher.
    If the sequence is correct, they move on to the next step. Otherwise, the teacher
    should inform that the sequence is not correct, without indicating where the error is, and
    the group must discuss and redefine the correct sequence.
    In the next step, they are asked to complete the table (Figure 2) using the chips
    (Figure 3), relating each phase to a figure.
    While the groups assemble the puzzle, the teacher asks each group to choose the
    chips, without making the corrections directly. In this way, students are encouraged to
    discuss and review their choices, helping each other through group work. After completing
    the correct table, the following questions are presented for group discussion:

    ü How is the electrical stimulus transmitted in the heart during a cardiac cycle?
    ü Why is the electrical stimulus delay in the atrioventricular node important for cardiac
    function?
    ü When and how do the heart valves close and open?
    ü What are and when are heart sounds?
    ü How do gap junctions of cardiac muscle cells participate in the conduction of electrical
    stimulation and contraction of the heart muscle?

    At this stage of discussion of the questions, it is up to the teacher to allow students
    to consult their class notes and textbooks.
    This activity has variable duration according to the development of each class,
    amount of teachers and monitors for the class.
    5

    At the end of the activity with the game or in a next class, the teacher should
    conduct a general discussion with the students in order to summarize the events of the
    cardiac cycle, the importance of the special characteristics of the heart for its functioning
    and clarify doubts that remain after the game to ensure that the essential aspects have
    been learned by all groups.


    4. References

    Cardozo LT, Miranda AS, Moura MJCS, Marcondes FK. Effect of a puzzle on the process of
    students’ learning about cardiac physiology. Adv Physiol Educ 40: 425–431, 2016.

    Marcondes FK, Amaral ME. Understanding the physiology of heart with a puzzle. In:
    Práticas Pedagógicas no Ensino Superior, edited by Signorini CE, Raymundo O Jr, Ripa R.
    Araras, p. 93–111, 2014 [portuguese].

    Marcondes FK, Moura MJ, Sanches A, Costa R, de Lima PO, Groppo FC, Amaral ME, Zeni P,
    Gaviao KC, Montrezor LH. A puzzle used to teach the cardiac cycle. Adv Physiol Educ 39:
    27–31, 2015.

    Marcondes FK, Moura MJ. Understanding the Physiology of Heart and the Cardiac Cycle
    With a Puzzle. Piracicaba, SP, Brazil: Workshop of Active Methodologies in Physiology
    Teaching, 2013, p. 2013 [Portuguese]. http://www.sbfis.org.br/undergratuate-committee/

    Michalewicz Z, Michalewicz M. Puzzle-based Learning: Introduction to critical thinking,
    mathematics, and problem solving. 1st ed. Credibility Corporation Pty Ltd, 2008.

    Moffett DF, Moffett SB, Schauf CL. Human Physiology, edited by Mosby-Year Book Inc.,
    1993.

    6

    Appendix 1
    Part of the game - Images of the cardiac cycle

    Phase 1: C
    Phase 2: ____
    Phase 3: ____
    Phase 4: ____
    Phase 5: ____

    7

    Appendix 2
    Part of the game – Table
    8

    Appendix 3
    Part of the game - Chips
    9

    Appendix 4
    Filled table

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