Exercise 1. Scientific Data Name

Questions

1. Why is it important to include the correct units with a numerical value?

2. What is the main advantage of the metric system over the English system of measurement?

3. How are ratios used to convert between different units of measurement?

4. What is the benefit of using a bar graph to present data?

5. What information does an X-Y (scatter) plot provide that the bar graph does not?

6. What are some examples of time traces that are commonly used in physiology?

Exercise 1 Scientific Data Name

Problem Set

Part 1

1. Use a small metric ruler to measure the length of the line shown below. Record your

measurement in millimeters and in centimeters.

______________________________ ________ mm

________ cm

2. Record your weight in pounds and your height in inches; convert these measurements to

kilograms and centimeters.

weight: ________ lbs = ________ kg height: _______ inches = _______ cm

3. Compute the following conversions:

242 mg = g 3450 mL = L

6.28 kg = g 25 L = mL

4 kg = lbs 10C = F

0.83 cm = mm 72 F = C

4. Solve the following proportions for x:

6/36 = x/48 x = _________ 9:72 = x:64 x = _________

24/144 = 18/x x = _________ x/27 = 17/81 x = _________

5. At rest, the left ventricle of the heart pumps 5,000 mL of blood per minute. Blood flow to the

kidneys is approximately 1,200 mL per minute at rest. Assuming that renal blood flow increases

in proportion with total blood flow, what will be the blood flow to the kidneys if the heart pumps

7,000 mL/min? Show your work!

renal blood flow = ________________

6. An electrocardiogram is recorded on mm-grid chart paper moving at a speed of 25 mm/s. If the

recorded distance between heart beats is 20 mm, what is the subject’s heart rate in beats per minute?

Show your work!

heart rate = ________________

Exercise 1. Scientific Data Name

Problem Set

Part 2

The following table gives data for birth weight and the time of gestation of babies born to

healthy mothers and to alcoholic mothers.

GROUP A GROUP B

Babies born to healthy mothers Babies born to alcoholic mothers

Birth Weight (kg) Gestation (Days) Birth Weight (kg) Gestation (Days)

3.60 288 3.02 267

4.48 278 2.91 234

3.23 265 2.32 200

2.85 245 3.13 278

4.12 289 2.87 190

3.89 269 2.38 243

3.23 237 2.99 210

3.32 265 3.31 287

3.04 254 2.84 199

1. Calculate the average weight and average gestation time of each group of babies.

Group A: average birth weight ____________ kg ____________ pounds

average gestation ____________ days

Group B: average birth weight ____________ kg ____________ pounds

average gestation ____________ days

2. On a sheet of graph paper, plot a bar graph that compares the average birth weight between the

two groups and a second bar graph that compares the average gestation time between the groups.

Label the graphs appropriately.

3. On the same or a different sheet of graph paper, plot an X-Y scatter plot of the data (gestation

on the X axis and birth weight on the Y axis). Scale and label the axes appropriately and use

different symbols to distinguish the two groups. Draw a best-fit line (with a straight-edge)

through the data for each group (there should be two lines), and label the lines.

4. What do your graphs show about the effects of alcohol on birth weight and gestation time?

What additional information does the X-Y plot show that the bar graph does not?

Exercise 2. Homeostasis Name

Results and Questions, Part 1

Data Table

Time

(min) 0 2 4 6 8 10 12 14 16 18 20

Heart Rate

(beats/min)

1. Plot your data on the graph below. Choose appropriate values to scale your X and Y axes

(note: your Y axis does not have to start at zero).

Do your heart rate values appear to fluctuate around a “set point”? ______________

Does your resting heart rate appear to be tightly regulated? (Quantify your answer.)

2. Calculate your average heart rate over the 20 minute period. ___________________

Write your average value on the board at the front of the classroom and observe the range

of resting heart rates among the members of the class. Is there much variation in heart

rate among individuals? (Quantify your answer.)

What factors might account for individual variation in resting heart rates?

Exercise 2. Homeostasis Name

Results and Questions, Part 2

a) Heating element only.

Time

(min)

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Temp.

(C)

b) Heating element and crushed ice.

Time

(min)

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Temp.

(C)

1. Briefly summarize your results from Part 2 (a) and (b).

2. Identify three factors or strategies that enabled you to regulate the water temperature more

effectively during the experiment. What “real life” examples of physiological regulation can you

think of that utilize one or more of these strategies.

3. Draw a flow chart showing a specific physiological example of homeostatic regulation.

In your chart, identify the regulated variable, sensor(s), integrating center, set point value,

effectors, and specific physiological responses. Refer to your textbook and/or lecture notes

for pertinent information.

Exercise 3. Biomolecules Name

Worksheet

On all of the models, carbon (C) is black, hydrogen (H) is white, oxygen (O) is red, and nitrogen

(N) is blue. The connecting rods represent covalent bonds (don’t worry about the color of the

bonds). Study the models at each station and answer the questions below.

Station #1

1. Name the general type of molecule shown at this station

(both molecule A and molecule B). ________________________________________

2. Name the specific molecule or type of molecule labeled A. ____________________

3. Write the molecular formula of molecule A. _______________________________

4. Is this molecule polar or non-polar? Explain your answer. _____________________

_____________________________________________________________________

5. What is the primary function of molecule A in body cells? ______________________

_______________________________________________________________________

6. Name the specific molecule or type of molecule labeled B. ______________________

7. Name one major function of molecule B in body cells (Hint: what larger molecule(s) contain

molecule B?) ______________________________________________________

_______________________________________________________________________

Station #2

1. Name the general type of molecule shown at this station

(both molecule C and molecule D). __________________________________________

2. Name the specific type of molecule labeled C._______________________________

3. Name the specific type of molecule labeled D. _______________________________

4. What is the functional significance of the C=C double bond in molecule D?

______________________________________________________________________

5. List two specific types of larger molecules that contain the molecular units (monomers)

represented by molecules C and D. ___________________________________________

___________________________________________

6. List two important functions of these types of molecules in the body.

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Station #3

1. Name the type of molecule shown at this station. ______________________________

2. What class of macromolecules are composed of monomers represented by this molecule?

____________________________________________________________

3. The molecule with the group labeled R1 is called glycine. Substitute R1 with the group

labeled R2. This molecule is now called alanine.

Is the R2 group polar or non-polar? ________________________________________

4. Substitute R2 with the group labeled R3. This molecule is called serine.

Is the R3 group polar or non-polar? ________________________________________

5. Explain why the properties of the R groups (non-polar, polar, or charged) are important in

terms of higher-level molecular structure. ___________________________________

____________________________________________________________________

____________________________________________________________________

Station #4

1. What is the name of this molecule? ________________________________________

2. Name the general class of the chemical group labeled X. _______________________

3. Name the four possible specific identities of chemical groups X and Y, and identify which are

purines and which are pyrimidines.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

4. What type of chemical bonds connect group X with group Y? ____________________

5. What is the specific identity of group X? ____________________________________

Explain how you can determine this (without knowing the entire molecular structure of X).

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. What is the specific identity of group Y? ____________________________________

Exercise 4.2. Cells Name

Questions

1. Briefly describe the function of the following organelles

a) ribosome

b) rough endoplasmic reticulum

c) nucleolus

d) mitochondria

e) lysosomes

2. List three specific functions of the plasma membrane.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. How does the structure of DNA differ between interphase and mitosis?

4. What is the function of the mitotic spindle?

Exercise 5. Enzymes Name ____________________________________

Questions

1. Write the chemical reaction that occurred when you added hydrogen peroxide into the test

tubes containing the rusty nail and the liver.

What forms the bubbles? ______________________

2. Describe your observations comparing the rate of the reaction with the inorganic catalyst (iron

in the rusty nail) versus the enzyme (catalase in liver). Explain the reason for the difference.

3. Describe your observation of the effect of temperature on the enzyme-catalyzed reaction.

Explain briefly why the enzyme-catalyzed reaction is highly sensitive to temperature.

Exercise 6.1 Concentration & Dilution Name _________________________________

Data and Questions

1. Dilution Table

Desired

Concentration

(C2)

Desired

Volume

(V2)

Concentration of

Previous Dilution

(C1)

Volume of Stock or

Previous Dilution

(V1), µL

Volume of

Distilled Water

(V2 - V1), µL

100 mg/dL 1.2 mL 200 mg/dL

75 mg/dL 1.2 mL

50 mg/dL 1.2 mL

25 mg/dL 1.2 mL

2. Absorbance Data Table

Concentration Absorbance

0 mg/dL = blank 0

25 mg/dL

50 mg/dL

75 mg/dL

100 mg/dL

Unknown solution

3. Attach a graph of your standard curve. Show the point for the unknown solution on your graph,

and determine the concentration of the unknown. Enter this value below (include correct units).

Concentration of the unknown solution ___________________

Questions

1. What are the advantages of using the serial dilution method compared with making all

dilutions from the original stock solution?

2. What is Beer’s Law, and how was it applied in this experiment?

Exercise 6.2 Protein Assay Name _________________________________

Procedure Flow Chart

Exercise 6.2 Protein Assay Name _________________________________

Data and Questions

1. Data Table

Concentration Absorbance

0 g/dL = blank

2.0 g/dL

4.0 g/dL

6.0 g/dL

8.0 g/dL

10.0 g/dL

Unknown Solution

2. Attach a graph of your standard curve. Show the point for the unknown solution on your graph,

and determine the concentration of the unknown. Enter this value below (include correct units).

Concentration of Unknown Solution ____________________

Questions

1. Why did you use biuret reagent instead of distilled water as the blank in this assay?

2. What are some of the possible sources of error in this experiment, and which of these is likely

to be the greatest source of error?

Exercise 7 Osmosis Name _________________________________

Procedure Flow Chart

Exercise 7. Osmosis Name

Data and Observations

Part 1. Dialysis Bags

Medium: % sucrose

Beaker 1

( 0% sucrose)

Beaker 2

( 0% sucrose)

Beaker 3

( 0% sucrose)

Beaker 4

(10% sucrose)

Clock Time

(hr:min)

Time elapsed

(minutes)

Bag 1 (0% suc.)

Weight (g)

Bag 2 (10% suc.)

Weight (g)

Bag 3 (20% suc.)

Weight (g)

Bag 4 (0% suc.)

Weight (g)

0

Hypotonic, Isotonic, or

Hypertonic Medium?

Part 2. Red Blood Cells

Tube Solution Molarity Osmolarity Visual Appearance of RBCs

0.85 g/dL NaCl

145 mM

290 mOsm

(Isotonic)

0.6 g/dL NaCl 102 mM

0.2 g/dL NaCl 34 mM

3.5 g/dL NaCl 513 mM

10 g/dL NaCl 1710 mM

Exercise 7. Osmosis Name

Questions

Calculate the osmolarity of each of the NaCl solutions based on their molar concentrations.

Enter these values in the table above with your RBC observations and indicate which of the

solutions are isotonic, hypotonic and hypertonic in relation to normal RBCs.

Explain the relationship between the molarity and the osmolarity of the NaCl solutions.

Which solution is isotonic for the RBCs?

Which solutions are hypotonic?

Which solutions are hypertonic?

Why is it important to use an isotonic solution for an intravenous infusion?

E. Report

Write a short report (1-2 pages) that describes your results from the dialysis bag experiment

and observations of the red blood cells. Include a copy of your graph. In your report, compare

the dialysis bag results with your observations of RBCs placed in solutions of different

concentrations. If possible, compare your results with those from another group that used a

different medium. Briefly explain your results in terms of the relevant principles and

mechanisms of osmosis, and discuss their physiological significance.

Exercise 8.1 Membrane Potentials Name

Problem Set

Each of the following problems represents a different scenario that can occur in a neuron.

To aid in problem solving, you may wish to draw out each scenario. Assume that each pair

of separated charges across the membrane contributes 10 mV to the membrane potential.

1. Suppose that initially you have 100 organic anions (A–), 93 K+, and 7 Na+ ions present in the

ICF of a neuron and 100 Cl–, 95 Na+, and 5 K+ ions present in the ECF surrounding the

neuron. Assume unless you are told otherwise that there are no open ion channels.

ICF ECF

a. Does a membrane potential exist in the situation described above? ____________

Why or why not?

b. Under normal resting conditions, are there any ion channels that are constitutively

(always) open? Identify these channels.

c. Suppose that the ion channels identified in (b) now open and allow the transfer of seven

ions across the plasma membrane. Draw this scenario in the box below (show the

number of each type of ion present in the ICF and ECF).

ICF ECF

d. What specific ions have moved through these ion channels? ___________

e. Do these ions move from the ICF to the ECF or from the ECF to the ICF? ______________

f. This scenario represents the resting membrane potential.

What is the numerical value of the membrane potential now? ____________

2. Now suppose that our cell, which we last left in 1(c), is subjected to a triggering event which

results in the opening of a few voltage-gated Na+ channels in the axon hillock.

a. List all the different open ion channels in the cell membrane now.

b. Suppose that the open voltage-gated Na+ channels allow the passage of 2

Na+ ions into the ICF. Draw this below.

ICF ECF

c. What is the new value of the membrane potential? __________

(Hint: Start with the scenario in part 1(c). How does the opening of these voltage-gated

Na+ channels affect the membrane potential?) This situation represents a graded

depolarization toward the threshold of an action potential.

3. When the membrane potential reaches the threshold (approximately -50 mV in neurons),

the rest of the voltage-gated Na+ channels in that segment of the membrane open and allow the

passage of 8 more Na+ ions into the ICF.

a. Draw this scenario below.

b. What is the membrane potential now? _____________

This situation represents the upswing or depolarization phase of the action potential.

4. As the membrane potential reaches a peak as seen in 3(a), the voltage-gated Na+ channels

close and voltage-gated K+ channels begin to open. This results in the downswing or

repolarization phase of the action potential

a. During the repolarization phase of the action potential, identify all the ion channels that

are open (be specific).

b. Suppose that the voltage-gated K+ channels allow the passage of 11 K+ ions across the

membrane. Will these ions move into the ICF or the ECF? Draw this scenario.

c. What is the value of the membrane potential now? _____________

d. This scenario represents the undershoot phase of the action potential. Why is the

membrane potential more negative than it was under resting conditions?

5. Following the undershoot phase, the voltage-gated K+ channels close and the neuron returns

to its resting state. As the resting membrane potential is restored, there is some “leakage” of Na+

into the cell through open ion channels. Assume that there is a net movement of one Na+ ion

back into the cell.

a. What is the value of the membrane potential now? ______________

6. Although the membrane potential has returned to resting potential at the end of (5), the

distribution of Na+ and K+ ions across the plasma membrane is not the same as it was initially

under resting conditions.

a. How is the distribution of Na+ and K+ ions different from the initial resting conditions

(part 1(c)) ?

b. How can the cell “fix” this problem, i.e., restore the normal concentrations of Na+ and

K+ in the ICF and ECF?

Exercise 9. Reflexes Name

Data and Observations

1. Spinal reflexes. Record your observations from the spinal reflex tests you performed.

a. Patellar reflex

b. Achilles reflex

c. Biceps reflex

d. Triceps reflex

2. Cutaneous Reflexes. Record your observations from the plantar reflex test.

3. Autonomic Reflexes. Enter your results from the following reflex tests.

a. Pupillary light reflex

Left pupil _________ mm Right pupil _________mm

Consensual response? _____________

b. Ciliospinal reflex

Left pupil _________ mm Right pupil _________ mm

Consensual response? _____________

Exercise 9. Reflexes Name

Questions

1. What are the components of a reflex arc?

2. Define monosynaptic reflex and give a specific physiological example.

3. Identify the specific nerves involved in each of the following reflex tests:

Patellar reflex ______________________________

Triceps reflex ______________________________

Biceps reflex ______________________________

Achilles reflex ______________________________

Why are the above reflexes referred to as spinal reflexes?

What is a Babinski sign, and what does it indicate if it is observed in an adult?

Summarize your observations of the pupillary light reflex and the ciliospinal reflex. Compare

and contrast these responses, and include the branches of the nervous system involved.

Exercise 10. Brain Anatomy Name

Questions

1. What neuronal structures are located in the gray matter of the brain?

2. What is the functional significance of the gyri and sulci of the cerebral cortex?

3. What is the main function of the white matter of the brain?

4. What is the function of the corpus callosum?

5. What is normally contained within the ventricles of the brain?

6. What is a primary function of the thalamus?

7. What are some important physiological functions of the hypothalamus?

8. What are some important physiological functions of the pons and medulla oblongata?

9. What is the primary function of the cerebellum?

Exercise 11. General Senses Name

Data

A. Distribution of Temperature and Touch Receptors

Map the observed distribution of cold and Temperature Touch

warm receptors in the first grid.

Map the distribution of touch receptors in the

second grid

B. Two-Point Threshold

Location Two-Point Threshold

Back of the hand

Fingertip

Palm of the hand

Back of the neck

C. Adaptation of Temperature Receptors

Record your observations. What sensations did you feel when you placed the cold hand in

the lukewarm water and when you placed the warm hand in the lukewarm water?

D. Referred pain

Describe the sensation you felt when you struck the ulnar nerve. Where exactly did you

perceive this sensation, and was it in a different place from where you struck the nerve?

Exercise 11. General Sensation Name

Questions

1. What did your results from the mapping of cold, warm, and touch receptors indicate about the

distribution of these receptors in the skin of the forearm? For example, were the receptors

evenly or unevenly distributed, and which type of receptor seemed to be most abundant?

2. Explain your results from the two-point threshold test. Which regions had the smallest and the

largest two-point thresholds, and what physiological mechanism accounts for this difference?

3. Explain in terms of sensory adaptation why you experienced the sensations you did when you

placed your cold and warm hands in lukewarm water. Be specific about which receptors adapted

and which were stimulated in each case.

4. Explain how your results in Part D demonstrated the phenomenon of referred pain. Compare

the locations where you sensed pain or tingling with the sensory distribution of the ulnar nerve,

and explain why you felt the sensation where you did.

Exercise 12.1 Vision Name

Observations and Data

A. 1. Record your visual acuity numbers from the Snellen eye chart test.

Right eye ____________ Left eye ____________

2. Did you see evidence of astigmatism in the astigmatism chart test? ____________

B. 1. In the accommodation test, which was more in focus when you opened your eyes,

the screen or the distant object?

2. Record your near point of vision. Right eye __________ Left eye __________

C. Summarize your observations from the pencil following test. Did you observe any abnormal

results (such as difficulty following in a particular direction or nystagmus)?

Record any change you observed in the pupils during the convergence test.

D. List any structures of the eye that you were able to see with the ophthalmoscope.

E. Record the distance at which the cross disappeared from the visual field. ______________

Is the blind spot located in the medial or lateral part of the visual field? ________________

Did you observe similar results from your left eye as your right eye? __________________

F. 1. Record the color of the negative afterimage that you saw for each of the colored squares.

red _______________ blue _______________ yellow ________________

2. Record any pertinent findings from your examination of the Ishihara charts. Do you have any

form of color blindness? If so, what type, and which chart indicated it?

Exercise 12.1 Vision Name

Questions

1. Define accommodation and explain which specific structures of the eye are involved in this

process.

2. Explain why you have the sharpest vision when you look directly at an object, but can detect a

very faint object (like a dim star) better in your peripheral vision.

3. What is the optic disc and what is its significance in vision and the visual system?

4. Explain your result for the negative afterimage of the yellow square in terms of the three

different types of cones.

Exercise 12.2 Hearing and Equilibrium Name

Questions

1. What would be the expected result of Weber’s test for an individual with:

a) normal hearing in both ears?

b) conduction deafness in the left ear?

b) sensory deafness in the left ear?

2. What would be the expected result of Rinne’s test for an individual with:

a) normal hearing in both ears?

b) conduction deafness in the left ear?

b) sensory deafness in the left ear?

3. Summarize you observations from the chair spinning test. In which direction did the subject

lean when the chair was stopped? What was the direction of the nystagmus observed?

Briefly interpret your observations.

Exercise 13. EMG Name

Questions

1. Attach a copy of your EMG trace from Part A, Recruitment of Motor Units, and label the

weight lifted for each section of the trace.

2. What is a motor unit? Explain how your results in Part A demonstrate recruitment of motor units.

3. Explain how your results from Part B demonstrate fatigue of the muscle.

4. What is meant by the term antagonistic muscles? Summarize your results from Part C and

explain briefly what the results demonstrate about the control of antagonistic muscles by the CNS.

Exercise 13. Heart Anatomy Name

B. Draw and label a diagram showing the arrangement of the pulmonary and systemic

circulations. Include the four chambers of the heart and their associated great vessels. Show the

direction of blood flow and indicate which parts of the circuit normally contain oxygenated blood

(red) and which normally contain deoxygenated blood (blue). (See how much of this you can do

on your own without referring to your textbook.)

Exercise 15. ECG Name

Results and Questions

1. Label the P, QRS, and T waves on one heartbeat cycle on your resting ECG trace. Attach the

labeled trace to your report.

2. a) Record the heart rate and the intervals you measured from your resting and exercise ECG

traces in the table below. Make sure to include appropriate units.

Normal values Resting Exercise % Change

Heart Rate 60-80 bpm ______________ ______________ __________

P-Q interval 0.12-0.20 s ______________ ______________ __________

QRS interval 0.08-0.12 s ______________ ______________ __________

Q-T interval 0.30-0.43 s ______________ ______________ __________

S-T interval 0.08-0.12 s ______________ ______________ __________

T-Q interval 0.45-0.70 s ______________ ______________ __________

b) Record your values for heart rate measured during the diving experiment and calculate the

difference in heart rate between resting and “diving” (following face immersion). Include units.

Resting heart rate Diving heart rate % Change

____________________ ____________________ ______________

3. Present one hypothesis that you proposed to explain the results of your “diving” ECG. What

experiment(s) would you design to test this hypothesis? How would you control for other

variables that might affect the heart rate?

4. Suppose a patient displays an extended P-Q interval on their ECG. What electrical events

occur during the P-Q interval, and what can you conclude specifically about the cardiac

conduction system in a patient with a longer than normal P-Q interval?

5. Explain the physiological basis for the observed differences in heart rate and other ECG

intervals (such as the P-Q, Q-T, and T-Q intervals) between the resting and exercise ECG.

Describe the specific physiological control mechanisms that effect these changes in heart rate and

other ECG intervals.

Exercise 16.2 Blood Pressure Name

Data

A. Resting Blood Pressure

First trial: systolic pressure __________ diastolic pressure __________

Second trial: systolic pressure __________ diastolic pressure __________

B. Effect of Posture on Blood Pressure

1. Reclining. Measure the blood pressure in the subject after reclining for 2-3 minutes

First trial: systolic pressure __________ diastolic pressure __________

Second trial: systolic pressure __________ diastolic pressure __________

2. Standing. Measure the blood pressure in the subject immediately after standing from the

reclined position.

First trial: systolic pressure __________ diastolic pressure __________

Second trial: systolic pressure __________ diastolic pressure __________

C. Effect of Exercise on Blood Pressure

Note: Do not serve as a subject for this activity if you have a known heart condition.

Measure the subject’s resting blood pressure and pulse rate (in beats per minute) prior to

exercise. This will be taken as the baseline value.

Have the subject exercise vigorously for three minutes by running in place or by stepping up

and down at a fast pace on a step stool.

Measure the subject’s blood pressure and pulse rate immediately after the exercise and at one

minute, two minutes and three minutes following the exercise.

Baseline: systolic/diastolic pressure __________ pulse rate __________

Interval following exercise

Immediately: systolic/diastolic pressure __________ pulse rate __________

1 minute: systolic/diastolic pressure __________ pulse rate __________

2 minutes: systolic/diastolic pressure __________ pulse rate __________

3 minutes: systolic/diastolic pressure __________ pulse rate __________

Exercise 16.2 Blood Pressure Name

Questions

1. Calculate the subject’s resting pulse pressure and mean arterial pressure, taking an average of

the two trials.

Pulse pressure ______________________

Mean arterial pressure _____________________

2. a) What effects on blood pressure did you observe when the subject stood quickly from a

reclined position?

b) Briefly explain the physiological control mechanism(s) involved in maintaining blood

pressure when moving from a reclined to a standing position.

2. a) What changes in blood pressure did you observe immediately after exercise?

b) What are the specific effects of exercise on cardiac output and total peripheral resistance?

3. The speed of recovery of pulse rate after aerobic exercise is an indication of cardiovascular

fitness. What do your results 3 minutes after exercise indicate about the fitness level of your

subject? (Compare results among members of your group or different groups.)

Exercise 17. Spirometry Name

Data and Calculations

1. Tidal Volume

Trial 1: _________ Trial 2: __________ Trial 3: _________ Average VT __________

BTPS-corrected VT _________

2. Expiratory Reserve Volume

Trial 1: _________ Trial 2: __________ Trial 3: __________ Average ERV __________

BTPS-corrected ERV _________ 3. Vital Capacity

Trial 1: _________ Trial 2: __________ Trial 3: __________ Average VC __________

BTPS-corrected VC _________ If a chart of predicted vital capacity is available, find the predicted value from the table based on

your sex, height and age. Express your BTPS-corrected VC as a percentage of the predicted value.

Predicted VC __________ Your VC (% of predicted) ___________

4. Calculation of EC, IC and IRV

Calculate the following volumes and capacities, using your BTPS-corrected average values.

a. Expiratory capacity, EC = VT + ERV ________________

b. Inspiratory capacity, IC = VC – ERV ________________

c. Inspiratory reserve volume, IRV = IC – VT ______________

5. Forced Expiratory Volume (FEV) Test

If there is a computer setup or handheld spirometer available to conduct the FEV test, follow the

procedures explained by your instructor to perform this test. A printout of two sample FEV tests

is also provided on the following page for you to analyze. Determine the following values from

the graphs on the next page and from your own test results (if available).

Case 1

Forced Vital Capacity (FVC) = ____________ mL

Volume expired in second 1

FVC

Case 2

FVC = _____________

FEV1 = _____________

X 100 = ____________ % FEV1 =

FEV Test Results

0

1000

2000

3000

4000

5000

6000

-1 0 1 2 3 4 5

Time (s)

Vo

lum

e (

mL

)

Case 1

0

1000

2000

3000

4000

5000

6000

-1 0 1 2 3 4 5

Time (s)

Vo

lum

e (

mL

)

Case 2

Exercise 17. Spirometry Name

Questions

1. Define minute volume. What factors determine minute volume, and what is the normal

relationship between minute volume and metabolic rate?

2. a) Define functional residual capacity and explain the physical forces that determine the FRC.

b) What would be the expected effect on FRC of an increase in lung compliance?

(Increase, decrease, or no effect?) ______________________

c) What would be the expected effect on FRC of an increase in alveolar surface tension?

(Increase, decrease, or no effect?) ______________________ Briefly explain your reasoning.

3. What factors might contribute to vital capacity being substantially lower than predicted?

(Note that body size, sex and age are factored into the predicted vital capacity value.)

4. What is an obstructive pulmonary disorder? What are examples of obstructive disorders?

Refer to your FEV test analysis and explain how the FEV test can indicate an obstructive

disorder.

Exercise 18. Acid-Base Physiology Name

Case Studies.

Evaluate the following acid-base disturbances. All values are measurements of arterial blood,

and the first row shows the normal values. Each group should evaluate all the cases, then your

group will present one case study (chosen at random) to the class.

pH PCO2 (mm Hg) [HCO3-] (mM) PO2 (mm Hg)

Normal 7.4 40 24 95-100

Case 1. 7.28 52 25 70

Case 2. 7.28 40 17 95

Case 3. 7.48 30 23 105

Case 4. 7.23 50 20 65

Case 5. 7.34 30 17 105

Case 6. 7.45 25 17 65

Hint: Is this hypoventilation or hyperventilation? What factor, other than hypoventilation, might cause low blood PO2?

Exercise 20 Urinalysis Name

Questions

1. a) What was the specific gravity of your urine? ____________________

Does your measurement indicate a relatively dilute urine or a relatively concentrated urine?

_____________________________________________

b) Identify two possible causes of high specific gravity of the urine.

c) Describe the primary physiological control mechanism that is involved in producing a

concentrated urine (during dehydration, for example).

2. a) Would you normally expect to find glucose in the urine? Why or why not?

b) One of the diagnostic features of diabetes mellitus is the presence of glucose in the urine.

Explain the mechanisms that result in glucose excretion and the effect that this has on fluid balance.

3. Would you normally expect to see protein in the urine? Explain your answer in terms of the

structure and function of the filtration membrane.

4. Explain why a person suffering from diabetes mellitus might have ketonuria.

5. Explain why diabetes insipidus causes a low specific gravity of the urine.

Exercise 20.1 Problems and Questions Name

Urine Concentration, Volume, and Flow

Perform the following calculations and answer the questions. Include the correct units for all

calculations. Do your own work! Recall the following relationships:

C = S / V and S = C V, where C is concentration, S is amount of solute, and V is volume of solution.

Dilution equation: C1V1 = C2V2.

1. Suppose you have a urine sample with a urea concentration of 6 g/L.

How many grams of urea are contained in 200 mL of this urine? _________________

2. Suppose you perform a dilution by adding 100 mL of this urine to 200 mL of distilled water.

a) What is the total volume of the diluted urine solution? ___________________

b) What is the concentration of urea in the diluted solution? ___________________

3. Suppose you add 0.9 grams of NaCl to the total volume of the diluted solution you prepared in

question 2 above.

What is the NaCl concentration of this solution in g/L? ___________________

4. The renal clearance of a substance is defined as the volume of blood plasma that is totally cleared

of the substance per unit time by excretion in the urine. It can be calculated by the formula:

Clearance = (Concentration in the urine) x (Urine flow rate) / (Concentration in the plasma)

= U x V / P

The clearance of the polysaccharide inulin provides a useful measurement for analysis of renal

function, because it is filtered into the renal tubules but is neither reabsorbed nor actively secreted.

a) Calculate the clearance of inulin given the following values:

Concentration of inulin in plasma (P) = 0.1 mg/L

Concentration of inulin in urine (U) = 6 mg/L

Urine flow rate (V) = 2 mL/min

Clearance of inulin = _________________________ (Include the correct units.)

b) What physiological variable that pertains to renal function is approximately equal to the

clearance of inulin?

_______________________________________________________

c) Suppose that the clearance of inulin and its concentration in the plasma (P) stay the same

as in (a) above, but the urine flow rate (V) decreases to 1 mL/min. Calculate the expected

concentration of inulin (U) in the urine.

Concentration of inulin in urine (U) = ______________________

d) Explain (in terms of physiological mechanisms) what would cause the concentration of

inulin in the urine to change in the example above.