LABORATORY EXERCISE 13

A Gentleman’s Half: MALE REPRODUCTIVE SYSTEM

INTRODUCTION:
The importance of normal reproductive system function is notably different from the
end result of "normal function" as measured in any other organ system of the body. In humans,
sexual maturity and the ability to reproduce occur at puberty. The male reproductive system
consists of those organs whose functions are to produce, transfer, and ultimately introduce
mature sperm into the female reproductive tract.

OBJECTIVES: At the end of this exercise, the student must be able to:
1. discuss the generalized functions of the male reproductive system;
2. identify the organs in the system; and
3. describe the mechanism of sperm formation.
MATERIALS: Reference books, pens, models, testes, dissecting set
PROCEDURE:
1. Study male reproductive system
2. Follow protocol/procedure in testes dissection
3. answer the questions which follows.
DATA/OBSERVATION: Answer completely the answer/data sheet.
QUESTIONS: (Refer to the data sheets)
REFERENCES: (List down your references)
 Name: _________________________ Group No.: ______ Score: _______________
Laboratory Instructor/Professor: _______________________ Date: ________________

LABORATORY EXERCISE 13
A Gentleman’s Half: MALE REPRODUCTIVE SYSTEM

DATA/OBSERVATIONS:
1. Illustrate and Label the male reproductive system.
2. Diagram the control of sperm cell formation.

QUESTION:

1. Male Sexual Response. Write the words that complete the sentences in the spaces at the
right.

Sexual stimulation causes ____1____ nerve impulses to ____2____ the arterioles and
____3____ the venules serving the erectile tissue in the penis. Engorgement of the erectile
tissue results in ____4____ of the penis. At the same time, the ____5___ glands secrete an
alkaline fluid that neutralizes the ____6___ of the urethra. Continued sexual simulation results
in ____7____, which is characterized by a sensation of sexual pleasure and ____8____, the
forcing of ____9____ out of the urethra.

GENERALIZATION:
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 LABORATORY EXERCISE 14
The Feminine Side: FEMALE REPRODUCTIVE SYSTEM

INTRODUCTION:
The physiological importance of the female reproductive system is best understood in
terms of its final outcome production of offspring and continued existence of the genetic code.
Unlike the male system, the female reproductive system also provides protection and nutrition
to the developing offspring for up to several years after conception.
OBJECTIVES: At the end of this exercise, the student must be able to:
1. discuss the generalized functions of the female reproductive system;
2. identify the organs in the system; and
3. describe the mechanism of female reproductive cycle.
MATERIALS: Reference books, pens, models, ovary
PROCEDURE:
1. Study female reproductive system
2. Follow protocol/procedure in ovary dissection
3. answer the questions which follows.
DATA/OBSERVATION: Answer completely the answer/data sheet.
QUESTIONS: (Refer to the data sheets)
REFERENCES: (List down your references)
 Name: _________________________ Group No.: ______ Score: _______________
Laboratory Instructor/Professor: _______________________ Date: ________________

LABORATORY EXERCISE 14
The Feminine Side: FEMALE REPRODUCTIVE SYSTEM

DATA/OBSERVATIONS:
1. Illustrate and Label the female reproductive system.

2. Diagram the stages of ovarian follicle development. Label and color.

3. Provide the diagram of female reproductive cycles which shows the interrelationships
among cerebral, hypothalamic, pituitary, ovarian, and uterine functions. Label and color.

QUESTION:
1. Secondary amenorrhea in female athletes results from strenuous activity, which blocks the
hypothalamic regulation of reproduction. How does this stop the reproductive cycles?
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GENERALIZATION:
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 LABORATORY EXERCISE 15
You've got the Power: NERVOUS SYSTEM

INTRODUCTION:

The nervous system is probably the most complex and least understood body system.
Facts, theories, and questions are as fascinating as they are abundant. Integrating means
unifying and unifying bodily functions means controlling them in ways that make them work
together like parts of one machine to accomplish homeostasis and thus survival.
OBJECTIVES: At the end of this exercise, the student must be able to:
1. discuss the generalized functions of the nervous system;
2. label the parts of a neuron, brain, spinal cord and peripheral nerves; and,
3. describe the sequence of events in an action potential.
MATERIALS: Figures, Reference books, pens, prepared slides, microscope, models;
dissecting set; brain

PROCEDURE:

1. Study the models, illustrate and label.

2. Follow protocol/procedure for brain dissection
3. Answer the questions which follows.
DATA/OBSERVATION: Answer completely the answer/data sheet.
QUESTIONS: (Refer to the data sheets)
REFERENCES: (List down your references)
Name: _________________________ Group No.: ______ Score: _______________
Laboratory Instructor/Professor: _______________________ Date: ________________

LABORATORY EXERCISE 15
You've got the Power: NERVOUS SYSTEM
DATA/OBSERVATIONS: Illustrate/photograph and label.

1. Neuron

2. Brain and Spinal cord (sagittal section)

3. Peripheral nerves – cranial and spinal

QUESTIONS:

A. Write the terms that complete the sentences in the spaces at the right.

In a resting neuron, ______________ ions are actively pumped out, which causes the
membrane to be ______________ with an excess of positive ions __________________ the
membrane and an excess of negative ions ______________ the neuron. A threshold stimulus
makes the membrane permeable to ______________ ions that rapidly diffuse into the neuron,
which depolarizes the membrane forming a nerve __________________. An impulse is
conducted as a _______________ wave passes along a neuron. A depolarized membrane is
repolarized when __________________ ions diffuse out of the neuron and replace the
_________________ ions that entered the neuron. Impulse conduction is more rapid in
_________________ nerve fibers. In synaptic transmission, an impulse reaching a synaptic
knob causes the release of a ___________________ into the __________________. The
_________________ binds with ________________ on the postsynaptic neuron, causing an
________________________ to be formed. An enzyme quickly breaks down the
____________________ and restores the synapse to its resting state.

B. The poliomyelitis virus destroys neuron cell bodies in the anterior horn of the spinal cord. If
the spinal nerve affected innervates the left leg, what will be the on the patient? Will the
patient fully recover? Explain.
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GENERALIZATION:
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