Diploma Lab manual-HB-II

Diploma Engineering
Laboratory Manual
(Human Biology-II)
(4320301)
[Biomedical Engineering/ 2nd Semester]

Enrolment No
Name
Branch
Academic Term
Institute
Directorate of Technical Education

Gandhinagar - Gujarat
Human Biology-II (4320301)
DTE’s Vision:
● To provide globally competitive technical education;
● Remove geographical imbalances and inconsistencies;
● Develop student friendly resources with a special focus on girls’ education
and support to weaker sections;
● Develop programs relevant to industry and create a vibrant pool of technical
professionals.
DTE’s Mission:
Institute’s Vision:
Institute’s Mission:
Department’s Vision:
Department’s Mission:
Certificate
This is to certify that Mr./Ms ………………………………………………………………….

Enrollment No. ………….……………. of …….………. Semester of Diploma
in……………………………………………………………………………………………………….……..of
………………………………………………………………………. (GTU Code) has satisfactorily
completed the term work in course
………………………………………………………………………………for the academic year:
…………………… Term: Odd/Even prescribed in the GTU curriculum.
Place:…………………..
Date: …………………..
Signature of Course Faculty Head of the Department

Preface
The primary aim of any laboratory/Practical/field work is enhancement of required skills as
well as creative ability amongst students to solve real time problems by developing relevant
competencies in psychomotor domain. Keeping in view, GTU has designed competency focused
outcome-based curriculum -2021 (COGC-2021) for Diploma engineering programmes. In this more
time is allotted to practical work than theory. It shows importance of enhancement of skills amongst
students and it pays attention to utilize every second of time allotted for practical amongst Students,
Instructors and Lecturers to achieve relevant outcomes by performing rather than writing practice in
study type. It is essential for effective implementation of competency focused outcome- based Green
curriculum-2021. Every practical has been keenly designed to serve as a tool to develop & enhance
relevant industry needed competency in each and every student. These psychomotor skills are very
difficult to develop through traditional chalk and board content delivery method in the classroom.
Accordingly, this lab manual has been designed to focus on the industry defined relevant outcomes,
rather than old practice of conducting practical to prove concept and theory.
By using this lab manual, students can read procedure one day in advance to actual
performance day of practical experiment which generates interest and also, they can have idea of
judgement of magnitude prior to performance. This in turn enhances predetermined outcomes
amongst students. Each and every Experiment /Practical in this manual begins by competency,
industry relevant skills, course outcomes as well as practical outcomes which serve as a key role for
doing the practical. The students will also have a clear idea of safety and necessary precautions to be
taken while performing experiment.
This manual also provides guidelines to lecturers to facilitate student-centered lab activities
for each practical/experiment by arranging and managing necessary resources in order that the
students follow the procedures with required safety and necessary precautions to achieve outcomes.
It also gives an idea that how students will be assessed by providing Rubrics.
Although we try our level best to design this lab manual, but always there are chances of
improvement. We welcome any suggestions for improvement.
5 | Page
Programme Outcomes (POs) :
1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science
and engineering fundamentals and engineering specialization to solve the engineering
problems.
2. Problem analysis: Identify and analyse well-defined engineering problems using codified
standard methods.
3. Design/ development of solutions: Design solutions for engineering well-defined technical

problems and assist with the design of systems components or processes to meet specified
needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and
appropriate technique to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply appropriate

technology in context of society, sustainability, environment and ethical practices.
6. Project Management: Use engineering management principles individually, as a team

member or a leader to manage projects and effectively communicate about well-defined
engineering activities.
7. Life-long learning: Ability to analyze individual needs and engage in updating in the context
of technological changes in field of engineering.
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Practical Outcome - Course Outcome matrix

Course Outcomes (COs):
a) Explain the structure & function of the Digestive System
b) Interpret basic structure & function of Excretory System
c) Describe various parts of the Nervous System
d) Identify various parts associated with the Reproductive & Endocrine System
e) Apply Fitness & Wellness concepts to Individual lifestyle

CO1 CO2 CO3 CO4 CO5
S. No. Practical Outcome/Title of experiment
1. Label the anatomical structure of the various

organs of the digestive system using √
charts/models.
2. Deduce the pathways of food in the GI tract

(mouth to the anus) using digestive models. √
3. Identify the organs of the excretory system using √

charts/models.
4. Identify the parts of the human kidney using a

kidney model. √
Distinguish peripheral nervous system and
5.
central nervous system using charts. √
6. Identify various parts of the brain using

charts/models. √
7. Identify features of nerve cells using charts.
√
8. Interpret electrical activity of the brain by
observing EEG. √
Identify and Locate major endocrine glands of
9. √
the human body by using an endocrine system
model.
Identify various organs of male reproductive
10. system using charts. √
Identify various organs of the female
11. √
reproductive system using charts.
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Demonstrate first aid kit. √

12.
Identify different exercises to increase √

13.
performance of human Health.
Calculate Body mass index. √

14.
Industry Relevant Skills
The following industry relevant skills are expected to be developed in the students by
performance of experiments of this course.
 Identify various organ related to our body system

 Use appropriate terminology to discuss anatomy and physiology.
 Identify anatomical structures and describe the complex interrelationships
between structure and function
Guidelines to Course Faculty

1. Couse faculty should demonstrate experiment with all necessary implementation
strategies described in curriculum.
2. Couse faculty should explain industrial relevance before starting of each experiment.
3. Course faculty should involve & give opportunity to all students for hands on experience.
4. Course faculty should ensure mentioned skills are developed in the students by asking.
5. Utilise 2 hrs of lab hours effectively and ensure completion of write up with quiz also.
6. Encourage peer to peer learning by doing same experiment through fast learners.
Instructions for Students
1. Organize the work in the group and make record of all observations.
2. Students shall develop maintenance skill as expected by industries.
3. Student shall attempt to develop related hand-on skills and build confidence.
4. Student shall develop the habits of evolving more ideas, innovations, skills etc.
5. Student shall refer technical magazines and data books.
6. Student should develop habit to submit the practical on date and time.
7. Student should well prepare while submitting write-up of exercise.
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Rubrics for laboratory Assessment
Alloc
Parameter ated
Excellent Good Fair Poor
s Mar
ks
3 Marks 2 Marks 1 Marks 0 Marks

Lab work & All
Content
Lab work & All answers from Few lab work & Lab work and
Effectivenes
answers from post lab answers from answers from
s & Post Lab 0-3
assignment are assignment are post lab post lab
Assignment
completed and completed assignment are assignment are
(P1)
correct. with minor completed not completed
correction.
Submission
Submission Submission Submission Submission
is
on or is is is
0-3 completed
before Due completed completed completed
on or
date (P2) by 1 day by 2-3 days after 1
before due
late late week
date
The
students The
All Some
Viva / make students
questions questions
Explanation 0-4 multiple unable to
answered answered
(P3) errors or give answer
fully and fully and
incorrect of the
correctly. correctly.
statements questions
in answer.
Total points 10
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Progressive Assessment
As per Rubrics
Experiment No. Total
(P1) (P2) (P3)
Marks
Experiment No.1
Experiment No.2
Experiment No.3
Experiment No.4
Experiment No.5
Experiment No.6
Experiment No.7
Experiment No.8
Experiment No.9
Experiment No.10
Experiment No.11
Experiment No.1 2
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Continuous Assessment Sheet

Enrolment No: Name
Name: Term:
Marks
Sr no Practical Outcome/Title of experiment Page Date Sign
(10)
1 Label the anatomical structure of the various organs of

the digestive system using charts/models.
2 Deduce the pathways of food in the GI tract (mouth to

the anus) using digestive models.
3 Identify the organs of the excretory system using

charts/models.
4 Identify the parts of the human kidney using a kidney

model.
5 Distinguish peripheral nervous system and central

nervous system using charts.
6 Identify various parts of the brain using charts/models.
7
Identify features of nerve cells using charts.
8 Interpret electrical activity of the brain by observing

EEG.
Identify and Locate major endocrine glands of the
9
human body by using an endocrine system model.
10 Identify various organs of male reproductive system

using charts.
11 Identify various organs of the female reproductive

system using charts.
12 Demonstrate first aid kit.
13 Identify different exercises to increase performance of

human Health.
14 Calculate Body mass index.
11 | Page
Date: ……………
Practical No.1: Label the anatomical structure of the various organs of the digestive
system using charts/models.
A. Objective:
Label the anatomical structure of the various organs of the digestive system using
charts/models.
B. Expected Program Outcomes (POs)
PO 1 Basic & Discipline specific knowledge
PO 3 Design/ development of solutions
PO 7 Life-long learning
C. Expected Skills to be developed based on competency:

Course competency
Describe the anatomical structure & principle function of major body systems such as
Digestive, Excretory, Endocrine, Nervous, Reproductive etc. and creating health
awareness among the society.
Relevant 2 to 3 skills expected

D. Expected Course Outcomes(Cos)

CO1
1. Label the anatomical structure of the various organs of the digestive

√
E. Practical Outcome (PRo)
 Label the anatomical structures of the digestive system on available

models.
 Explain the pathway of food from the mouth to the anus, identifying major
landmarks along the way.
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F. Expected Affective domain Outcome(ADos)

 Handle Anatomical model/chart carefully with safety and necessary
precaution
G. Prerequisite Theory:
Figure: Digestive System
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Digestive System
 Digestion is defined as the process by which food is broken down into simple
chemical substances that can be absorbed and used as nutrients by the body.
 Most of the substances in the diet cannot be utilized as such.
 These substances must be broken into smaller particles, so that they can be
absorbed into blood and distributed to various parts of the body for utilization.
Digestive system is responsible for these functions.
 Digestive process is accomplished by mechanical and enzymatic breakdown of

food into simpler chemical compounds.
 A normal young healthy adult consumes about 1 kg of solid diet and about 1 to 2
litre of liquid diet every day.
 All these food materials are subjected to digestive process, before being
absorbed into blood and distributed to the tissues of the body.
 Digestive system plays the major role in the digestion and absorption of food
substances.
Functions of digestive system include:
1. Ingestion or consumption of food substances
2. Breaking them into small particles
3. Transport of small particles to different areas of the digestive tract
4. Secretion of necessary enzymes and other substances for digestion

5. Digestion of the food particles
6. Absorption of the digestive products (nutrients)
7. Removal of unwanted substances from the body.
H. Resources/Equipment Required
Sr.No. Instrument/
Specification Quanti
Equipment
ty
/Components
/Trainer kit
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1 Digestive This model shows alimentary canal from mouth to rectum 1

System Model in median section and includes buccal cavity, pharynx,
esophagus with half of the stomach, the opened
duodenum, small and large intestine, the opened
appendix, the unfolded rectum, the transverse colon, liver
and pancreas.
I. Safety and necessary Precautions followed

Handle Anatomical model/chart carefully with safety and necessary precaution
J. Conclusion
K. Post Lab Questionnaire:
Structure of Liver
Structure of Small Intestine
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Practical related Quiz: Label the figure
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L. References / Suggestions ( lab manual designer should give)

https://libguides.ccac.edu/ld.php?content_id=53226310
M. Assessment-Rubrics
Content Submission on or Viva / Explanation Total Marks

Effectiveness & Post before Due date (P3) (10)
Lab Assignment (P1) (P2) (0-4)
(0-3) (0-3)
Sign with Date
17 | Page
Date: ……………
Practical No.2: Deduce the pathways of food in the GI tract (mouth to the anus) using digestive
models.
A. Objective:
Deduce the pathways of food in the GI tract (mouth to the anus) using digestive models.

Course competency

CO1
1. Deduce the pathways of food in the GI tract (mouth to the anus) using
digestive models. √
 Label the anatomical structures of the digestive system on available

models.
 Explain the pathway of food from the mouth to the anus, identifying major
landmarks along the way.
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 Differentiate between anatomical structure and physiological function of

Digestive system.
precaution
Figure: Gastrointestinal Tract

Digestive System
Digestion is the mechanical and chemical breakdown of food into smaller components
that are more easily absorbed into a blood stream, for instance. Digestion is a form of
catabolism: a breakdown of large food molecules to smaller ones.
Mouth: The mouth is the beginning of the digestive tract. In fact, digestion starts here as
soon as you take the first bite of a meal. Chewing breaks the food into pieces that are
more easily digested, while saliva mixes with food to begin the process of breaking it down
into a form your body can absorb and use.
Throat: Also called the pharynx, the throat is the next destination for food you've eaten.
From here, food travels to the oesophagus or swallowing tube.
Oesophagus: The oesophagus is a muscular tube extending from the pharynx to the
stomach. By means of a series of contractions, called peristalsis, the oesophagus delivers
food to the stomach.
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Stomach: The stomach is a sac-like organ with strong muscular walls. In addition to
holding the food, it's also a mixer and grinder. The stomach secretes acid and powerful
enzymes that continue the process of breaking down the food.
Small Intestine: Made up of three segments, the duodenum, jejunum, and ileum, the
small intestine is a long tube loosely coiled in the abdomen (spread out, it would be more
than 20 feet long). The small intestine continues the process of breaking down food by
using enzymes released by the pancreas and bile from the liver. Bile is a compound that
aids in the digestion of fat and eliminates waste products from the blood. Peristalsis
(contractions) is also at work in this organ, moving food through and mixing it up with
digestive secretions.
Pancreas: Among other functions, the oblong pancreas secretes enzymes into the small
intestine. These enzymes break down protein, fat, and carbohydrates from the food we
eat.
Liver: The liver has many functions, but two of its main functions within the digestive
system are to make and secrete bile, and to cleanse and purify the blood coming from the
small intestine containing the nutrients just absorbed.
Gallbladder: The gallbladder is a pear-shaped reservoir that sits just under the liver and
stores bile. Bile is made in the liver then travels to the gallbladder through a channel called
the cystic duct. During a meal, the gallbladder contracts, sending bile to the small
intestine.
Large Intestine or Colon: Once the nutrients have been absorbed and the leftover liquid
has passed through the small intestine, what is left of the food you ate is handed over to
the large intestine, or colon. Stool, or waste left over from the digestive process, is passed
through the colon by means of peristalsis (contractions), first in a liquid state and
ultimately in solid form as the water is removed from the stool.
Rectum: The rectum (Latin for "straight") is an 8-inch chamber that connects the colon to
the anus. It is the rectum's job to receive stool from the colon
Anus: The anus is the last part of the digestive tract. It consists of the pelvic floor muscles
and the two anal sphincters (internal and external muscles). The lining of the upper anus is
specialized to detect rectal contents.
Sr.No. Instrument/
Specification Quanti
Equipment
ty
/Components
/Trainer kit
20 | Page
1 Digestive This model shows alimentary canal from mouth to rectum 1

System Model in median section and includes buccal cavity, pharynx,
esophagus with half of the stomach, the opened
duodenum, small and large intestine, the opened
appendix, the unfolded rectum, the transverse colon, liver
and pancreas.

J. Conclusion
Function of Liver
Function of Small Intestine
21 | Page

https://libguides.ccac.edu/ld.php?content_id=53226310
22 | Page

(0-3) (0-3)
Sign with Date
23 | Page
Date: ……………
Practical No.3: Identify the organs of the excretory system using charts/models.
A. Objective:
Identify the organs of the excretory system using charts/models.


Course competency

CO2
1. Identify the organs of the excretory system using

charts/models. √

 Identify the organs of the excretory system.
F. Expected Affective Domain Outcome(ADos)

precaution
24 | Page
Excretory system
Excretion is the process by which the unwanted substances and metabolic wastes
are eliminated from the body.
A large amount of waste materials and carbon dioxide are produced in the tissues
during metabolic process. In addition, residue of undigested food, heavy metals,
drugs, toxic substances and pathogenic organisms like bacteria are also present in
the body.
All these substances must be removed to keep the body in healthy condition.
Various systems/organs in the body are involved in performing the excretory
function, viz.
1. Digestive system excretes food residues in the form of feces. Some bacteria and
toxic substances also are excreted through feces.
2. Lungs remove carbon dioxide and water vapour.
3. Skin excretes water, salts and some wastes. It also removes heat from the body.
4. Liver excretes many substances like bile pigments, heavy metals, drugs, toxins,
bacteria, etc. through bile.
Although various organs are involved in removal of wastes from the body, their
excretory capacity is limited. But renal system or urinary system has maximum
excretory capacity and so it plays a major role in homeostasis.
Renal system includes:
1. A pair of kidneys
2. Ureters
3. Urinary bladder
4. Urethra.
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Human excretory system:

It comprises all the organs, which take part in the eradication of wastes like carbon
dioxide, salts, and urea generated by the body.
The important human excretory organs are the ureter, kidneys, urinary bladder,
and urethra.
Kidneys are the pair of bean-shaped organs situated on either side of the spine,
their main objective is to clean toxins from the blood and convert the waste into
urine.
Ureters are the tubes formed by smooth muscles, which push urine to the urinary
bladder from the kidneys.
The urinary bladder is situated in the pelvic cavity; it functions as a temporary

storage reservoir for urine.
A tube, which permits urine to pass out of the body is the urethra.
Sr. Instrumen Qua

No. Specification
t/Equipme ntity
26 | Page
nt
/Compone
nts/Trainer
kit
Urinary System Model The model shows the structures
Urinary of retroperitoneal cavity, pelvis with bones and muscles,
1 System inferior vena cava, aorta with its branches, upper urinary 1
Model tract, kidney with adrenal gland, ureter, bladder, etc.
Dissectible into 4 parts.

J. Conclusion
Name the various organs of the human excretory system.
What is the function of the excretory system in humans?
27 | Page
L. References / Suggestions (lab manual designer should give)

Essentials of Medical Physiology Sixth Edition
K Sembulingam PhD and Prema Sembulingam PhD
(0-3) (0-3)
Sign with Date
28 | Page
Date: ……………
Practical No.4: Identify the parts of the human kidney using a kidney model.
A. Objective:
Identify the parts of the human kidney using a kidney model.


Course competency

CO2
1. Identify the parts of the human kidney using a kidney model.

√

 Identify the parts of the human kidney.

precaution
29 | Page
The urinary system is one of the excretory systems of the body. It consists of the
following structures:
 2 kidneys, which secrete urine.

 2 ureters, which convey the urine from the kidneys to the urinary bladder.
 1 urinary bladder where urine collects and is temporarily stored.
 1 urethra through which the urine is discharged from the urinary bladder
to the exterior.
Human Urinary System

The urinary system plays a vital part in maintaining homeostasis of water and
electrolyte concentrations within the body. The kidneys produce urine that
contains metabolic waste products, including the nitrogenous compounds urea
and uric acid, excess ions and some drugs.
The main functions of the kidneys are:
1. Formation and secretion of urine
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2. Production and secretion of erythropoietin, the hormone responsible for

controlling the rate of formation of red blood cells.
3. Production and secretion of renin, an important enzyme in the control of
blood pressure.
Urine is stored in the bladder and excreted by the process of micturition.
The kidneys (as shown in figure) lie on the posterior abdominal wall, one on each
side of the vertebral column, behind the peritoneum and below the diaphragm.
They extend from the level of the 12th thoracic vertebra to the 3rd lumbar
vertebra, receiving some protection from the lower rib cage. The right kidney is
usually slightly lower than the left, probably because of the considerable space
occupied by the liver. Kidneys are bean-shaped organs, about 11 cm long, 6 cm
wide, 3 cm thick and weigh 150g. They are embedded in, and held in position by, a
mass of fat. A sheath of fibroelastic renal fascia encloses the kidney and the renal
fat.
Organs associated with the kidneys:
As the kidneys lie on either side of the vertebral column each is associated with a
different group of structures.
Right kidney
Superiorly — the right adrenal gland

Anteriorly —the right lobe of the liver, the duodenum and the hepatic flexure of
the colon
Posteriorly —the diaphragm, and muscles of the posterior abdominal wall
Left kidney
Superiorly — the left adrenal gland
Anteriorly —the spleen, stomach, pancreas, jejunum and splenic flexure of the
colon
Posteriorly —the diaphragm and muscles of the posterior abdominal wall

Gross structure of the kidney
There are three areas of tissue which can be distinguished when a longitudinal
section of the kidney is viewed with the naked eye
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Longitudinal Section of Human Kidney
1. a fibrous capsule, surrounding the kidney

2. the cortex, a reddish-brown layer of tissue immediately below the capsule and
outside the pyramids
3. the medulla, the innermost layer, consisting of pale conical-shaped striations,
the renal pyramids.
4. The hilum is the concave medial border of the kidney where the renal blood
and lymph vessels, the ureter and nerves enter.
5. The renal pelvis is the funnel-shaped structure which acts as a receptacle for
the urine formed by the kidney
It has a number of distal branches called calyces, each of which surrounds the
apex of a renal pyramid.
Urine formed in the kidney passes through a papilla at the apex of a pyramid into a
minor calyx, then into a major calyx before passing through the pelvis into the
ureter. The walls of the pelvis contain smooth muscle and are lined with
transitional epithelium. Peristalsis of the smooth muscle originating in pacemaker
cells in the walls of the calyces propels urine through the pelvis and ureters to the
bladder. This is an intrinsic property of the smooth muscle, and is not under nerve
control.
Instrumen
Sr. Qua
t/Equipme Specification
No. ntity
nt
32 | Page
/Compone
nts/Trainer
kit
Kidney Model The coronal section of the right kidney
shows the renal hilus, renal blood vessels, ureter, renal
Kidney pelvis of the kidney the renal substance is demonstrated
1 1
Model by its medulla and cortex, medullary pyramid, papillae
etc. Made of PVC plastic, 2 times enlarged. Mounted on
a stand.

J. Conclusion
What is location of kidney in human body?
Name different parts of human kidney
33 | Page

(0-3) (0-3)
Sign with Date
34 | Page
Practical No.5: Distinguish peripheral nervous system and central nervous system using
charts.
A. Objective:
Identify the organs of the peripheral nervous system and central nervous


Course competency

CO3
1. Describe various parts of the Nervous System.

√

 Identify the organs of the Nervous system.

precaution
Introduction:
35 | Page
Central and peripheral nervous systems are the two components of the nervous
system. The central nervous system comprises the brain and spinal cord. The
peripheral nervous system comprises the somatic nervous system and the
autonomic nervous system.
The main difference between central and peripheral nervous system is that the
central nervous system receives sensory information and the processed
information is sent into effecter organs as the response whereas the peripheral
nervous system is involved in sending information to the central nervous system
and sending responses from the central nervous system into the effecter organs.
Central Nervous System

The central nervous system (CNS) is part of a vertebrate nervous system, which
coordinates the sensory impulses and their relevant responses in the body. The
CNS comprises the brain and spinal cord. The CNS can be roughly divided into gray
and white matter. The outer cortex of the brain consists of gray matter and the
inner area consists of white matter. The gray matter is composed of neurons and
the white matter is mostly composed of axons of nerves. The retina, optic nerve,
olfactory epithelium, and olfactory nerves also belong to the central nervous
system.
Figure 1. Central Nervous System

Brain
The brain consists of 100 billion nerve cells, which are protected by the skull and
protective membranes called meninges. The support cells to the brain neurons are
called glial cells or neuroglia. Astrocytes, oligodendrocytes, ependymal cells, and
radial glia are found in the CNS as glial cells. The brain can be divided into four
36 | Page
lobes: frontal, occipital, parietal, and temporal. The frontal lobes are responsible
for the voluntary movements of the body. The occipital lobes receive visual
impulses from the eye. The parietal lobes receive sensory information such as
temperature, touch, taste, and pain. The temporal lobes are responsible for the
memory and hearing. The brain initiates the voluntary movements of the body.
Spinal Cord
The spinal cord is protected by the vertebral column, which starts at the base of
the brain. The main function of the spinal cord is to communicate with the brain
and peripheral nerves. The spinal cord is composed of eight cervical segments,
twelve thoracic segments, five lumbar segments, five sacral segment, and one
coccygeal segment in humans.
Peripheral Nervous System

The peripheral nervous system (PNS) is the other part of the nervous system in
vertebrates, which send sensory signals to the CNS and response of the body to
the effector organs. The PNS is composed of neurons and neuron clusters called
ganglia. The PNS can be divided into two as somatic nervous system and
autonomic nervous system.
Figure 2. Peripheral Nervous System

Somatic Nervous System
The somatic nervous system (SONS) controls actions of the body via voluntary
movements and reflexes. The afferent fibers of the PNS carry sensory signals from
the external stimuli. The sensory organs, which are connected by the afferent
37 | Page
nerve fibers are eye, nose, tongue, ear, and skin. The efferent nerve fibers carry
instructions from the CNS to the effector organs. The reflexes have no integration
with the CNS for the response. The monosynaptic reflexes contain a single synapse
between sensory and motor neuron and polysynaptic reflexes contain as least a
single interneuron between the sensory and motor neurons.
Autonomic Nervous System

The autonomic nervous system (ANS) controls the unconscious or involuntary
muscular movements. The ANS controls the functioning of the internal organs,
breathing, heartbeat, and digestion. The two complementary parts of the ANS
are sympathetic and parasympathetic nervous systems. The sympathetic nervous
system prepares the body for fight-or-flight response under stressful conditions by
raising the heartbeat, blood pressure, and dilating the pupil. The parasympathetic
nervous system keeps the body at rest. The secretion and digestion are stimulated
by the parasympathetic nervous system. The third component of the ANS is
the enteric nervous system, which is capable of directly controlling the digestive
system of the body. The nervous system of the body in humans is shown in figure.
Instrumen
t/Equipme
Sr. nt Qua
No. Specification
/Compone ntity
nts/Trainer
kit
This chart helps us to learn about the human brain.
The chart shows the detailed labelled diagrams of
the brain, meninges, venous sinuses, brain stem
and different parts of the brain. Printed on Strong
CNS & PNS
1 Offset Paper, Laminated with 30 micron heat 1
Chart
sealable Polyester Film on both the sides so that the
chart never catches dirt and stays new forever.
Wrinkle Free and water resistant chart to ensure
that the chart lasts for long.

38 | Page
J. Conclusion
Difference between CNS and PNS
What are main parts of Central Nervous System?
39 | Page
Figure: Central Nervous System

(0-3) (0-3)
Sign with Date
40 | Page
Practical No.6: Identify various parts of the brain using charts/models.

A. Objective:
Identify various parts of the brain using charts/models.

Course competency
Describe the anatomical structure & principle function of major body systems such
as Digestive, Excretory, Endocrine, Nervous, Reproductive etc. and creating health
CO3
1. Describe various parts of the Nervous System.

√

 Identify the Parts of Brain using Chart/Model.

precaution
Introduction:
41 | Page
The human brain controls nearly every aspect of the human body ranging from
physiological functions to cognitive abilities. It functions by receiving and sending
signals via neurons to different parts of the body.
The Human Brain

 On average, an adult brain weighs between 1.0 kg – 1.5 kg. It is mainly
composed of neurons – the fundamental unit of the brain and nervous system.
Recent estimates have suggested that the brain contains anywhere between 86
billion to 100 billion neurons.
 The brain, along with the spinal cord, constitutes the central nervous system. It
is responsible for thoughts, interpretation and origin of control for body
movements.
The brain is composed of the cerebrum, cerebellum, and brainstem (Fig. 1).
Figure 1. Three main parts of Brain
Cerebrum: is the largest part of the brain and is composed of right and left
hemispheres. It performs higher functions like interpreting touch, vision and
hearing, as well as speech, reasoning, emotions, learning, and fine control of
movement.
Cerebellum: is located under the cerebrum. Its function is to coordinate muscle

movements, maintain posture, and balance.
Brainstem: acts as a relay center connecting the cerebrum and cerebellum to the
spinal cord. It performs many automatic functions such as breathing, heart rate,
42 | Page
body temperature, wake and sleep cycles, digestion, sneezing, coughing,

vomiting, and swallowing.
Right brain – left brain

The cerebrum is divided into two halves: the right and left hemispheres (Fig. 2)
They are joined by a bundle of fibers called the corpus callosum that transmits
messages from one side to the other. Each hemisphere controls the opposite side
of the body. If a stroke occurs on the right side of the brain, your left arm or leg
may be weak or paralyzed.
Not all functions of the hemispheres are shared. In general, the left hemisphere
controls speech, comprehension, arithmetic, and writing. The right hemisphere
controls creativity, spatial ability, artistic, and musical skills. The left hemisphere is
dominant in hand use and language in about 92% of people.
Figure 2. Right brain – left brain
Lobes of the brain

 The cerebral hemispheres have distinct fissures, which divide the brain
into lobes. Each hemisphere has 4 lobes: frontal, temporal, parietal, and
occipital (Fig. 3). Each lobe may be divided, once again, into areas that
serve very specific functions. It’s important to understand that each lobe
of the brain does not function alone. There are very complex relationships
between the lobes of the brain and between the right and left
hemispheres.
43 | Page
Figure 3. Four lobes of the Cerebrum

Frontal lobe
 Personality, behavior, emotions

 Judgment, planning, problem solving
 Speech: speaking and writing (Broca’s area)
 Body movement (motor strip)
 Intelligence, concentration, self awareness
Parietal lobe
 Interprets language, words

 Sense of touch, pain, temperature (sensory strip)
 Interprets signals from vision, hearing, motor, sensory and memory
 Spatial and visual perception
Occipital lobe
 Interprets vision (color, light, movement)
Temporal lobe
 Understanding language (Wernicke’s area)

 Memory
 Hearing
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 Sequencing and organization
Instrumen
t/Equipme
Sr. nt Qua
No. Specification
/Compone ntity
nts/Trainer
kit
Sensory/Motor 1/2 Brain Normal Right Half Brain
features: Frontal, Parietal, Occipital and Temporal
lobes; Cerebellum; Interthalamic adhesion; Corpus
1 Brain Model 1
callosum; Pons; Midbrain-central peduncle;
Olfactory bulb; Optic nerve; Optic chiasm;
Mammillary body; Medulla oblongata

J. Conclusion
Name different parts of Brain
45 | Page
Enlist various lobes of Brain.
Figure: Human Brain
Figure: Lobes of the Brain
46 | Page
 Essentials of Medical Physiology Sixth Edition K Sembulingam PhD and

Prema Sembulingam PhD
 https://quizlet.com/272012689/brain-lobe-labeling-diagram/
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47 | Page
Practical No.7: Identify features of nerve cells using charts

A. Objective:
Identify features of nerve cells using charts

Course competency
CO3
1. Identify features of nerve cells using charts

√

 Identify the features of Nerve Cells.

precaution
Parts of a neuron (Nerve cell)
48 | Page
Neurons vary in size, shape, and structure depending on their role and location.
However, nearly all neurons have three essential parts: a cell body, an axon, and
dendrites.
Cell body
Also known as a soma, the cell body is the core section of the neuron. The cell
body contains genetic information, maintains the neuron’s structure, and
provides energy to drive activities.
Like other cell bodies, a neuron’s soma contains a nucleus and specialized
organelles. It’s enclosed by a membrane that both protects it and allows it to
interact with its immediate surroundings.
Axon
An axon is a long, tail-like structure. It joins the cell body at a specialized junction
called the axon hillock. Many axons are insulated with a fatty substance called
myelin. Myelin helps axons to conduct an electrical signal.
Neurons usually have one main axon.
Dendrites
Dendrites are fibrous roots that branch out from the cell body. Like antennae,
dendrites receive and process signals from the axons of other neurons. Neurons
can have more than one set of dendrites, known as dendritic trees.
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How many they have generally depends on their role. For instance, Purkinje cells
are a special type of neuron found in a part of the brain called the cerebellum.
These cells have highly developed dendritic trees which allow them to receive
thousands of signals.
In terms of function, scientists classify neurons into three broad types: sensory,
motor, and interneurons.
Sensory neurons
Sensory neurons help you:
Taste
Smell
Hear things around you
See
Feel
Sensory neurons are triggered by physical and chemical inputs from your
environment. Sound, touch, heat, and light are physical inputs. Smell and taste
are chemical inputs.
For example, stepping on hot sand activates sensory neurons in the soles of your
feet. Those neurons send a message to your brain, which makes you aware of the
heat.
Motor neurons
Motor neurons play a role in movement, including voluntary and involuntary

movements. These neurons allow the brain and spinal cord to communicate with
muscles, organs, and glands all over the body.
There are two types of motor neurons: lower and upper. Lower motor neurons
carry signals from the spinal cord to the smooth muscles and skeletal muscles.
Upper motor neurons carry signals between your brain and spinal cord.
When you eat, for instance, lower motor neurons in your spinal cord send signals
to the smooth muscles in your esophagus, stomach, and intestines. These muscles
contract, which allows food to move through your digestive tract.
Interneurons
50 | Page
Interneurons are neural intermediaries found in your brain and spinal cord.
They’re the most common type of neuron. They pass signals from sensory
neurons and other interneuron to motor neurons and other interneuron. Often,
they form complex circuits that help you to react to external stimuli.
For instance, when you touch something sharp like a cactus, sensory neurons in
your fingertips send a signal to interneurons in your spinal cord. Some
interneurons pass the signal on to motor neurons in your hand, which allows you
to move your hand away. Other interneuron sends a signal to the pain center in
your brain, and you experience pain.
Instrumen
t/Equipme
Sr. nt Qua
No. Specification
/Compone ntity
nts/Trainer
kit
This model shows all significant features of each
vertebra, including spinal cord, nerve roots, the
Vertebra vertebral artery, a herniated disc and vertebral
1 Column notch etc. Special features include: flexible 29" tall 1
Model vertebral column complete with pelvis, sacrum,
occipital bone, vertebral artery, all nerve branches
and herniated lumbar disc.

J. Conclusion
51 | Page
Enlist various parts of neuron.
What are main function of Synapse?
Figure: Neuron
1
2
3
4
5
6
7
52 | Page

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53 | Page
Date: ……………
Practical No.8: Interpret electrical activity of the brain by observing EEG.
A. Objective:
Interpret electrical activity of the brain by observing EEG.

Course competency
CO3
1. Interpret electrical activity of the brain by observing EEG. √
 Explain need of EEG

 Able to interpret electrical activity of the brain by observing EEG.
F. Expected Affective domain Outcome (ADos)
 Handle electrode Of EEG carefully with necessary precaution.
Electroencephalography (EEG) is the recording of electrical activity along the scalp.
EEG measures voltage fluctuations resulting from ionic current flows within the
54 | Page
neurons of the brain. In clinical contexts, EEG refers to the recording of the brain's
spontaneous electrical activity over a short period of time, usually 20–40 minutes,
as recorded from multiple electrodes placed on the scalp.
SOURCE OF EEG ACTIVITY: The brain's electrical charge is maintained by billions of
neurons. Neurons are electrically charged (or "polarized") by membrane transport
proteins that pump ions across their membranes. Neurons are constantly
exchanging ions with the extracellular milieu, for example to maintain resting
potential and to propagate action potentials. When the wave of ions reaches the
electrodes on the scalp, they can push or pull electrons on the metal on the
electrodes. Since metal conducts the push and pull of electrons easily, the
difference in push or pull voltages between any two electrodes can be measured
by a voltmeter. Recording these voltages over time gives us the EEG.
NORMAL ACTIVITY: The EEG is typically described in terms of (1) rhythmic activity
and (2) transients. The rhythmic activity is divided into bands by frequency. To
some degree, these frequency bands are a matter of nomenclature (i.e., any
rhythmic activity between 6–12 Hz can be described as "alpha"), but these
designations arose because rhythmic activity within a certain frequency range was
noted to have a certain distribution over the scalp or a certain biological
significance.
Figure 1 One second of EEG signal
Frequency
Type Location Normally
(Hz)
 adult slow-wave sleep

frontally in adults,  in babies
posteriorly in
Delta up to 4  Has been found during
children; high-
amplitude waves some continuous-
attention tasks
Found in locations  young children
Theta 4–8 not related to task at  drowsiness or arousal in
hand
older children and adults
55 | Page
 idling
 Associated with inhibition
of elicited responses (has
been found to spike in
situations where a person
is actively trying to repress
a response or action).
 relaxed/reflecting
 closing the eyes
posterior regions of
 Also associated with
head, both sides,
higher in amplitude inhibition control,
Alpha 8 – 13
on non-dominant seemingly with the
side. Central sites purpose of timing
(c3-c4) at rest inhibitory activity in
different locations across
the brain.
both sides,
 alert/wo
symmetrical
Beta >13 – 30 distribution, most  active, busy, or anxious
evident frontally; thinking, active
low-amplitude waves concentration
 Displays during cross-

modal sensory processing
(perception that combines
two different senses, such
Somatosensory as sound and sight)
Gamma 30 – 100+
cortex
 Also is shown during
short-term memory
matching of recognized
objects, sounds, or tactile
sensations
BLOCK DIAGRAM OF EEG
56 | Page
An EEG signal is usually acquired through silver-chloride covered electrodes,

though sometimes other materials like pure silver, tin, steel or gold are used. The
signal amplitude is only a few microvolts and needs to be amplified several
thousand times before it can be captured. Because it is faint, the signal can very
easily drown in noise, particularly 50/60Hz hum from the mains which is
transmitted capacitively (i.e. by an electric field) from the wiring in your house.
To handle this, the signal is first amplified by a high-quality instrumentation

amplifier, which measures the voltage difference between two locations on the
scalp. In the example in the previous section, we used C3 and P3. This ensures that
a large percentage of the mains hum never enters the system, because the level of
the mains hum on those two locations is essentially the same.
Afterwards the signal strength is increased further by normal amplifiers, and
passed through a low-pass filter which minimizes distortion caused by so-called
aliasing that may occur when the signal is converted to digital samples.
Figure : block diagram of EEG machine
Sr. Instrumen
Specification Quan
No. t/Equipme
57 | Page
nt tity
/Compone
nts/Trainer
kit
1 EEG EEG Stimulator It is a compact, microcontroller based 1
Stimulator instrument has five separate floating outputs and
simulates Alpha-Beta Rhythm ABR, Sine, Square and
Triangle waveforms with selectable frequencies and
amplitudes. Demonstrates and explains the significance
of specific frequency ranges (Delta, Theta, Alpha and
Beta) found in all the simulated EEG waveforms.

Handle electrode Of EEG and also EEG machine carefully with necessary
precaution.
J. Conclusion
1. Define Neuron.
2. Write frequency of alpha, Beta, Gamma and theta waves
58 | Page
3. Mention clinical use of EEG
Practical related Quiz: MCQ
1. Electroencephalogram (EEG) rhythm was first recorded by:

A. William Einthovan
B. Egas Moniz
C. Hans Berger (1929)
D. Gaillard L
2. The most prominent EEG wave pattern of an awake, relaxed adult whose
eyes are closed is:
A. Delta
B. Theta
C. Alpha
D. Beta
3. When people are attentive to an external stimulus or are thinking hard
about something, the alpha rhythm is replaced by
A. Delta
B. Theta
C. Beta
D. Gamma

https://www.nhs.uk/conditions/electroencephalogram/#:~:text=An%20electroencephalo
gram%20(EEG)%20is%20a,looked%20at%20by%20a%20doctor.
59 | Page

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60 | Page
Date: ……………
Practical No.9: Identify and locate major endocrine glands of the human body by using an
endocrine system model.
A. Objective:
Label the anatomical structure of the various glands of the endocrine system using
charts/models.

Course competency


CO4
1. Label the anatomical structure of the various organs of the

endocrine system using charts/models.
√
E. Practical Outcome(PRo)
 Label the anatomical structures of the endocrine system on available

models.
61 | Page

Endocrine system.
precaution
Introduction:
The endocrine system is an information signal system much like the
nervous system. However, the nervous system uses nerves to conduct information,
whereas the endocrine system uses blood vessels as information channels. Glands
located in many regions of the body release into the bloodstream specific chemical
messengers called hormones, which regulate the many and varied functions of an
organism.
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The typical endocrine organ is a ductless gland that secretes chemical mediators
directly into local blood vessels which circulate within the body via the
bloodstream. These hormones travel to distant organs to regulate the target
organ's function.
Hormones are also instrumental in regulating mood, growth and development,
tissue function, and metabolism, as well as sending messages and acting on them.
A number of glands which signal each other in sequence is usually referred to as an
axis, for example the Hypothalamic-pituitary-adrenal axis. Typical endocrine glands
are the pituitary, thyroid, and adrenal glands. Features of endocrine glands are
typically their ductless nature, their vascularity and usually the presence of
intracellular vacuoles or granules storing their hormones. In contrast exocrine
glands such as salivary glands, sweat glands and glands within the gastrointestinal
tract tend to be much less vascular and have ducts or a hollow lumen.
Pituitary gland & hypothalamus:
The pituitary gland the hypothalamus act as a unit, regulating the
activity of most of the other endocrine glands. The pituitary gland lies in the
hypophyseal fossa of the sphenoid bone below the hypothalamus, to which it is
attached by a stalk.
It is the size of a pea, weighs about 500mg and consists of three distinct parts that
originate from different types of cells. The anterior pituitary is an up growth of
glandular epithelium from pharynx and the posterior pituitary is a down growth of
nervous tissue from the brain.
The master gland, i.e., the gland that regulates many of the other endocrine
glands, is the pituitary, located at the base of the brain.
 Anterior pituitary gland:
It also regulates many other endocrine glands; hence it is called the ‘master
gland’. The hormones secreted by anterior pituitary either stimulate or inhibit
secretion of the other endocrine glands or they could have a direct effect on the
target organs.
 hormones:
a. Growth hormone
b. Thyroid stimulating hormone
c. Adrenocorticotropic hormone
d. Follicle stimulating hormone
63 | Page
e. Lutinizing hormone
f. Interstitial cell stimulating hormone
g. Prolactin
 Posterior pituitary gland:

The posterior pituitary gland is also known as neurohypophysis. It consists of
neuronal projections extending from the supraoptic and paraventricular nuclei of
the hypothalamus that secrete peptide hormones into the capillaries of the
hypophyseal circulation. The axons or nerve fibers form a bundle called
hypothalamohypophyseal tract.
 hormones:
h. Posterior pituitary
i. Antidiuretic hormone
j. Oxytocin
 Hypothalamus:
Physiological processes are under nervous system as well as endocrine control and
a gland adjacent to the pituitary, called the hypothalamus, mediates between the
two systems. The hypothalamus secretes pituitary-regulating substances in
response to nervous system stimuli including smell, taste, pain, and emotions.
Thus, stress, cold, heat, and other stimuli release CRF, or adrenocorticotropic
hormone-releasing factor, from the hypothalamus, causing ACTH to be produced
by the pituitary, which in turn stimulates the production of the adrenal hormone
cortisol.
Similar chemical regulatory mechanisms operate in the regulation of the sex and
thyroid hormones. Hypothalamic activity is also regulated by other body
substances, e.g., cortisol inhibits the production of hypothalamic CRF.
 Hormones of the hypothalamus:
a. Growth hormone releasing hormone(GHRH)
b. Growth hormone release inhibiting hormone(somatostatin)
c. Thyroid releasing hormone(TRH)

d. Corticotrophin releasing hormone(CRH)
e. Prolactin releasing hormone(PRH)
64 | Page
f. Prolactin inhibiting hormone(PIH)

g. Luteinising hormone releasing hormone(LHRH)
h. Gonadotrophin releasing hormone(GnRH)
Thyroid gland:
The thyroid, located below the larynx and partially surrounding the trachea,
produces thyroxine, which controls the metabolic rate of most body cells, and
calcitonin, which is responsible for maintaining proper calcium serum levels in the
body.
The thyroid gland is a butterfly-shaped organ and composed of two lobes or wings
connected in the middle by the isthmus. The organ is situated on the anterior side
of the neck,lying in front and around the larynx. It is larger in females than in
males. The function of the thyroid gland is increased during pregnancy and
lactation and decreased during menopause.
 hormones of thyroid gland:

a. Thyroxine
b. Triiodothyronine
c. Calcitonin
Adrenal glands:
65 | Page
The adrenal gland is another endocrine gland regulated by the pituitary. The
adrenal cortex, the outer part of each of the two adrenal glands, produces
aldosterone, cortisol, and other steroids. These substances regulate salt
concentration in body fluids and glucose, fat, and protein metabolism. The inner
portion of the gland, the adrenal medulla, secretes epinephrine (adrenaline) and
norepinephrine, substances connected with the autonomic nervous system that
help the body to respond to danger or stress.
The adrenal glands also known as suprarenal glands. They are a pair of star-shaped
endocrine glands situated on the upper pole of each kidney. Each gland has two
distinct parts which differ in structure and function. The outer part is called the
cortex and the inner part is called the medulla.
 adrenal cortex:
adrenal cortex forms 80% of the adrenal gland. It mediates the stress response
through the production of mineralocorticoids and glucocorticoids, namely
aldosterone and cortisol respectively. It is also a secondary site of androgen
synthesis.
 hormones of adrenal cortex:
a. Glucocortocoids
b. Mineralocorticoids
c. Sex hormones
 adrenal medulla:
66 | Page
The adrenal medulla is part of the adrenal gland. It is located at the centre of the
gland, being surrounded by the adrenal cortex. It forms 20% of the adrenal gland.
The adrenal medulla consists of irregularly shaped cells gronded around blood
vessels.
 hormones of adrenal medulla:
a. Adrenaline
b. Nonadrenaline
Parathyroid glands:
The parathyroid glands are four small endocrine glands in the neck.
They are usually located behind the thyroid gland at the upper and lower poles
and, in rare cases, within the thyroid gland or in the chest. The glands are
surrounded by connective tissue capsule. The four parathyroid glands, located
behind the thyroid, secrete a hormone that regulates calcium and phosphate
metabolism.
 hormone of parathyroid glands: Parathormone

Thymus: The thymus, sometimes considered another endocrine gland, processes
lymphocytes in newborn animals, seeding the lymph nodes and other lymph
tissues; it is partly responsible for the development of the organism's immune
system (see immunity).
The thymus gland is situated in the upper anterior portion of the chest
cavity behind the sternum, in front of the trachea. The main function of the
thymus is to provide an area for T lymphocyte maturation. The thymus also helps
protect against autommunity. The thymus gland has two functions: (1) lymphoid
function and (2) endocrine function.
67 | Page
 hormones of thymus gland:

a. Thymosin
b. Thymin
Pineal body:
The pineal body is small endocrine gland. It produces melatonin, a hormone that
affects the modulation of wake/sleep patterns and photoperiodic functions. it is
shaped like a tiny pine cone and is located near the centre of the brain, between
the two hemispheres, in a groove where the two rounded thalamic bodies join.
The role of the pineal gland in human beings is not very clear especially the sexual
functions. It inhibits growth and development o sex organs before puberty. It also
controls different activities during different times of the day. the pineal gland
produces a substance called melatonin, which helps regulate the body's internal
clock.
 hormone: melatonin
Pancreas:
The pancreas is a gland-organ in the digestive and endocrine system. It is situated
in the abdominal cavity. It is both an endocrine gland producing several important
hormones, including insulin, glucagon, and somatostatin, as well as an exocrine
gland, secreting pancreatic juice containing digestive enzymes that pass to the
small intestine. These enzymes help in the further breakdown of the
carbohydrates, protein, and fat in the chyme.
 hormones:
a. Insulin
b. Glucagon
c. Somatostatin
The Sex Hormones

The testes produce the male sex hormone testosterone, which controls the
development of the male sex organs as well as secondary sex characteristics. The
pituitary hormone LH regulates testosterone production, and FSH initiates sperm
formation in the testes. In females, FSH, LH, and LTH are integrated into the
complex monthly cycles of ovulation, production of the hormones estrogen and
progesterone by the ovaries and corpus luteum, and menstruation; LTH also
contributes to lactation. Estrogen controls growth of the sex organs and breasts
68 | Page
and regulates secondary sex characteristics. The most important function of

progesterone is to prepare the uterine lining for implantation of a fertilized egg.
Sr. Instrumen
Specification Qua
No. t/Equipme
ntity
nt
/Compone
nts/Trainer
kit
1 Endocrine This model shows location of various endocrine Glands 1
System in body.
Model

J. Conclusion
Mention the endocrine glands in the Body.
Draw and explain the structure of Parathyroid Gland
69 | Page
Explain the structure of Parathyroid Gland.
Explain the structure of Thyroid Gland.
Explain the hormones secreted from Anterior Pituitary Gland.
Explain the hormones secreted from Thymus Gland.
Draw and explain the structure of Parathyroid Gland.
70 | Page
A._________________________
B._________________________
C.__________________________
D.__________________________
E.___________________________
F.____________________________
G.__________________________
H._________________________

71 | Page
https://training.seer.cancer.gov/anatomy/endocrine/glands/

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Date: ……………
Practical No.10: Identify various organs of Male reproductive system using
charts/models.
A. Objective:
Label the anatomical structure of the various organs of the Male reproductive

Course competency
CO4
1. Identify various organs of Male reproductive system using

charts/models. √
 Label the anatomical structures of the Male reproductive system on

available models.
73 | Page

Male Reproductive system.
precaution
Fig:- Anatomy of Male Reproductive system.
Introduction
The male reproductive system includes a group of organs that make up a man’s
reproductive and urinary system. These organs do the following jobs within your
body:
They produce, maintain and transport sperm (the male reproductive cells) and
semen (the protective fluid around sperm).
They discharge sperm into the female reproductive tract.
They produce and secrete male sex hormones.
The male reproductive system is made up of internal (inside your body) and
external (outside your body) parts. Together, these organs help you urinate (rid
your body of liquid waste materials), have sexual intercourse and make children.
74 | Page
The male reproductive system is mostly located outside of the body. These
external organs include the penis, scrotum and testicles. Internal organs include
the vas deferens, prostate and urethra. The male reproductive system is
responsible for sexual function, as well as urination.
Most of the male reproductive system is located outside of your abdominal cavity
or pelvis.
The external parts of the male reproductive system include the penis, the scrotum
and the testicles.
Penis
The penis is the male organ for sexual intercourse. It has three parts:
The root: This is the part of the penis that attaches to the wall of your abdomen.
The body or shaft: Shaped like a tube or cylinder, the body of the penis is made up
of three internal chambers. Inside these chambers there’s a special, sponge-like
erectile tissue that contains thousands of large spaces that fill with blood when
you’re sexually aroused. As the penis fills with blood, it becomes rigid and erect,
which allows for penetration during sex. The skin of the penis is loose and elastic,
allowing for changes in penis size during an erection.
The glans: This is the cone-shaped end of the penis. The glans, which is also called
the head of the penis, is covered with a loose layer of skin called foreskin. This skin
is sometimes removed in a procedure called circumcision. The opening of the
urethra — the tube that transports both semen and urine out of the body is
located at the tip of the glans penis. The penis also contains many sensitive nerve
endings. Semen, which contains sperm, is expelled (ejaculated)
Scrotum
The scrotum is the loose pouch-like sac of skin that hangs behind the penis. It
holds the testicles (also called testes), as well as many nerves and
blood vessels. The scrotum protects your testes, as well as providing a sort of
climate control system. For normal sperm development, the testes must be at a
temperature slightly cooler than the body temperature. Special muscles in the wall
of the scrotum allow it to contract (tighten) and relax, moving the testicles closer
to the body for warmth and protection or farther away from the body to cool the
temperature.
Testicles (testes)
The testes are oval organs about the size of very large olives that lie in the
scrotum, secured at either end by a structure called the spermatic cord. Most
75 | Page
men have two testes. The testes are responsible for making testosterone, the
primary male sex hormone, and for producing sperm. Within the testes are coiled
masses of tubes called seminiferous tubules. These tubules are responsible for
producing the sperm cells through a process called spermatogenesis.
Epididymis
The epididymis is a long, coiled tube that rests on the backside of each testicle. It
carries and stores sperm cells that are created in the testes. It’s also the job of the
epididymis to bring the sperm to maturity — the sperm that emerge from the
testes are immature and incapable of fertilization.
During sexual arousal, contractions force the sperm into the vas deferens.
What are the internal male reproductive organs?
You have several internal organs — also called accessory organs — that play a big
part in the male reproductive system. These organs include:
Vas deferens: The vas deferens is a long, muscular tube that travels from the
epididymis into the pelvic cavity, to just behind the bladder. The vas deferens
transports mature sperm to the urethra in preparation for ejaculation.
Ejaculatory ducts: These ducts are formed by the fusion of the vas deferens and
the seminal vesicles. The ejaculatory ducts empty into the urethra.
Urethra: The urethra is the tube that carries urine from the bladder to outside of
your body. In males, it has the additional function of expelling (ejaculating) semen
when you reach orgasm. When the penis is erect during sex, the flow of urine is
blocked from the urethra, allowing only semen to be ejaculated at orgasm.
Seminal vesicles: The seminal vesicles are sac-like pouches that attach to the vas
deferens near the base of the bladder. The seminal vesicles make a sugar-rich fluid
(fructose) that provides sperm with a source of energy and helps with the sperms’
ability to move (motility). The fluid of the seminal vesicles makes up most of the
volume of your ejaculatory fluid, or ejaculate.
Prostate gland: The prostate gland is a walnut-sized structure that’s located below
the urinary bladder in front of the rectum. The prostate gland contributes
additional fluid to the ejaculate. Prostate fluids also help to nourish the sperm. The
urethra, which carries the ejaculate to be expelled during orgasm, runs through
the center of the prostate gland.
Bulbourethral glands: The bulbourethral glands, or Cowper’s glands, are pea-sized
structures located on the sides of the urethra, just below the prostate gland.
These glands produce a clear, slippery fluid that empties directly into the urethra.
76 | Page
This fluid serves to lubricate the urethra and to neutralize any acidity that may be
present due to residual drops of urine in the urethra.
Sr. Instrumen
Specification Qua
No. t/Equipme
ntity
nt
/Compone
nts/Trainer
kit
1 Male This model shows the organs associated with male 1
Reproductive reproductive system starting from vas deferens to
System Urethral Orifice.
Model

J. Conclusion
Explain Prostate Gland and its functions.
Explain the function of Scrotum
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Date: ……………
Practical No.11: Identify various organs of Female reproductive system using
charts/models.
A. Objective:
Label the anatomical structure of the various organs of the Female reproductive

Course competency
CO4
1. Identify various organs of Female reproductive system using

charts/models. √
 Label the anatomical structures of the Female reproductive system on

available models.
79 | Page

Female Reproductive system.
precaution
Fig:- Anatomy of Female Reproductive system.
Introduction
The main external structures of the female reproductive system include:
Labia majora: The labia majora (“large lips”) enclose and protect the other
external reproductive organs. During puberty, hair growth occurs on the skin of
the labia majora, which also contain sweat and oil-secreting glands.
Labia minora: The labia minora (“small lips”) can have a variety of sizes and
shapes. They lie just inside the labia majora, and surround the openings to the
vagina (the canal that joins the lower part of the uterus to the outside of the body)
and urethra (the tube that carries urine from the bladder to the outside of the
body). This skin is very delicate and can become easily irritated and swollen.
Bartholin’s glands: These glands are located next to the vaginal opening on each
side and produce a fluid (mucus) secretion.
Clitoris: The two labia minora meet at the clitoris, a small, sensitive protrusion
that is comparable to the penis in males. The clitoris is covered by a fold of skin,
80 | Page
called the prepuce, which is similar to the foreskin at the end of the penis. Like the
penis, the clitoris is very sensitive to stimulation and can become erect.
The internal reproductive organs include:

Vagina: The vagina is a canal that joins the cervix (the lower part of uterus) to the
outside of the body. It also is known as the birth canal.
Uterus (womb): The uterus is a hollow, pear-shaped organ that is the home to a
developing fetus. The uterus is divided into two parts: the cervix, which is the
lower part that opens into the vagina, and the main body of the uterus, called the
corpus. The corpus can easily expand to hold a developing baby. A canal through
the cervix allows sperm to enter and menstrual blood to exit.
Ovaries: The ovaries are small, oval-shaped glands that are located on either side
of the uterus. The ovaries produce eggs and hormones.
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Fallopian tubes: These are narrow tubes that are attached to the upper part of the
uterus and serve as pathways for the ova (egg cells) to travel from the ovaries to
the uterus. Fertilization of an egg by a sperm normally occurs in the fallopian
tubes. The fertilized egg then moves to the uterus, where it implants to the
uterine lining.
Sr. Instrumen
Specification Qua
No. t/Equipme
ntity
nt
/Compone
nts/Trainer
kit
1 Female This model shows the organs associated with Female 1
Reproductive reproductive system
System
Model

J. Conclusion
Explain the internal organs of Female reproductive system.
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1.
2.
3.
4.
5.
6.
7.
8.
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Date: ……………
Practical No.12: Demonstrate first aid kit
A. Objective: Demonstrate first aid kit.

Course competency
CO5
1. Demonstrate first aid kit. √

 Demonstrate first aid kit.

 Handle first aid kit carefully with necessary precaution
When you provide basic medical care to someone experiencing a sudden injury or
illness, it’s known as first aid.
In some cases, first aid consists of the initial support provided to someone in the
middle of a medical emergency. This support might help them survive until
professional help arrives.
In other cases, first aid consists of the care provided to someone with a minor
injury. For example, first aid is often all that’s needed to treat minor burns, cuts,
and insect stings.
A standard first aid kit should include:
• adhesive bandages of assorted sizes
• roller bandages of assorted sizes
• absorbent compress dressings
• sterile gauze pads

• adhesive cloth tape
• triangular bandages
• antiseptic wipes
• acetaminophen or ibuprofen
• antibiotic ointment
• calamine lotion
• scissors
• thermometer
• breathing barrier
• instant cold pack

• first aid manual
1) First aid bandage
In many cases, you can use an adhesive bandage to cover minor cuts, scrapes, or
burns. To cover and protect larger wounds, you might need to apply a clean gauze
pad or roller bandage.
To apply a roller bandage to a wound, follow these steps:
1. Hold the injured area steady.
2. Gently but firmly wrap the bandage around the injured limb or
body part, covering the wound.
3. Fasten the bandage with sticky tape or safety pins.

4. The bandage should be wrapped firmly enough to stay put, but not
so tightly that it cuts off blood flow
2) First aid CPR
If you see someone collapse or find someone unconscious, call 100. If the area
around the unconscious person seems safe, approach them and begin CPR.
Even if you don’t have formal training, you can use hands-only CPR to help keep
someone alive until professional help arrives.
Here’s how to treat an adult with hands-only CPR:
1. Place both hands on the center of their chest, with one hand on top of the
other.
2. Press straight down to compress their chest repeatedly, at a rate of about 100
to 120 compressions per minute.
3. Compressing the chest to the beat of “Staying Alive” by the Bee Gees or “Crazy
in Love” by Beyoncé can help you count at the correct rate.
4. Continue performing chest compressions until professional help arrives.
5. First aid for burns
If you suspect that someone has a third-degree burn, call 100. Seek professional
medical care for any burns that:
• cover a large area of skin
• are located on the person’s face, groin, buttocks, hands, or feet
• have been caused by contact with chemicals or electricity
To treat a minor burn, run cool water over the affected area for up to 15 minutes.
If that’s not possible, apply a cool compress to the area instead. Avoid applying ice
to burned tissue. It can cause more damage.
Over-the-counter pain relievers can help relieve pain. Applying lidocaine or an aloe
vera gel or cream can also reduce discomfort from minor burns.
DIAGRAM: -
Fig. FIRST AID KIT

Sr. Instrument/Equip
Specification Qua
No. ment
ntity
/Components/Train
er kit
1 Yoga Mat, Cycle, Hand 1
Grip, Jumping Rope
and Exercise Ball

Handle first aid carefully with necessary precaution
J. Conclusion
1. Who need a First Aid Kit?

2. What are situations in which a First Aid Kit can be used?
3. Name any 5 items used in First aid kit?

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Practical No.13: Calculate Body mass index.
A. Objective:
Calculate Body mass index.

Course competency

CO5
1. Calculate Body mass index. (Apply Fitness & Wellness

concepts to Individual lifestyle)
√

 Explain need of Body mass index.
 Calculate Body mass index.

 Handle Weight Machine, scale or tape carefully with safety and necessary
precaution
Body mass index (BMI) is a measure of body fat based on height and weight that
applies to adult men and women.
Body mass index (BMI) is a person’s weight in kilograms divided by the square of
height in meters. BMI is an inexpensive and easy screening method for weight
category—underweight, healthy weight, overweight, and obesity.
BMI does not measure body fat directly, but BMI is moderately correlated with
more direct measures of body fat. Furthermore, BMI appears to be as strongly
correlated with various metabolic and disease outcome as are these more direct
measures of body fatness.
Some Health consequences of obesity:
 High blood pressure (hypertension)
 High LDL cholesterol, low HDL cholesterol, or high levels of triglycerides
(dyslipidemia)
 Type 2 diabetes
 Coronary heart disease
 Stroke
 Sleep apnea and breathing problems
BMI CALCULATION
 Enter your weight and height using standard or metric measures.
 Measurement Units for weight - Kilograms
 Measurement Units for Height- meters (or centimeters)
Formula for BMI
• Weight (kg) / [height (m)]2
With the metric system, the formula for BMI is weight in kilograms divided by
height in meters squared. Because height is commonly measured in centimetres,
divide height in centimetres by 100 to obtain height in meters.
Example:
Weight = 68 kg, Height = 165 cm (1.65 m

Calculation: 68 ÷ (1.65)2 = 24.98
BMI Categories: refer BMI chart for below fill in blank
Underweight = ……………
Normal weight = …………………

Figure 2: BMI chart
Overweight = ……………………..
Obesity = ……………………………
Try to calculate body mass index

using weighting machine and height
scale:
SR.NO WEIGHT(KG) HEIGHT (CM) BMI
RESULT- (Tick the

result) o Underweight
o Normal weight
o Overweight
o Obese
Actions towards Better Health:

1) Maintain a Healthy Weight
2) Increase Physical Activity
3) Eat a Heart-Healthy Diet
Sr. Instrumen
Specification Qua
No. t/Equipme
ntity
nt
/Compone
nts/Trainer
kit
1 Weighing Weighing Machine for Body Fitness Monitor with 1
Machine capacity of 120 kg and easy readable LED/LCD display

J. Conclusion
1. Define BMI.
2. What are parameters required to calculate BMI.
Figure 3 BMI INDEX


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Practical No.14: Identify different exercises to increase performance of human Health.
A. Objective:
Identify different exercises to increase performance of human Health.

Course competency

CO5
1. Identify different exercises to increase performance of

human Health.
√

 Explain need of exercises for human health.

 Handle Yoga Mat, Cycle, Hand Grip, Jumping Rope and Exercise Ball
carefully with necessary precaution
Physical fitness as one’s ability to execute daily activities with optimal
performance, endurance, and strength with the management of disease, fatigue,
and stress and reduced sedentary behaviour. A person fulfils each of the
components of being healthy such as it comes as cardiorespiratory fitness,
muscular strength, muscular endurance, body composition, flexibility.
Regular exercise is important for overall health and fitness. A combination of
resistance and cardiovascular training is a powerful tool to help prevent many
health conditions. Exercise categories such as:
 Endurance, or aerobic, activities
 Strength, or resistance training, exercises
 Balance exercises
 Flexibility exercises
Endurance exercises
Endurance activities, often referred to as aerobic, increase your breathing and
heart rates. These activities help keep you healthy, improve your fitness, and help
you perform the tasks you need to do every day. Endurance exercises improve the
health of your heart, lungs, and circulatory system. They also can delay or prevent
many diseases that are common in older adults such as diabetes, colon and breast
cancers, heart disease, and others.
Physical activities that build endurance include:

 Brisk walking or jogging
 Yard work (mowing, raking)
 Dancing
 Swimming
 Biking
 Climbing stairs or hills Playing tennis or basketball
Increase your endurance or “staying power” to help keep up with your
grandchildren during a trip to the park, dance to your favourite songs at a family
wedding, and rake the yard and bag up leaves. Build up to at least 150 minutes of
activity a week that makes you breathe hard. Try to be active throughout your day
to reach this goal and avoid sitting for long periods of time.
Figure: Strength exercises
Strength exercises
Your muscular strength can make a big difference. Strong muscles help you stay
independent and make everyday activities feel easier, like getting up from a chair,
climbing stairs, and carrying groceries. Keeping your muscles strong can help with
your balance and prevent falls and fall-related injuries. You are less likely to fall
when your leg and hip muscles are strong. Some people call using weight to
improve your muscle strength “strength training” or “resistance training.”
Some people choose to use weights to help improve their strength. If you do, start
by using light weights at first, then gradually add more. Other people use
resistance bands, stretchy elastic bands that come in varying strengths. If you are a
beginner, try exercising without the band or use a light band until you are
comfortable. Add a band or move on to a stronger band (or more weight) when
you can do two sets of 10 to 15 repetitions easily. Try to do strength exercises for
all of your major muscle groups at least 2 days per week, but don’t exercise the
same muscle group on any 2 days in a row. Below are a few examples of strength
exercises:
 Lifting weights
 Carrying groceries
 Gripping a tennis ball
 Overhead arm curl
 Arm curls
 Wall push-ups
 Lifting your body weight
Using a resistance band

Balance exercises
Balance exercises help prevent falls, a common problem in older adults that can
have serious consequences. Many lower-body strength exercises also will improve
your balance. Balance exercises include:
Tai Chi, a "moving meditation" that involves shifting the body slowly, gently, and
precisely, while breathing deeply.
 Standing on one foot.
 The heel-to-toe walk.
 The balance walks.
 Standing from a seated position.
Figure: Balance exercises
Flexibility exercises
Stretching can improve your flexibility. Moving more freely will make it easier for
you to reach down to tie your shoes or look over your shoulder when you back
your car out of the driveway. Flexibility exercises include:
The back stretch exercise
 The inner thigh stretch
 The ankle stretch

 The back of leg stretch
Figure: Flexibility exercises
Sr. Instrumen
Specification Qua
No. t/Equipme
ntity
nt
/Compone
nts/Trainer
kit
1 Yoga Mat, 1
Cycle, Hand
Grip,
Jumping
Rope and
Exercise Ball

Handle Yoga Mat, Cycle, Hand Grip, Jumping Rope and Exercise Ball carefully with
necessary precaution
J. Conclusion
1.Define Fitness.
2. Write importance of Endurance exercises for human body
3. Mention use of Flexibility exercises

Figure 5: LABEL THE EXCERISE

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Diploma Engineering

[Biomedical Engineering/ 2nd Semester]

Directorate of Technical Education

This is to certify that Mr./Ms ………………………………………………………………….

Signature of Course Faculty Head of the Department

Programme Outcomes (POs) :

3. Design/ development of solutions: Design solutions for engineering well-defined technical

5. Engineering practices for society, sustainability and environment: Apply appropriate

6. Project Management: Use engineering management principles individually, as a team

Practical Outcome - Course Outcome matrix

a) Explain the structure & function of the Digestive System

b) Interpret basic structure & function of Excretory System

c) Describe various parts of the Nervous System

e) Apply Fitness & Wellness concepts to Individual lifestyle

1. Label the anatomical structure of the various

2. Deduce the pathways of food in the GI tract

3. Identify the organs of the excretory system using √

4. Identify the parts of the human kidney using a

6. Identify various parts of the brain using

Demonstrate first aid kit. √

Identify different exercises to increase √

Calculate Body mass index. √

Industry Relevant Skills

 Identify various organ related to our body system

Guidelines to Course Faculty

Instructions for Students

Rubrics for laboratory Assessment

3 Marks 2 Marks 1 Marks 0 Marks

Continuous Assessment Sheet

1 Label the anatomical structure of the various organs of

2 Deduce the pathways of food in the GI tract (mouth to

3 Identify the organs of the excretory system using

4 Identify the parts of the human kidney using a kidney

5 Distinguish peripheral nervous system and central

6 Identify various parts of the brain using charts/models.

8 Interpret electrical activity of the brain by observing

10 Identify various organs of male reproductive system

11 Identify various organs of the female reproductive

12 Demonstrate first aid kit.

13 Identify different exercises to increase performance of

14 Calculate Body mass index.

C. Expected Skills to be developed based on competency:

Relevant 2 to 3 skills expected

D. Expected Course Outcomes(Cos)

1. Label the anatomical structure of the various organs of the digestive

E. Practical Outcome (PRo)

 Label the anatomical structures of the digestive system on available

F. Expected Affective domain Outcome(ADos)

Figure: Digestive System

 Most of the substances in the diet cannot be utilized as such.

Digestive system is responsible for these functions.

 Digestive process is accomplished by mechanical and enzymatic breakdown of

4. Secretion of necessary enzymes and other substances for digestion

1 Digestive This model shows alimentary canal from mouth to rectum 1

I. Safety and necessary Precautions followed

K. Post Lab Questionnaire:

Structure of Small Intestine

Practical related Quiz: Label the figure