2018 ANAPHYS Laboratory Workbook AP 2018 PDF

Laboratory Exercise 1
THE HUMAN ORGANISM: Levels of Organization

Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Materials: Scissors, Paste or Glue, and Pictures.

Lab Activity:
Instructions: Cut the pictures found on the next page. Arrange and paste them here from
smallest to largest structural level. Use arrows to connect the structural levels from
smallest to largest. Number each picture from 1 to 7 (1 being the smallest level and 7
being the largest). Lastly, define and describe each structural level.
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Anatomy and Physiology
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OBSERVING SECTIONED SPECIMENS
Demonstrate the comparison of longitudinal and transverse sections by:
1. Bring any of the following fruits (orange/ponkan, tomato, papaya, apple).

2. Cut the chosen fruit in a longitudinal, oblique and transverse section.
3. Draw the appearance of each section below.
Longitudinal
Cut
Oblique Cut
Transverse
Cut
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THE CHEMICAL BASIS OF LIFE: Identification of Biomolecules
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Materials and Equipments: Beaker, dropper, Test tubes, Test tube clamp, alcohol
lamp, (Bunsen burner tripod stand and gauze if available), sticker paper for labeling,
paper towel, brown paper bag, distilled water, Benedict’s solution, Lugol’s iodine, Biuret
reagent, glucose solution (10% glucose), starch solution (from corn or potato), oil
(vegetable oil), protein solution, and egg white.
Reminder: Follow appropriate Lab Rules and Safety Precautions when doing the
following activities.
Lab Activity:
Almost all of the food we eat comes from plants and animals. Plants and animals
contain mainly water (inorganic) and organic compounds, which are molecules made by
living organisms such as plants or animals.
The table below lists the most common types of organic compounds found in
living organisms. For each type of organic compound, give two examples of food you
would find it in and describe one characteristic, e.g. whether it is greasy, whether it
contains genetic material.
Type of Organic Examples of food you would Characteristic

Compound find it in (at least 2)
Carbohydrates
Lipids
contains
Nucleic acids
genetic
Proteins material
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You will be testing the substances listed below. Predict whether each substance
is an organic compound and if so, identify the type.
Substance Is this an Organic Compound?

Yes (Specify the Type) No
Vegetable oil
Glucose Solution
Starch from corn or potatoes
Egg whites
Water
What are indicators?

An indicator is a substance that changes color in the presence of a particular type
of molecule. Today you will learn how to use several indicators to test for the presence
of carbohydrates (monosaccharides and starch) and proteins. You will also use a
different type of test for lipids.
A. Testing for lipids
1. If a food that contains lipids is put on brown paper, it will leave a spot that lets
light through.
2. To test for lipids, divide a piece of a brown paper bag into 5 sections. Label
the sections "vegetable oil", "glucose", "starch", "egg whites", and ―water‖.
3. In each section, rub a small amount of the substance onto the brown paper.
4. With a paper towel, rub off any excess that may stick to the paper. Set the
paper aside until the spots appear dry—about 10 to 15 minutes.
5. Continue on with the rest of the tests while waiting for the paper to dry.
Note: After all the sections of the brown paper are dry, hold it up to a bright
light or window. You will notice that at least one sample has left a spot that
lets light through on the brown paper. The spot indicates the presence of
lipids.
6. Complete the last column of the data table provided below. Put a plus (+) for
any samples which tested positive for lipids and a minus (-) for the samples
which tested negative.
B. Testing for Carbohydrates

You will use indicators to test for two common types of carbohydrates:
monosaccharides (glucose, fructose, galactose) and starch (a
polysaccharide).
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i. Testing for starch
1. Iodine is the indicator for starch. In the presence of starch, iodine will
change color from yellow-brown to blue-black. CAUTION: Be careful when
handling iodine; it can stain hands and clothing.
2. Obtain 5 clean small test tubes and use sticker paper to make labels for
each container. Label the containers "vegetable oil", "glucose", "starch",
"egg whites", and ―water‖.
3. Put 1 ml of each of the substances in the test tubes.
4. To each test tube, add 2 drops of the iodine indicator (I2KI).
5. Stir the contents of each test tube by rolling it between your palms.
6. In the data table provided below, record the color of the iodine solutions.
Put a plus (+) next to those samples testing positive for starch and a minus
(-) for those testing negative.
7. Rinse all the materials down the sink, but keep the labels on the test
tubes.
ii. Testing for Monosaccharides
1. Benedict’s Solution: when heated, turns from clear blue to

green/white/yellow or red in the presence of a monosaccharide (single
sugar like glucose, galactose and fructose).
2. Put 100 ml of water into a 150 or 250 ml beaker and heat the water up to
between 85 and 95 degrees Celsius but, keep it from boiling.
3. While the water is heating, use your 5 clean small test tubes with the
labels "vegetable oil", "glucose", "starch", "egg whites", and ―water‖.
4. For each test tube, again add 1 ml of the substance indicated on the label.
5. Add 1 ml of Benedict’s Solution to each tube. Stir the contents of each test
tube by rolling it between your palms and then place it in the hot water for
5 minutes.
6. After 5 minutes, record the color for each Benedict’s test on the data table
provided below. Put a plus (+) next to those samples testing positive for
monosaccharides and a minus (-) for those testing negative.
C. Testing for Proteins
1. To test for protein you will use Biuret reagent as an indicator. Biuret
reagent turns from blue to purple in the presence of protein.
2. CAUTION: Biuret reagent contains sodium hydroxide, a strong base. Be
very careful not to splash or spill any. If you splash any reagent on
yourself, wash it off immediately with water. Call your instructor for
assistance.
3. Again, rinse VERY WELL your five clean test tubes labeled "vegetable oil",
"glucose", "starch", "egg whites", and ―water‖.
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4. Add 1 ml of the substance indicated on the label to each test tube.
5. Add 20 drops of Biuret reagent to each container. Stir the contents of
each container by rolling in between your hands.
6. Record the color of each Biuret solution in the data table provided below.
Put a plus (+) next to those samples testing positive for protein and a
minus (-) for those testing negative.
7. Rinse all your test tubes thoroughly and put them in the container on the
front table. Return the test tubes on their proper storage.
Data Table
Lipid
Carbohydrate Tests Protein Test
Test
Sample Iodine Biuret
Benedict’s Monosaccharides Starch Protein Lipid
test test
test Color present present present present
color color
Vegetable
oil
Glucose
Solution
Starch
from corn
or
potatoes
Egg
whites
Water
Questions
1. Starch is made of monosaccharides connected together end to end. Did your test
for monosaccharides indicate there were monosaccharides in the starch sample?
Why or why not?
___________________________________________________________________
___________________________________________________________________
2. Suppose that for the container containing water you found a positive test for one of
the organic compounds. How would you interpret this result?
__________________________________________________________________________________
__________________________________________________________________________________
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Laboratory Exercise 3 - 1
CELL: STRUCTURES AND FUNCTIONS
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Materials: Crayons/ Coloring Pencils or Pens.

Lab Activity: The image below represents a human cell. Your job is to identify the
organelles. Fill-in each organelle with the following colors: nucleus=red,
nucleolus=blue, rough endoplasmic reticulum=orange, smooth endoplasmic
reticulum= yellow, mitochondria= green, centrioles= purple, cell membrane=
brown, Golgi= pink, Peroxisome=white, Secretory vesicle= black, lysosome=gray.
Then label each organelle with its corresponding functions.
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CELL: Movement through the Cell Membrane
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Lab Materials: Beaker, teaspoon, distilled water, plastic bag, rubber band (if available),
dropper, starch (corn, potato, etc), and iodine solution.
Lab Activity:
In this activity you will observe the diffusion of a substance across a semi
permeable membrane. Iodine solution will be used as indicator in this activity. It is a
known indicator for starch. An indicator is a substance that changes color in the
presence of the substance it indicates.
Pre-lab Observations: Describe what happened when iodine came into contact with
starch.
Observation: ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
Procedure:
1. Fill a plastic bag with a teaspoon of corn starch and a half cup of water. Tie the
bag (with rubber band if available).
2. Fill a beaker halfway with water and add ten drops of iodine.
3. Place the bag in the beaker so that the cornstarch mixture is submerged in the
iodine water mixture.
4. Wait for fifteen (15) minutes and record your observations in the data table
provided below.
5. While you are waiting, answer the questions below.
Questions:
1. Define diffusion.
2. Define osmosis.
3. What is the main difference between osmosis and diffusion?
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4. Why is iodine called an indicator?
5. Molecules tend to move from areas of __________ concentration to areas of

__________ concentration.
Analysis: What's in the Bag?
The substance that is more or less concentrated depends on which one has the
most stuff in it.
1. Which is more concentrated in starch, the bag or beaker?
2. Which is more concentrated in iodine, the bag or beaker?
3. Which one is hypertonic in relation to Iodine, the bag or the beaker?
4. Which one is hypertonic in relation to Starch, the bag or the beaker?
5. Which one is hypotonic in relation to starch, the bag or the beaker?
6. Which one is hypotonic in relation to iodine, the bag or the beaker?
Make Some Predictions
1. If the bag was permeable to starch, which way would the starch move, into the
bag or out of the bag? ________
2. If the bag was permeable to iodine, which way would the iodine move, into or out
of the bag? _______
3. If the bag was permeable to iodine, what color would you expect the solution in
the bag to turn? _______
What about the solution in the beaker? ___________
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4. If the bag was permeable to starch, what color would you expect the solution in
the bag to turn? ________
What about the solution in the beaker? _________
5. Make a prediction about what you think will happen and explain why you think so:
Data Table
Starting Color Color after 15 minutes
Solution in Beaker
Solution in Bag
Post Lab Analysis
1. Based on your observations, which substance moved, the iodine or the starch?
________________________________________________________________
2. How did you determine this?

________________________________________________________________
3. The plastic bag was permeable to which substance?

________________________________________________________________
4. Is the plastic bag selectively permeable?

________________________________________________________________
5. Sketch the cup and bag in the space below. Use arrows to illustrate how diffusion
occurred in this lab.
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6. What would happen if you did an experiment in which the iodine solution was placed
in the bag, and the starch solution was in the beaker? Be detailed in your
description.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. Why is it not a good idea to store iodine in a plastic bag?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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TISSUES, GLANDS, AND MEMBRANES: Connective Tissue Matrix
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Materials: Crayon.
Lab Activity: The image below represents a CONNECTIVE TISSUE MATRIX.

Coloring Instructions:
collagen= fibers yellow.

fibroblasts=blue.
mast cells=purple .
macrophages=orange
elastic fibers=green
blood vessel and blood cells=red.
fat cells=pink.
Note: shade over the line if necessary.
Using the figure above, match the structure to the following functions below (use the
letters indicated above).
1. ____ Store energy

2. ____ Production of fibers
3. ____ Consume debris and foreign objects
4. ____ Fiber that makes up tendons
5. ____ Prevention of blood clots
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TISSUES, GLANDS, AND MEMBRANES: Epithelial Tissues

Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Materials: Crayon.
Lab Activity: The images below represent human tissues. Your job is to identify the
different tissue types. Fill-in each picture with the following colors: SIMPLE
CUBOIDAL=red, SIMPLE SQUAMOUS=blue, SIMPLE COLUMNAR=orange,
STRATIFIED SQUAMOUS=yellow, PSEUDOSTRATIFIED COLUMNAR=green,
TRANSITIONAL EPITHELIUM= purple.
1.
2.
3.
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4.
5.
6.
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TISSUES, GLANDS, AND MEMBRANES:

Epithelial Tissues - Location and Function
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Activity: The figures below are images of preserved human tissues. Name the
tissues and identify the FUNCTION AND LOCATION of the following tissues.
1. Name:
Location:
Function:
2. Name:
Location:
Function:
3. Name:
Location:
Function:
4. Name:
Location:
Function:
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5. Name:
Location:
Function:
6. Name:
Location:
Function:
7. Name:
Location:
Function:
8. Name:
Location:
Function:
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TISSUES, GLANDS, AND MEMBRANES:

Buccal Smear Preparation and Investigation
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Materials and Equipments: Microscope, Glass microscope slides, Plastic cover
slips, Paper towels or tissue, 10% Methylene Blue stain, Plastic pipette or dropper,
toothpick, soap and water, and crayons or any coloring pens.
Lab Activity: The cells which line the inside of your cheeks are classified as a stratified
squamous epithelium tissue and are the surface of a mucous membrane. These flat,
scale-like buccal cells are shed constantly as the tissue is renewed. By gently scraping
the inside of your cheek, these cells can be harvested, and when smeared and stained,
may be used to illustrate a number of important biological phenomena including cell and
tissue structure, oral bacterial flora and morphology, etc. This tissue is non-keratinized
and therefore the surface cells are living and still possess their nuclei, in contrast with
shed epidermal cells.
In this activity, you will prepare a buccal smear by removing some of the cells
(cells that line the inside of your cheeks) from the superficial layer of squamous
epithelial cells and examine it under a light microscope; The cells will be ―disrupted‖
from the ―sheet of cells‖; and thus, once stained, visible as separate and single cells.
PREPARATION AND STAINING OF A BUCCAL SMEAR:
Prepare specimens as follows:
1. Using a dropper, put a small drop of distilled water in the center of a clean
microscope slide.
2. Gently and lightly scrape the inner lining of your cheek with the broad end of a
toothpick.
3. Stir the toothpick vigorously in the drop of water on the slide, and then dispose
the toothpick properly.
4. Cover the slide with a clean cover slip lowered at an angle to minimize the
formation of air bubbles between the specimen and the cover slip. If there is too
much liquid on the slide, blot the excess from the edges of the cover slip using
absorbent paper towel.
5. Repeat steps 1-4 for a second specimen, but this time before covering it with
cover slip; add a drop of Methylene blue stain to the water-cheek-cell suspension
on the slide.
Note: Methylene blue stains negatively charged molecules in the cell, including
DNA and RNA. This dye is toxic when ingested and it causes irritation when in
contact with the skin and eyes.
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LIGHT MICROSCOPIC EXAMINATION OF A CELL SMEAR
6. Place the slide on the microscope and examine the appearance of the cells using
first the low power with 4x objective lens, before moving to the higher 10x and
40x objective lenses.
7. In the space provided below, draw the typical appearance of a cheek cell, as
observed at high magnification for both the unstained and stained smear.
UNSTAINED CHEEK CELLS
STAINED CHEEK CELLS
8. On each of your drawings, accurately identify and label the following: 1) nucleus,
2) nucleolus, 3) cytoplasm 4) cell boundary and 5) the variety of bacteria
colonizing the surface of the cells. If you can identify other structures on your
prepared slide, draw and label it accordingly, you will have additional 5 bonus
points.
9. Basing on their appearance and arrangement, suggest possible functions of

buccal cells.
CLEAN-UP
When finished, scrub the slides well in warm soapy water, rinse well, drain dry in a plastic test tube holder,
and return to its proper storage.
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TISSUES, GLANDS, AND MEMBRANES: EXOCRINE GLANDS

Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Activity: Identify the following glands and their common location. Choose the
glandular name from the pool of words enclosed in a box below.
Unicellular Simple acinar Compound tubular

Simple straight tubular Simple branched acinar Compound acinar
Simple branched tubular Compound tubuloacinar Simple coiled tubular
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INTEGUMENTARY SYSTEM: The Skin

Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Activity: Label the diagram of the skin below. Choose your answer from the pool of
words provided below.
blood vessels dermis epidermis hair follicle

hair shaft hair erector muscle melanocyte sweat gland
Pacinian corpuscle sebaceous gland subcutaneous tissue
List 4 ways your skin protects your body.
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INTEGUMENTARY SYSTEM: Accessory Skin Structures
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Activity: The figures below represent human accessory skin structures.
I. HAIR
Identify the following structures of human hair.
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II.SWEAT GLANDS
The figures below are images of preserved human tissue slides. Identify the
following sweat glands and its common location in a human body.
1. Identify the sweat gland pointed by a red arrow.
2. Identify the sweat gland pointed by a black arrow.
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3. Identify the sweat gland pointed on the box.
III. Nerve Endings

Identify the following nerve endings and the sensation it detects, whether pain,
pressure, etc.
1.
Name: _______________________________________________________
Sensation:____________________________________________________
2. Name: _____________________
Sensation: __________________
___________________________
___________________________
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3. Name: ___________________
Sensation:_________________
__________________________
__________________________
IV. Nails
Identify the following fingernail structures.
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SKELETAL SYSTEM: BONES AND JOINTS

General Features of Bone
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
I. Lab Activity: Identify the general types of the following bones.
II. Lab Activity: Identify the following parts of the long bone.
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III. Lab Activity: Name the major bones of the human skeleton.
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Axial Skeleton
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
I. Lab Activity: (The Skull as Seen from the Right Side) Label the following parts of a
human skull.
II. Lab Activity: (Floor of the Cranial Cavity) Label the following parts of a human
skull.
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III. Lab Activity: (Base of the Skull as Seen from Below) Label the following parts of
a human skull.
IV. Lab Activity: (Frontal View of the Skull) Label the following parts of a human skull.
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V. Lab Activity: (Anterior and Lateral View). Identify the following paranasal sinuses.
VI. Lab Activity: Identify and Name following fontanels and bones of a human skull.
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VII. Lab Activity: (Lateral View) Identify the following parts of the Vertebral Column.
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VIII. Lab Activity: Identify the following parts of the Vertebra.
IX. Lab Activity: (Posterior View) Identify the following parts of the Sacrum.
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X. Lab Activity: (Anterior View) Identify the following parts of a Thoracic Cage.
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Appendicular Skeleton
Name: _________________________________ Date: ______________

Section:________________________________ Score: _____________
I. Lab Activity: Name the following parts of the Pectoral Girdle.
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II. Lab Activity: Identify the following parts of the Right Upper Limb.
III. Lab Activity: Identify the following bones of the Left Wrist and Hand.
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IV. Lab Activity: Name the following parts of the human Pelvis.
V. Lab Activity: (Lateral view of Right Coxa, and Female and Male Pelvis) Name the
following parts of the human Pelvis.
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VI. Lab Activity: Label the following parts of the Right Lower Limb.
Lab Activity: Name the following bones of the Right Foot.
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Articulations
Name: _________________________________ Date: ______________
Section:________________________________ Score: _____________
I. Lab Activity: Identify and Name the following articulations or joints according to types
(Fibrous, Cartilaginous, and Synovial).
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II. Lab Activity: Label the following structures of a Synovial Joint.
III. Lab Activity: Identify following Synovial Joints according to types (Plane, Hinge,
Pivot, etc).
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Bone Fractures, Bone Repair, and Spinal Curvatures
Name: _________________________________ Date: ______________

Section:________________________________ Score: _____________
I. Lab Activity: Identify following phases of Bone Repair.
II. Lab Activity: Identify following Types of Bone Fractures.
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III. Lab Activity: Identify following Types of Spinal Curvatures.
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MUSCULAR SYSTEM: Characteristics of Skeletal Muscle

Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Lab Activity: Label the following parts of a .Muscle.
Lab Activity: Label the following parts of a Neuromuscular Junction.
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MUSCULAR SYSTEM: Skeletal Muscle Anatomy

Name: _________________________________ Date: ______________
Section:________________________________ Score: _____________
Lab Activity: Identify the following Muscle attachments.
Lab Activity: (Lateral View) Name the following muscles of the Face.
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Lab Activity: (Anterior View) Name the following muscles of the Arm, Trunk and
Abdominal Wall.
Lab Activity: (Posterior View) Name the following muscles of the Arm, Neck and Back.
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Lab Activity: (Posterior View) Name the following muscles of the Thigh and Hips.
Lab Activity: (Anterior View) Name the following muscles of the Thigh and Hips.
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Lab Activity: (Anterior View) Name the following structures of the Right Thigh.
Lab Activity: Name the following Superficial Muscles of the Leg.
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Lab Activity: (Anterior View) Name the following Superficial Muscles of the human
body.
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Lab Activity: (Posterior View) Name the following Superficial Muscles of the human
body.
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Basic Unit of the Nervous System
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
I. Identify the type of neuron shown below and supply its general function.
Type: __________________________
Function: __________________________
__________________________
__________________________
Type: __________________________
Function: __________________________
__________________________
__________________________
Type: __________________________
Function: __________________________
__________________________
__________________________
II. Label the parts of the neuron by identifying the parts pointed. On the next table, write
the general function of the specified parts.
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II. Identify the types of neuroglia shown below. Identify their location on either CNS or
PNS and write a brief function of each type.
1. Type: _________________________________
Location: _________________________________
Function: _________________________________
_________________________________
2. Type: _________________________________
Location: _________________________________
Function: _________________________________
_________________________________
3. Type: _________________________________
Location: _________________________________
Function: _________________________________
_________________________________
4. Type: _________________________________
Location: _________________________________
Function: _________________________________
_________________________________
5. Type: _________________________________
Location: _________________________________
Function: _________________________________
_________________________________
6.
Type: _________________________________
Location: _________________________________
Function: _________________________________
_________________________________
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CNS: The Brain
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
I. Below is an image of the left lateral view of the human brain. Locate the following
structures on the outer surface of the brain as indicated by the pointed lines.
Frontal Lobe Lateral sulcus Parieto-occipital sulcus Brainstem
Precentral gyrus Occipital Lobe Medulla
Central sulcus Temporal Lobe Pons
Postcentral gyrus Cerebellum Parietal Lobe
II. Below is an image of the left lateral view of the human brain with its functional areas.
Identify the pointed area with its corresponding functional designation.
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III. The image below is a sagittal section of the cerebral hemisphere. Identify the internal
structure pointed below.
IV. The image below reflects the levels of external and internal covering of the brain
tissue. Match the pointed structures to the list written below and label the image.
Arachnoid mater Bone of the skull Arachnoid mater
Periosteum Scalp Arachnoid Villi
Subdural Space Dura Mater
Falx cerebri Pia Mater
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CNS: The Spinal Cord
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. The image below shows the complete spinal cord. Identify and label the structures
specified.
II. Identify the meninges of the spinal cord and the other significant structures pointed
below. Then, complete the table found next.
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III. Identify the structures involve in the integration of impulses and responses in the
spinal cord. Label the pointed/numbered structures.
Tracing the Pathway of Cerebrospinal Fluid in the Brain

IV. Fill in the following flowchart to indicate the path of cerebrospinal fluid from its formation site ( assume
that this is the lateral ventricles) to where it is absorbed into the venous blood:
Lateral Ventricle _______________ ________________

__________________ __________________ (via
openings in the wall of the 4th ventricle) ______________________ surrounding the brain and
spinal cord ( and central canal of the cord) Arachnoid villi
_______________ containing venous blood.
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PNS: The Spinal Nerves and Cranial Nerves
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Cranial Nerves
I. The image below shows the origins of the 12 pairs of cranial nerves on the brain.
Locate and label the respective nerves as pointed.
IV. Labelling. Identify the major spinal nerves identified below.
1._________________________
2._________________________
3._________________________
4._________________________
5._________________________
6._________________________
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1._________________________
2._________________________
3._________________________
4._________________________
5._________________________
6._________________________
7._________________________
8._________________________
9._________________________
10._________________________
11._________________________
12._________________________
13._________________________
14._________________________
Procedures:
SOMATIC REFLEXES
Testing the patellar, or knee-jerk reflex (Stretch Reflex)
Seat the subject on the laboratory bench with legs hanging free (or with knees crossed). Tap the patellar
ligament sharply with the reflex hammer just below the knee to elicit the response. The kne-jerk reflex
assesses the L2-L4 level of the Spinal Cord. Test both knees and record your observation. Which muscle
is contracted? ________________________________________________________________________
Testing the Plantar Reflex (Superficial Cord Reflex)
Using a moderately sharp object, the examiner strokes the lateral border of the subject’s sole, starting at
the heel and continuing toward the big toe across the ball of the foot. What is the response?
Normal Plantar Reflex or Babinski Sign? __________________________________________________
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Testing the Corneal Reflex (Cranial Nerve Reflex)
Stand to one side of the subject; the subject should look away from you toward the opposite wall. Wait a
few seconds and the quickly, but gently, touch the subject’s cornea (on the side toward you) with wisp of
absorbent cotton. What is the reaction? What is the function of this reflex?
____________________________________________________________________________________
Autonomic reflexes
Testing the Pupillary Reflexes
1. Conduct the reflex testing in an area where the lighting is relatively dim. Before beginning, obtain
a flashlight and a metric ruler.
2. Measure and record the size of the subject’s pupils as best as you can.
3. Stand to the left of the subject to conduct the testing. The subject should shield his or her right
eye by holding a hand vertically between the eye and the right side of the nose.
4. Using a quick right to left motion shine a flashlight into the subject’s left eye Measure the pupil
size.
5. Observe the right pupil. Has the same type of change occurred in the right eye (consensual
response)?
____________________________________________________________________________
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Special Senses: The Eye Structure
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. External Anatomy. Label the external and accessory structures of the eye. Write your
answers on the space provided beside the image.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
II. Internal Anatomy. The image below shows the significant internal structures of the
eye. Label the pointed structures accordingly.
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Special Senses: The Physiology of Vision
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Paired Activity
I. Bring the following materials in class:
a. Standard Snellen Chart
b. Astigmatism Chart
c. Blind Spot Plate
d. Ishihara’s Color-blind Plates
II. Follow the instructions below.
A. Visual Acuity Test
1. Mount the Snellen chart on the wall. Ask your partner to stand 20 feet away from
the chart and cover one eye as he tries to read each line of the chart.
2. Note the last line your partner is able to read. Record the results and repeat the
test on the other eye.
B. Astigmatism Test
1. Mount the Astigmatism chart on the wall. Ask your partner to stand 20 feet away
from the chart and cover one eye as he tries to focus at the center (arc) of the chart.
2. Have the subject observe if all the lines are equal in thickness, and whether they
are straight lines or wavy lines.
3. Record the results and repeat the test on the other eye.
C. Blind Spot Demonstration
1. Instruct your partner to cover one eye and hold the plate 1 foot away at eye level.
2. Ask your partner to focus on the medial object: the square for the right eye and the
circle for the left eye.
3. While focusing, slowly bring the plate closer to the face until the object disappears.
4. Record the results and repeat the test on the other eye.
D. Color Blindness Test

1. Have the subject look at the Ishihara plates in a well-lighted place.
2. Have the subject identify the numeral or figure hidden in the plate.
3. Test at least 3 different plates and take note of the plates the patient has identified
Note: Interpretation of the results will be provided during the activity.
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Laboratory Exercise 9 - 2.1
Special Senses: The Physiology of Vision
RESULTS REPORT
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Plot your results personally on the results sheet provided below.

Results
Test
Left Eye Right Eye
Visual Acuity
Astigmatism
(present/absent)
Blind Spot
(found/not found)
Color Blindness
(present/absent)
II. Answer the following questions.

1. What is considered as the normal visual acuity?
___________________________________________________________________
2. Differentiate nearsightedness from farsightedness.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Is it possible to have a greater than ideal or normal visual acuity? Explain your
point.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. How does one acquire astigmatism? Is this condition correctable?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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5. What structures penetrate the optic disc which explains the absence of
photoreceptors at the blind spot?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. How does one acquire color blindedness? Can this condition be corrected?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Special Senses: The Ear
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Anatomy of the Ear

I. The picture below shows the external and internal anatomy of the human ear. Label
the parts pointed in the illustration.
II. Trace the pathway through which sound or vibrations travel starting from the pinna
until the hair cells of the organ of Corti.
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III. Identify the structures involved in hearing and balance and plot them on the table
below.
Structures Involved in Hearing Structures Involved in Balance
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Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Physiology of Hearing and Balance

Paired Activity
I. Material Needed:
1. Tuning Fork
2. Timer/Stopwatch
II. Follow the instructions below:
A. Weber Test
1. Strike the tuning fork at the base of the palm.
2. Place the base of the tuning fork at the middle of your partner’s forehead.
3. Ask your partner if the sound is louder at a particular ear or if the sound is equally
heard in both ears.
4. Record your results.
B. Rinne Test
1. Strike the tuning fork at the base of the palm.
2. Place the base of the tuning fork on the right mastoid of your partner. Ask your
partner to report if the humming sound disappears.
3. Strike the tuning fork on your palm again and place it close to the right ear, but
not touching. Ask your partner if he/she hears a humming sound.
4. Record your results and repeat the test on the other ear.
C. Romberg Test
1. Have your partner stand with feet together and arms on the side. Ask your
partner to maintain the position for one minute. Observe any swaying motions.
Record observations.
2. Next, have your partner assume the same position but this time, eyes closed.
Observe if he/she can keep the position for 1 minute. Observe for swaying or
leaning to one side.
Note: Interpretatios will be provided during the actual activity.
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RESULTS REPORT
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Describe your results personally on the results sheet provided below.

a. Hearing Tests
Results
Test
Left Ear Right Ear
Weber Test
(Describe the quality of
sound detected)
Rinne Test
(Describe which is louder
on which ear: AC or BC)
In your overall interpretation, do you have normal hearing on both ears? Explain your
claim.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b. Romberg Test
Plot your observations on the chart provided below.
Position Eyes Open Eyes Closed
Yes: _____ Yes:_____
Standing position Time:______ Time:______
maintained No: _____ No: _____
Swaying motions
Leaning or Falling
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In your overall interpretation, do you have a normal balance? What are the difficulties
you encountered during the Romberg Test? Explain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Endocrine System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Identify the organs of the endocrine system.
II. Write the name of the pituitary hormones that best match the following functions.
_______________1. Stimulates secretion of thyroid hormone
_______________2. Stimulates the adrenal cortex
_______________3. Stimulates ovulation
_______________4. Stimulates uterine contractions
_______________5. Increases water reabsorption
_______________6. Stimulates spermatogenesis
_______________7. Stimulates protein synthesis and growth
_______________8. Stimulates ejection of milk
_______________9. Stimulates production of testosterone
_______________10. Stimulates milk production
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VI. Create a diagram of endocrine glands showing its relationship with the hormones, target
organs and functions.
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Laboratory Exercise 10 . 1
Endocrine System
Observing the Effects of Hyperinsulinism
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Many people with diabetes mellitus need injections of insulin to maintain blood sugar
[glucose] homeostasis. Adequate levels of blood glucose are essential for proper functioning of
the nervous system; thus, insulin administration must be carefully controlled. If blood glucose
levels fall sharply, the patient will go into insulin shock.
A small fish will be used to demonstrate the effects of hyperinsulinism. Because the
action of insulin on the fish parallels that in the human, this experiment should provide valid
information concerning its effect in humans.
Procedure:
1. Prepare 2 finger bowls. Using a wax marker, mark one A and the other B. To finger bowl A,
add 100 ml of the commercial insulin solution. To finger bowl B, add 200 ml of 20% glucose
solution.
2. Place a small fish in finger bowl A, and observe its actions carefully as the insulin diffuses into
its bloodstream through the capillary circulation of its gills.
Approximately how long did it take for the fish to become comatose?
____________________________________________________________________________
What types of activity did you observe in the fish before it became comatose?
____________________________________________________________________________
When the fish is comatose, carefully transfer it to finger bowl B and observe its actions. What
happens to the fish after it is transferred?
____________________________________________________________________________
Approximately how long did it take for this recovery?
____________________________________________________________________________
[After all observations have been made and recorded, carefully return the fish to the aquarium.]
Briefly explain what was happening within the fish’s system when the fish was immersed in the
insulin solution.
____________________________________________________________________________
What is the mechanism of the recovery process you observed?
____________________________________________________________________________
What would you do to help a friend who had inadvertently taken an overdose of insulin? Why?
____________________________________________________________________________
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Cardiovascular System: Blood

Blood Typing, Bleeding Time, Clotting Time
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Paired Activity
Materials:
Sterile lancet 70% alcohol
Cotton Glass slide
Cover slip Toothpick
Blotting paper/ tissue paper Wright’s stain
Anti-sera A, B, D Compound microscope
Medical gloves
Precautions:
1. Wear appropriate protective equipment such as medical gloves before starting
the procedure.
2. Materials should be disposed properly.
a. Put all sharp wastes (lancets, toothpicks, etc.) in the sharps container
b. Put all infectious wastes ( tissues, gloves, cotton) in biohazard thrash bags
3. After the experiment, follow the laboratory’s protocol for after care.
Procedures:
A. Blood typing
1. Sterilize the fingertip of your subject using cotton with alcohol.
2. Allow it to air dry before pricking the fingertip with the sterile lancet.
3. Wipe off the first drop of blood then allow the succeeding drops to fall on a
glass slide on 3 separate areas.
4. Place a drop of anti-serum A on the first drop of blood, anti-serum B on the
second drop, and anti-serum D on the third.
5. Stir each solution with a different toothpick.
6. Observe for clumping and compare results.
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B. Bleeding Time (Duke Method)
1. Sterilize the fingertip of your subject using cotton with alcohol.
2. Allow it to air dry before pricking the fingertip with the sterile lancet.
3. Place a blotting paper on the cut every 30 seconds until the bleeding stops.
4. The length of time it takes for the cut to stop bleeding is recorded.
Note: Make sure that the alcohol has dried up before pricking the finger. This may
affect the result. If bleeding continues for more than 10 minutes, discontinue test
and apply pressure.
C. Clotting Time
1. Place on a clean glass slide a drop of blood from the a subject’s finger similar
to previous procedure.
2. Dip the tip of a toothpick in the blood every 30 seconds slightly elevating the
tip above the blood to look for a gel-like fibrin threads.
3. As soon as you notice fibrin, record the time.
4. Clotting is about 1-7 minutes.
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Laboratory Exercise 11 - 1 .1
Cardiovascular System: Blood

Blood Typing, Bleeding Time, Clotting Time
RESULTS REPORT
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Blood Typing
Result (presence of
Blood Tests Interpretation
Agglutination)
ABO Type A B
D
Rh Type
II. Bleeding/Clotting Time
Blood Tests Result Interpretation
Bleeding Time
Clotting Time
III. Fill in the Table.

Blood Description
Normal Values
Component Shape Granules Nucleus
Red Blood Cell
Neutrophil
Lymphocyte
Monocyte
Eosinophil
Basophil
Platelets
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IV. Answer the following questions:
1. Where do blood cells from? What do you call the process of blood cell formation?
2. Why do mature RBCs contain no nucleus? What is the normal life span of an
RBC?
3. Which type of WBC would you expect to increase in a viral infection? How about
in a bacterial infection?
4. Give two conditions associated with a decrease in platelet count.
V. Transfusion and Blood Replacement

A. Complete the table below:
Blood Type Agglutinogens Agglutinins Donates to: Receives from:
Type A A
Type B Anti - A
Type AB AB
Type O
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Cardiovascular System: Heart
Anatomy of the Heart
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
I. Supply the missing parts of the external anatomy of the heart.
II. Locate and label the following parts on the image below.
Aortic semi lunar valve Interventricular septum Left Ventricle
Tricuspid Valve Papillary muscles Pulmonary Trunk
Chordae Tendinae Right atrium Aortic Arch
Mitral Valve Right ventricles
Pulmonary semilunar valve Left atrium
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III. Trace the blood flow within the heart by filling-in the illustration below.
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Cardiovascular System: Heart
Electrical Properties of the Heart and the Cardiac Cycle
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
I. The image below shows the conducting system of the heart. Label the specific parts
pointed and provide a descriptive illustration of the flow of impulses within the heart.
Please write your descriptive illustration below.

1.
2.
3.
4.
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II. The figure below shows a complete ECG pattern. Label the waves indicated below.
III. Write a description on the terms listed below.
Terms Description
P-wave
QRS Complex
T wave
ST Segment
PR Interval
QT Interval
Sinoatrial Node
Atrioventricular Node
Bundle of His (AV

Bundle)
Purkinje Fibers
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IV. Cardiac Cycle: Arrange the following events of the cardiac cycle according to their
proper sequence. Number the images from 1 to 5. Begin the cycle with the Period of
Isovolumic contraction as number 1.
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Cardiovascular System: Blood Vessels
Anatomy of the Blood vessels
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Histology. Label the layer of the blood vessel identified below.
II. Peripheral Pulse Points. Label the pointed pulse points shown in the image below.
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III. Label the major arteries shown below.
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IV. Label the major veins shown in the image below.
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V. Identify and label the arteries supplying the heart tissues.
VI. Trace the blood supplying the heart tissues.
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Laboratory Exercise 12.1
Cardiovascular System: Blood Vessels

Activity 1: Special Circulations
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
A. Pulmonary Circulation
1. Trace the pathway of a carbon dioxide gas molecule in the blood from the inferior vena
cava until it leaves the bloodstream. Name all structures (vessels, heart chambers, and
others) passed through en route.
2. Trace the pathway of an oxygen gas molecule from an alveolus of the Lung to the right
atrium of the heart. Name all structures through which it passes.
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B. Hepatic Portal Circulation
The hepatic portal vein is formed by the union of the ___________, which drains the
_________,_________,_______________, and the ___________(via the interior
mesenteric vein), and the ______________, which drains the __________________and
________________.
The ____________ vein, which drains the lesser curvature of the stomach, empties
directly into the hepatic portal vein.
C. Arterial Supply of the Brain and the Circle of Willis

1. Trace the usual pathway of a drop of blood from the aorta to the left occipital lobe of the brain,
noting all the structures through which it flows. Aorta ______________
______________ __________ ________ left occipital lobe.
D. Fetal Circulation
1. Trace the pathway of fetal circulation.
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Activity 2: Blood Pressure and Pulse determinations
A. Observing the Effect of Various Factors on Blood Pressure and Heart Rate
To monitor circulatory adjustments to changes in position, take blood pressure and pulse
measurements under the conditions noted in the chart. Also record the results on the chart.
Chart Cardiovascular Responses to Changes in Posture BP= Blood

Pressure
Trial 1 Trial 2
BP Pulse BP Pulse
Sitting quietly
Reclining (after 2
to 3 min)
Immediately on
standing from
reclining position
(―at attention‖
stance)
After standing for 3

min
B. Palpating Superficial Pulse Points
Palpate the different pulse or pressure points on your partner by placing the fingertips of the first
two or three fingers of one hand over the artery.
Which pulse has the greatest amplitude? ___________________________________________
Which the least? ______________________________________________________________
Can you offer an explanation to this?
___________________________________________________________________________________
C. Taking an Apical Pulse and Pulse Deficit
With the subject sitting quietly, one student, using a stethoscope, should determine the apical
pulse (actually the counting of heartbeats) while another counts the radial pulse rate at the same
time. The stethoscope should be positioned over the fifth intercostals space. The person taking
the radial pulse will determine the starting point for the count and give the stop-count signal
exactly 1 min later. Record your values below.
Apical count: __________ beats/min
Radial count: __________ pulses/min
Pulse deficit: __________ pulses/min
Examining the effect of local Chemical and Physical Factors on Skin Color
The local blood supply to the skin ( indeed to any tissue) is influence by (1) local metabolites,
(2) the oxygen supply, (3) local temperature, and (4) substances released by injured tissue to
name a few. Three of these factors are examined in the simple experiments that follow. Each
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experiment should be conducted by students in groups of three or four. One student will act as a
subject; the others will conduct the tests and make and record observations .
D. Vasodilation and flushing of the skin due to Lack of Oxygen
1. Obtain a blood pressure cuff (sphygmomanometer) and stethoscope. You will also need
a watch with a second hand.
2. The subjects should roll up the sleeves as high as possible and then lay the forearms
side by side on the bench top.
3. Observe the general color of the subject’s forearm skin, and the normal contour and size
of the veins. Notice whether skin color is similar bilaterally. Record your observations.
4. Apply the blood pressure cuff to one arm, and inflate it to 250 mmHg. Keep it inflated for
1 min. During this period, repeat the observations made above and record the results.
5. Release the pressure in the cuff (leaving the deflated cuff in position), and again record
the forearm skin color and the condition of the forearm veins. Make this observation
immediately after deflating and then again 30 seconds later.
Immediately after deflating: ________________________________________
30 minutes after: _________________________________________________
The above observations constitute your baseline information. Now conduct the following
tests.
6. Instruct the subject to raise the cuffed arm above his or her head and to clench the fist as
tightly as possible. While the hand and forearm muscles are tightly contracted, rapidly
inflate the cuff to 240 mm Hg or more. This maneuver partially empties the hand and
forearm of blood and stops most blood flow to the hand and forearm. Once the cuff has
been inflated, the subject is to relax the fist and return the forearm to the bench top so it
can be compared to the other forearm.
Leave the inflated cuff for exactly 1 min. During this interval, compare the skin color in the
―ischemic‖ (blood deprived) hand to that of normal (non-cuffed-limb) hand. After 1 minute,
quickly release the pressure.
What are the subjective effects of stopping blood to arm and hand for 1 min?
____________________________________________________________________________
What are the objective effects (actual color of skin and condition of veins)?
____________________________________________________________________________
How long does it take for the subject’s ischemic hand to regain its normal color?
____________________________________________________________________________
E. Effects of Venous Congestion
With another subject, conduct the following simple experiment: Raise one arm above the head,
and let the other hang by side for 1 min. After 1 min, quickly lay both arms on the bench top, and
compare the color.
Color of raised arm: ___________________________________________
Color of dependent arm: _______________________________________
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From this and the preceding observations, analyze the factors that determine tint of color (pink
of blue) and intensity of skin color (deep pink or blue as opposed to light pink or blue). Record
your conclusions.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
F. Effect of Mechanical stimulation of Blood Vessels of the skin
With moderate pressure, draw the blunt end of your pen across the skin of a subject’s forearm.
Wait 3 min to observe the effects, and then repeat with the firmer pressure.
What changes in skin color do you observe with light-to-moderate pressure?
____________________________________________________________________________
With heavy pressure?
____________________________________________________________________________
G. Observing the Effect of Various Factors on Blood Pressure and Heart Rate
In which position (sitting, reclining, or standing) is the blood pressure normally the highest?
____________________________________________________________________________
What immediate changes in the blood pressure did you observe when the subject stood up after
being in the sitting or reclining position?
____________________________________________________________________________
What changes in the blood vessels might account for the change?
____________________________________________________________________________
After the subject stood for 3 minutes, what changes in blood pressure were observed?
____________________________________________________________________________
How do you account for this change?
____________________________________________________________________________
H. Skin Color as an indicator of Local Circulatory Dynamics

Describe normal skin color and the appearance of the veins in the subject’s forearm before any
testing.
____________________________________________________________________________
What changes occurred when the subject emptied the forearm of blood (by raising the arm and
making a fist) and the flow was blocked with the cuff?
____________________________________________________________________________
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Lymphatic System
Anatomy of the Lymph
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Identify the parts of the lymphatic system.
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Lymphatic System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Answer as directed.
II. Write IgG, IgA, IgM, IgE, IgD to identify the class of antibodies it describes.
_______________ Most numerous antibody
_______________ Responsible for allergic reactions
_______________ Found in breast milk, saliva, mucus and tears
_______________ Responsible for ABO transfusion reactions
_______________ Major antibody in immune responses
_______________ Binds to mast cells and causes release of histamine
_______________ Crosses placenta to provide immunity for newborn
_______________ Causes agglutination of antigens
III. Match each of the following descriptions with the type of immunity it characterizes.
Write the letters on the space before each number.
A. Active Natural C. Passive Natural
B. Active Artificial D. Passive Artificial
1. Antiserum is injected into an individual

2. A person contracts a disease, recovers, and is immune to that disease
3. Antibodies are transferred from one person to another through natural
processes
4. Antigens deliberately introduced into a person to stimulate immunity
5. Memory cells produced after contracting a disease such as chickenpox
6. Antibodies injected into an individual after a poisonous snakebite
7. IgA antibodies in mother’s milk may provide some immunity for infants
8. Mumps, diphtheria, whooping cough and tetanus vaccines.
IV. Trace the pathway through which lymph flows.
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Respiratory System
Anatomy of the Respiratory System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Identify the parts of the respiratory system.
II. Draw a structure of the lungs and its pleural coverings.
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III. Arrange the following air passages in the correct sequence from largest to smallest
by placing the numbers 1 to 7 in the spaces before the names. Use number 1 for the
largest and number 7 for the smallest.
______1. Alveolar ducts ______5. Lobar bronchi

______2. Respiratory bronchioles ______6. Terminal bronchioles
______3. Alveoli ______7. Primary bronchi
______4. Segmental bronchi
IV. Write I in the space if the event occurs during inspiration, and write E if it occurs
during expiration.
______1. Diaphragm contracts
______2. Intrapulmonary pressure exceeds atmospheric pressure
______3. External intercostal muscles may contract
______4. Atmospheric pressure is greater than intrapulmonary pressure
______5. Lung volume increases
______6. Diaphragm relaxes
______7. Internal intercostal muscles may contract
______8. Air flows into the lungs
______9. Elastic recoil decreases the size of the alveoli
V. Trace the pathway through which air flows from the nose/mouth to the alveoli.
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Respiratory System
MEASURING THE RESPIRATORY VOLUMES
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Procedure:
1. Before using the spirometer, count and record the subject’s normal respiratory rate.
Respirations per minute: ___________________
2. Work in pairs, with one person acting as the subject while the other records the
volume measured. The subject should stand up straight during testing. Note: Reset the
indicator to zero before beginning each trial. Examine the spirometer volume indicator
before beginning to make sure you know how to read the scale.
3. Obtain a disposable cardboard mouthpiece. Insert it in the open end of the valve
assembly or over the fixed stem of the handheld dry spirometer. Before beginning, the
subject should practice exhaling through the mouthpiece without exhaling through the
nose, or prepare to use the nose clips (clean them first with an alcohol swab).
4. Ensure the subject stands erect during testing. Run the test 3 times for each required
measurement. Record the data and then find the average volume (ml) figure for that
measurement. After you have completed the trials and figured the averages, enter the
average values on the table below.
1st trial
2nd trial
3rd trial
Average:
Measure the Tidal Volume:
1. Inhale a normal breath, and then exhale a normal breath of air into the spirometer
mouthpiece. (Do not force the expiration!) Record the volume (ml) and repeat the test
for twice more.
1st trial
2nd trial
3rd trial
Average:
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A. What is Tidal Volume?
______________________________________________________________________
______________________________________________________________________
Measure Expiratory Reserve Volume:
1. Inhale and exhale normally 2-3 times. Then insert the spirometer mouthpiece and
exhale forcibly as much of the additional air as you can. Record your results and repeat
the test twice more.
1st trial
2nd trial
3rd trial
Average:
A. What is an expiratory reserve volume (ERV)?
______________________________________________________________________
______________________________________________________________________
Measure Vital Capacity:
1. Breathe in and out normally 2-3 times, and then bend over and exhale all the air
possible.
2. Then, as you raise yourself to the upright position, inhale as fully as possible. (It is
very important to strain to inhale as much air as you possibly can.) Quickly insert the
mouthpiece, and exhale as forcibly as you can.
3. Record your results and repeat the test twice more.
1st trial
2nd trial
3rd trial
Average:
A. What is vital capacity?
______________________________________________________________________
______________________________________________________________________
B. How do you compute vital capacity?
______________________________________________________________________
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C. Compute the vital capacity.
______________________________________________________________________
Compute the inspiratory reserve volume (IRV):
A. What is inspiratory reserve volume (IRV)?
______________________________________________________________________
______________________________________________________________________
B. How do you obtain the value of inspiratory reserve volume?
______________________________________________________________________
C. From your data above, compute the inspiratory reserve volume.
______________________________________________________________________
D. What respiratory volume cannot be experimentally demonstrated? Why?
______________________________________________________________________
______________________________________________________________________
Reminders:
Finish recording for this subject. Before continuing with the next member of your group:
Dispose of used cardboard mouthpieces in the autoclave bag.

Swish the valve assembly (if removable) in the 70% ethanol solution, then rinse
with tap water.
Put a fresh mouthpiece into the valve assembly (or on the stem of the handheld
spirometer). Using the procedures outlined previously, measure and record the
respiratory volumes for all members of your group.
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Respiratory System
DEMONSTRATING RESPIRATORY VARIATIONS
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
1. Record or count your partner’s breathing as he/she performs activities from the list
below. Make sure the record is marked accurately to identify each test conducted.
Laughing
Standing
Running in place
Swallowing water
Doing a math problem (concentrating)
2. Without recording, have the subject breathe normally for 2 minutes and then inhale
deeply and hold his/her breath for as long as he/she can.
Time the breath-holding interval: ______________ sec
3. As the subject exhales, record the recovery period or the time to return to normal
breathing.
Time of recovery period: ____________________ sec
4. Did your partner have the urge to inspire or expire during breath holding?
______________________________________________________________________
5. Without recording, repeat the above experiment, but this time exhale completely and
forcefully after taking the deep breath. What was observed this time?
______________________________________________________________________
______________________________________________________________________
6. Explain the results. (Hint: The vagus nerve is the sensory nerve of the lungs and
plays a role here.)
______________________________________________________________________
______________________________________________________________________
7. Blood carbon dioxide levels and blood pH are related. When blood carbon dioxide
levels increase, does the pH increase or decrease? Explain why.
______________________________________________________________________
______________________________________________________________________
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Digestive System
Anatomy of the Digestive System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Identify the parts of the digestive system.
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II. Identify the following accessory structures.
III. Identify the pointed parts of the large intestine shown in the image below.
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i. Match the events in the regulation of gastric secretions with the phase in which they
occur.
A. Cephalic phase B. Gastric phase C. Intestinal phase

________1. Triggered by the passage of chime into the small intestine
________2. Begins with thoughts of food
________3. Begins when food reaches stomach
________4. Inhibits gastric secretions
________5. Involves distention of the stomach wall
II. Trace the pathway through which food and water passes from the mouth to the anus.
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Digestive System
Observing Movements and Sounds of Digestion
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Procedure:
1. Obtain a pitcher of water, a stethoscope, a paper cup, an alcohol swab, and an

autoclave bag to prepare for the following observations.
2. While swallowing a mouthful of water, consciously notice the movement of your
tongue, which initiates the voluntary buccal phase of deglutition (swallowing).
3. Record your observations.
______________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
4. Repeat the swallowing process while your partner watches movements of your larynx
that are visible externally. (This movement is more obvious in men, who have large
Adam’s apples.)
5. Record your observations.
______________________________________________________________________
______________________________________________________________________
_________________________________________________________________
6. What do these movements accomplish?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. Before donning the stethoscope, clean the earpieces with an alcohol swab. Place the
diaphragm of the stethoscope over your abdominal wall; approximately 1 inch below the
xiphoid process and slightly to the left, to listen for sounds as you again take 2-3
swallows of water. There should be 2 audible sounds – one when the water splashes
against the cardioesophageal sphincter, and the second when the peristaltic wave
arrives at the sphincter and the sphincter opens, allowing water to gurgle into the
stomach.
8. Determine, as accurately, as possible, the time interval between these two sounds,
and record it below.
Interval between arrival of water at the sphincter and the opening of the sphincter:
________________ sec
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Digestive System and Metabolism

Enzyme Activity - Effects of Temperature
Name: _________________________________ Date: ______________
Section: ________________________________ Score: _____________
Procedure:
1. Work in groups of 3 or 4.
2. Collect 1 ml of saliva in the 10 ml graduate cylinder provided (don’t count foam).
3. Take 8 of the test tubes at your counter and label each as below:
2 – 0º C
2 – 37º C = Experimental Tubes
2 – 100º C
2 – C = Control Tubes
4. Gently shake the bottle of starch then place 2 ml of starch and 1 ml of DI water in one
of the control tubes and 3 ml of DI (Deionized) water in the other using the plastic
disposable pipettes, add 5 drops of Iodine (IKI) solution to both tubes and note the
reactions:
Iodine (Lugols) is an indicator for the presence of starch. Iodine is normally a
yellowish –orange liquid. When added to the tube with water this should be the color
you see, ie. No reaction. When starch is present and iodine is added, the solution will
turn dark blue to black, this is a positive test for starch. Save these control tubes for
comparison to your experimental tubes at the end of the experiment.
5. Dilute the saliva mixture in the graduate cylinder by adding DI water up to the 10 ml
line. Swirl to mix.
6. Use a clean disposable plastic pipette to add 1 ml of the saliva mixture to each of the
6 experimental test tubes.
7. Place the tubes at the designated temperatures as labeled: 2 in the ice; 2 in the 37º
water bath, and 2 in the beaker of boiling water (use test tube clamps) at your
counter. Allow all tubes to incubate about 5 minutes. After 5 minutes, add 2 ml of
starch solution (when the dropper in the starch bottle is half full it contains about 1
ml) to each of the 6 test tubes being incubated at the three temperatures (do not
remove them from the temperatures) and note the time. Gently swirl each tube after
adding the starch.
8. Continue to incubate tubes at their designated temperatures for exactly 2 minutes.
9. Remove the tubes from incubation and return to your test tube rack at your table and
immediately
add 5 drops of the iodine indicator to all 6 tubes, gently swirl, and note the color of
each. Use the scale below to record the color change on your data sheet:
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- = yellow or no change, same color as the negative control tube
+ = very slight hint of blue or black
++ = distinct change in color to blue or black
+++ = same color as the positive control tube with starch
Enzyme Activity – effects of pH

1. Collect three additional test tubes and label them 4, 7, and 10
2. Place 2 ml of the appropriate pH buffer solution (pH = 4,7,10, respectively) into each
of the tubes.
3. Add 1 ml of the saliva mixture to each tube, swirl to mix
4. Add 2 ml of starch to each tube, gently swirl the tubes to mix, and note the time
5. Allow the tubes to incubate at room temperature for exactly 2 minutes.
6. Immediately add 5 drops of the iodine indicator to all 3 tubes and note the color
change as you did above. Record the information on your data sheet.
The Effects of Temperature on Enzyme Activity
Temp Tube Presence of Presence of Starch
Number Starch (+/-) (total # of ―+‖ for both
tubes)
0C 1
2
37 C 1
2
100 C 1
2
1. Which temperature produced the greatest enzyme activity? Is this what you
expected? Why or why not.
The Effects of pH on Enzyme Activity

pH of Tube Presence of Starch (+/-)
4
7
10
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2. At which pH did you get the greatest enzyme activity? Explain.
3. Based on where the enzyme, amylase, is found in the body, do your results from
these two experiments make sense? Explain.
The figure below depicts the three stages of cellular respiration. Answer the questions
that follow.
1. Which of the oxidative phases does not require oxygen?
2. Which phases do require oxygen?
3. In what form is chemical energy transferred from the first two phases to the third
phase?
4. Which of the phases produces the largest amount of ATP?
5. Which phase combines energetic H atoms with molecular oxygen?
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Digestive System and Metabolism
Flowchart of Digestion and Absorption of Foodstuffs
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
In the space below, draw the pathway of a ham sandwich (ham = protein and fat; bread
= starch) from the mouth to the site of absorption of its breakdown products, noting
where digestion occurs and what specific enzymes are involved.
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Urinary System
Anatomy of the Urinary System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Identify the parts and blood vessels of a kidney.
Write the terms that match the following phrases about regulation of urine concentration
and volume.
_______________________ 1. Hormone that increases reabsorption of sodium

_______________________ 2. Hormone that increases reabsorption of water
_______________________ 3. Hormone that promotes sodium and water loss
_______________________ 4. Enzyme produced by juxtaglomerular cells
_______________________ 5. Powerful vasoconstrictor
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II. Label the parts of glomerulus.
III. Label.
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I. The following represents a nephron tubule and a blood capillary. Draw arrows
(↓ or ↑) to indicate whether substances move from the capillary into the
tubule or from the tubule into the capillary in each of the three steps in urine
formation.
GLOMERULAR TUBULAR TUBULAR
FILTRATION REABSORPTION SECRETION
Capillary
Tubule
II. Indicate whether each of the following factors increases or decreases the
volume of urine.
_______________________ 1. Decreased capillary osmotic pressure

_______________________ 2. Increased tubular reabsorption of water
_______________________ 3. Decreased secretion of ADH
_______________________ 4. Increased secretion of aldosterone
_______________________ 5. Increased secretion of renin
III. Trace the pathway from which urine is formed in the kidneys and the
micturition process.
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IV. Trace the blood supply of the kidney from the renal artery to the renal vein.
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Urinary System
Kidney Filtration
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
The kidneys function to filter the blood in the body, removing waste, therefore
cleansing the blood. In this experiment, the dialysis bag will act as a part of the
kidney. When the solution containing the Congo Red, Yellow Food Coloring and
Water is made, this symbolizes blood as it is entering the kidney via the renal artery .
As the experiment progresses, notice the filtration occurring with the kidney (dialysis
tubing) and the resulting substances.
Materials
1 ft Dialysis Tubing Small Rubber Band
Pipette 3ml Congo Red
3ml Yellow Food Coloring 2) 250 ml beaker
10 ml Graduated Cylinder water
Procedure
Begin by placing a small rubber band around the bottom of the dialysis tubing to
close it off. Wrap the rubber band as many times as possible. Test that the dialysis
tubing will not leak out of the bottom by placing a few drops of water into the tubing.
If it leaks out the bottom, the rubber band has not been fastened tight enough. If it
does not leak, pour the water out of the tubing into the sink. Set the tubing aside.
2. Grab one 250 ml beaker and fill it with 200 ml of water. Set this aside for now.
3. With the 10 ml graduated cylinder, measure out 3 ml of Congo Red. Pour it into
the empty 250 ml Beaker. Wash out the cylinder.
4. With the 10 ml graduated cylinder, measure out 3 ml of Yellow Food Coloring.
Pour it into the same 250 ml beaker as you poured the Congo Red. Wash out the
cylinder.
5. With the 10 ml graduated cylinder, measure out 5 ml of water. Pour the water into
the same 250 ml beaker that contains the Congo Red and Yellow Food Coloring.
6. Now, take a pipette and mix the solutions in the 250 ml beaker. To do this, place
the pipette in the solution and squeeze and release the bulb of the pipette while
moving the pipette throughout the solution.
7. Once the solution has been thoroughly mixed, pipette 10 ml into the dialysis
tubing. Fill out Table A below indicating whether the solution was present before the
experiment.
108 | P a g e
8. When all 10 ml have been placed into the dialysis tubing, gently place a rubber
band around the top of the dialysis tubing to close it off, similarly to the bottom of the
tubing.
9. When the dialysis tubing is securely closed off on both ends, place the dialysis
tubing into the 250 ml beaker with 200 ml of water.
10. Let the dialysis tubing sit for 60 minutes. Notice the diffusion through the dialysis
tubing. Indicate in Table B below whether the solution was present after the
experiment.
Table A— Before the experiment

Solution Dialysis Tubing Beaker
Congo Red
Yellow Food Coloring
Table B— After the experiment

Solution Dialysis Tubing Beaker
Congo Red
Yellow Food Coloring
Questions:
1. What specific part of the kidney does the dialysis tubing represent? What is this
parts function?
2. What does the Yellow Food Coloring represent at the end of the experiment?
What does the Congo Red represent?
3. Why is it important that the kidney filters the blood?
109 | P a g e
Urinary System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Urine is the waste product filtered within the kidney. The urine is made up of many
waste products as well as excess water. Urine is also a very helpful tool for doctors
when diagnosing different conditions in patients. In this experiment, you will perform a
urinalysis on four different samples of urine, testing a variety of different components.
When all components have been tested, you will determine which of the urine samples
―abnormal‖ using table below are.
Table A: Urine Tests
Test Normal Abnormal
pH 4.5 – 7.5 Below 4.5, above 7.5
Glucose None Glucose present (red or
green color after test)
Albumin None Albumin present (violet
color after test)
Materials
Safety Glasses Gloves
4 glass test tubes Simulated Urine Sample A
Simulated Urine Sample B Simulated Urine Sample C
Simulated Urine Sample D 10 ml Graduated Cylinder
Pipettes Test Tube Rack
Benedicts Solution Sharpie
4 pH test strips Hydrogen Peroxide
Buiret Solution Hot Water Bath (warm water in a deep bowl will work)
Procedure:
pH
1. Before beginning this lab, be sure you are wearing your safety glasses and gloves.
2.Begin by marking one test tube A, one test tube B, one test tube C and one test tube
D.
3. Place these four test tubes into the test tube rack.
4. Add 5 ml of the simulated urine to the corresponding test tube (ex. Add 5 ml of
simulated urine A to the test tube labeled A).
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5. Then, grab the pH test strip. Dip one test strip into each tube. Wait approximately 45
seconds and then compare the test strip to the pH color chart below.
6. Record the pH of each of the samples in Table 1.
Table 1 —Simulated Urine pH Test

Simulated Urine Sample pH
A
B
C
D
Glucose Test
2. Begin by marking one test tube A, one test tube B, one test tube C and one test tube
D.
5. Then, place all four tubes into a hot water bath. Let them sit for 3 minutes. Record
their color change in Table 2.
Table 2—Simulated Urine Glucose Test

Simulated Urine Sample Color Before Hot Water Color After Hot Water Bath
Bath
A
B
C
D
Albumin Test
2. Begin by marking one test tube A, one test tube B, one test tube C and one test tube
D.
111 | P a g e
5. Then, add 25 drops of burette solution into each of the 4 tubes. Grab each tube, one
at a time, out of the test tube rack and swirl it around to mix up the burette solution into
the specimen. Record the color change in Table 3.
Table 3— Simulated Urine Albumin Test
Simulated Urine Sample Color Before Burette Color After Burette
Solution Solution
A
B
C
D
Questions
1. Fill in the following charts for each urine sample. State whether they showed normal
or abnormal results for each urine test. If abnormal, write in their test result (i.e., pH of
3.2, glucose present, etc.).
Table 4—Sample A
Simulated Urine Sample A Test Results
pH
Glucose
Albumin
Table 5—Sample B
Simulated Urine Sample B Test Results
pH
Glucose
Albumin
Table 6—Sample C
Simulated Urine Sample C Test Results
pH
Glucose
Albumin
Table 7—Sample D
Simulated Urine Sample D Test Results
pH
Glucose
Albumin
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Reproductive System
Anatomy of the Reproductive System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
I. Identify the parts of the male reproductive system.
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II. Identify the parts of the female reproductive system.
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III. Identify the pointed structures of the breast tissue as shown on the image below.
IV. Identify the parts of a human sperm shown in the image below.
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Reproductive System
Physiology of the Reproductive System
Name: _________________________________ Date: ______________

Section: ________________________________ Score: _____________
Answer as directed.
I. Number the following structures in the correct sequence from 1 to 7, to trace
the pathway of sperm from the seminiferous tubule to the exterior.
______ ductus deferens ______ epididymis

______ membranous urethra ______ prostatic urethra
______ ejaculatory duct ______ penile urethra
______ seminiferous tubule
II. Match the following statements and phrases with the correct hormone/s.
Some may have more than one correct response. Give all correct answers.
A. Gonadotropin-releasing hormone
B. Follicle-stimulating hormone
C. Luteinizing hormone
D. Estrogen
E. Progesterone
_______ 1. Secreted by the hypothalamus

_______ 2. Secreted by the anterior pituitary gland
_______ 3. Secreted by the corpus luteum
_______ 4. Stimulates proliferative phase of uterine cycle
_______ 5. Secreted by cells of the ovarian follicle
III. Trace the pathway from which the sperm is formed and released during
ejaculation.
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IV. Make a diagram of a menstrual cycle.
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References:
Applegate, Edith. 2006. The Anatomy and Physiology Learning System 3rd ed. W.B.
Saunders Company, United States of America.
Adapted from ―Identity of Organic Compounds‖ from Biology Laboratory Manual A from
Prentice-Hall
Adapted from the activity by Dr. Jennifer Doherty, Dr. Ingrid Waldron and Dr. Lori
Spindler, Department of Biology, University of Pennsylvania, copyright 2009
Adapted from lab exercises of Portland Community College BI 231.

Biology Corner. ―Diffusion Lab‖. biologycorner.com. Date Retrieved: November 15,
2013.
Biology 118 – Anatomy & Physiology. ―Integumentary System‖. tredstone.cptc.edu. Date
Retrieved: November 15, 2013.
Biology Corner. ―Connective Tissue Coloring‖. biologycorner.com. Date Retrieved:
November 15, 2013.
Biology Corner. ―Histology Virtual Lab- Epithelial Tissues‖. biologycorner.com. Date
Retrieved: November 15, 2013.
Marieb, Elaine N.2006. Anatomy and Physiology Coloring Workbook: A Complete Study
Guide 8th ed. Pearson Education,Inc.,
McCane, Becky. 2013. BIO 137 Human Anatomy & Physiology I Laboratory Manual.
Bluegrass Community & Technical College, Lexington, Kentucky.
Microscopes for School. ―Human cheek cells‖. mrc-lmb.cam.ac.uk. Date Retrieved:

November 15, 2013.
Peirce, Eleanor, and Ricci, Mario. 2007. Human Biology 1A Laboratory Manual.
University of Adelaide, South Australia.
Seeley, Rod R., Stephens, Trent D., Tate, Philip. 2007. Essentials of Anatomy 6th ed.
McGraw-Hill, Singapore.
Ziser, Stephen W. 2012. BIOL 2404 Introduction to Anatomy & Physiology Lab Manual.
Austin Community College, Texas, United States.
118 | P a g e

2018 ANAPHYS Laboratory Workbook AP 2018 PDF

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Laboratory Exercise 1

THE HUMAN ORGANISM: Levels of Organization

Lab Materials: Scissors, Paste or Glue, and Pictures.

Demonstrate the comparison of longitudinal and transverse sections by:

1. Bring any of the following fruits (orange/ponkan, tomato, papaya, apple).

Type of Organic Examples of food you would Characteristic

Substance Is this an Organic Compound?

What are indicators?

B. Testing for Carbohydrates

ii. Testing for Monosaccharides

1. Benedict’s Solution: when heated, turns from clear blue to

C. Testing for Proteins

Lab Materials: Crayons/ Coloring Pencils or Pens.

CELL: Movement through the Cell Membrane

Name: _________________________________ Date: ______________

3. What is the main difference between osmosis and diffusion?

5. Molecules tend to move from areas of __________ concentration to areas of

Analysis: What's in the Bag?

1. Which is more concentrated in starch, the bag or beaker?

2. Which is more concentrated in iodine, the bag or beaker?

3. Which one is hypertonic in relation to Iodine, the bag or the beaker?

4. Which one is hypertonic in relation to Starch, the bag or the beaker?

5. Which one is hypotonic in relation to starch, the bag or the beaker?

6. Which one is hypotonic in relation to iodine, the bag or the beaker?

Make Some Predictions

Starting Color Color after 15 minutes

Post Lab Analysis

2. How did you determine this?

3. The plastic bag was permeable to which substance?

4. Is the plastic bag selectively permeable?

7. Why is it not a good idea to store iodine in a plastic bag?

Lab Materials: Crayon.

Lab Activity: The image below represents a CONNECTIVE TISSUE MATRIX.

collagen= fibers yellow.

Note: shade over the line if necessary.

1. ____ Store energy

TISSUES, GLANDS, AND MEMBRANES: Epithelial Tissues

Lab Materials: Crayon.

TISSUES, GLANDS, AND MEMBRANES:

TISSUES, GLANDS, AND MEMBRANES:

UNSTAINED CHEEK CELLS

STAINED CHEEK CELLS

9. Basing on their appearance and arrangement, suggest possible functions of

TISSUES, GLANDS, AND MEMBRANES: EXOCRINE GLANDS

Unicellular Simple acinar Compound tubular

INTEGUMENTARY SYSTEM: The Skin

blood vessels dermis epidermis hair follicle

List 4 ways your skin protects your body.

1. Identify the sweat gland pointed by a red arrow.

2. Identify the sweat gland pointed by a black arrow.

III. Nerve Endings

Identify the following fingernail structures.

SKELETAL SYSTEM: BONES AND JOINTS

I. Lab Activity: Identify the general types of the following bones.

SKELETAL SYSTEM: BONES AND JOINTS

SKELETAL SYSTEM: BONES AND JOINTS

Name: _________________________________ Date: ______________

I. Lab Activity: Name the following parts of the Pectoral Girdle.

Lab Activity: Name the following bones of the Right Foot.

SKELETAL SYSTEM: BONES AND JOINTS

Name: _________________________________ Date: ______________

I. Lab Activity: Identify following phases of Bone Repair.

II. Lab Activity: Identify following Types of Bone Fractures.

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Lateral Ventricle _ __

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

____ left occipital lobe.

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

1. Alveolar ducts 5. Lobar bronchi

Name: ___________________ Date: