Name: _______________________________Year & Section: _____ Date: _____________

Laboratory Exercise 1.1 Composition and Functions of Blood

1. Complete the following description of the components of blood by writing the

missing words in the answer blanks.

_______________ 1. In terms of its tissue classifications, blood is classified as a _(1)_

because it has living blood cells, called _(2)_, suspended in a
_______________ 2.
nonliving fluid matrix called _(3)_. The “fibers” of blood only
_______________ 3.
become visible during _(4)_.
_______________ 4.
If a blood sample is centrifuged, the heavier blood cells
_______________ 5. become packed at the bottom of the tube. Most of this compacted
_______________ 6. cell mass is composed of _(5)_, and the volume of blood accounted

_______________ 7. for by these cells is referred to as the _(6)_. The less dense _(7)_
rises to the top and constitutes about 45% of the blood volume. The
_______________ 8.
so-called “buffy coat” composed of _(8)_ and _(9)_ is found at the
_______________ 9. junction between the other two blood elements. The buffy coat
accounts for less than _(10)_% of blood volume.
_______________ 10.
Blood is scarlet red in color when it is located with _(11)_;
_______________ 11.
otherwise, it tends to be dark red.

2. Using the key choices, identify the cell type(s) or blood elements that fir the
following descriptions. Insert the correct term and letter response in the spaces
provided.

Key Choices
A. Red blood cell D. Basophil G. Lymphocyte
B. Megakaryocyte E. Monocyte H. Formed elements
C. Eosinophil F. Neutrophil I. Plasma

_______________ 1. Most numerous leukocyte

_______________ 2. 2, 3, 4 Granular leukocytes
_______________ 3.
_______________ 4.
_______________ 5. Also called an erythrocyte; anucleate
_______________ 6. 6,7, Actively phagocytic leukocytes
_______________ 7.
_______________ 8. 8, 9 Agranular leukocytes
_______________ 9.
 _______________ 10. Fragments to form platelets
_______________ 11. A Through (G) are examples of these
_______________ 12. Increases during allergy attacks
_______________ 13. Releases histamine during inflammatory reactions
_______________ 14. After originating in bone marrow, may be formed
in lymphoid tissue
_______________ 15. Contains hemoglobin

_______________ 16. Primarily water, noncellular; the fluid matrix of

blood
_______________ 17. Increases in number during prolonged infections
_______________ 18. Least numerous leukocyte
_______________ 19. 19, 20, 21, 22, 23. Also called white blood cells
_______________ 20.
_______________ 21.
_______________ 22.
_______________ 23.

3. Figure 10-1 depicts in incomplete form the erythropoietin mechanism for regulating the
rate of erythropoiesis. Complete the statements that have answer blanks, and then choose
colors for the color-coding circles and corresponding structures on the diagram. Color all
arrows on the diagram yellow. Finally, indicate the normal life span of erythrocytes.

Kidney Red bone marrow RBCs

4. For each true statement, insert T. If any of the statements are false, correct the
underlined term by inserting the correction in the answer blank.
_______________ 1. White blood cells (WBCs) move into and out of blood vessels
by the process of chemotaxis
_______________ 2. An abnormal decrease in the number of white blood cells is
leukopenia.
_______________ 3. When blood becomes too acid or too basic, both the
respiratory system and the liver may be called into action to
restore it to its normal pH range.
_______________ 4. The normal pH range of blood is 7.00 to 7.45.

_______________ 5. The cardiovascular system of an average adult contains

approximately 4 liters of blood.

_______________ 6. Blood is circulated through the blood vessels by the pumping

action of the heart.
_______________ 7. An abnormal increase in the number of white blood cells is
leucocytosis.

_______________ 8. The normal RBC count is 3.5-4.5 million/mm3.

_______________ 9. Normal hemoglobin values are in the area of 42%-47% of the

volume of whole blood.
_______________ 10. An anemia resulting from a decreased RBC number causes the
blood to become more viscous
_______________ 11. Phagocytic agranular WBCs are eosinophils

_______________ 12. The leukocytes particularly important in the immune response

are monocytes.
5. Circle the term that does not belong in each of the following groupings

1. Erythrocytes lymphocytes monocytes eosinophils

2. Neutrophils monocytes basophils eosinophils
3. Hemoglobin lymphocyte oxygen transport erythrocytes
4. Platelets monocytes phagocytosis neutrophils
5. Thrombus aneurysm embolus clot
6. Plasma nutrients hemoglobin wastes
7. Myeloid stem celllymphocyte monocyte basophil
Name: _______________________________Year & Section: _____ Date: _____________

Laboratory Exercise 1.2 Hemostasis

6. Using key choices, correctly complete the following description of the blood-
clotting process. Insert the key term or letter in the answer blanks.

Key Choices

A. Break D. Fibrinogen F. Serotonin

B. Erythrocytes E. Platelets G. Thrombin
C. Fibrin F. Prothrombin H. Tissue factor

_______________ 1. Clotting beings when _(1)_ occurs in a blood vessel wall.

Almost immediately, _(2)_ cling to the blood vessel wall
_______________ 2.
and release _(3)_, which helps to decrease blood loss by
_______________ 3.
constricting the vessel. _(4)_ is also released by damaged
_______________ 4.
cells in the are. This chemical substance causes _(5)_ to be
_______________ 5. converted to _(6)_ . Once present, thrombin acts as an
_______________ 6. enzyme to attach _(7)_ molecules together to form long,

_______________ 7. threadlike strands of _(8)_, which then traps _(9)_ flowing

in the blood.
_______________ 8.

_______________ 9.
 Name: _______________________________Year & Section: _____ Date: _____________

Laboratory Exercise 1.3 Blood Groups and Transfusions

7. Correctly complete the following table concerning ABO blood groups.

Blood Type Agglutinogens Agglutinins or Can donate Can receive

or antigens antibodies in blood to type blood from type
plasma

Type A A

Type B Anti-A

Type AB AB

Type O none

What blood type is universal donor? ____________

The universal recipient? _____________________

Books:
Boore, J. et.al. (2016). Essentials of Anatomy and Physiology for
Nursing Practice 1st Edition. Sage Publications Inc.

Roiger, D., & Bullock, N. (2019). Anatomy, Physiology, & Diseases

Foundations for the Health Professions (Second ed., Vol.
1). New York, New York: McGrawHill.

Tortora, G. J., & Derrickson, B. H. (2017). Tortora’s Principles of

Anatomy and Physiology (15th ed., Vol. 1). John Wiley and
Sons, Inc.

Online Resources:

Boore, J. (n.d.). Essentials of Anatomy and Physiology for Nursing

Practice. Retrieved October 27, 2020, from
https://edge.sagepub.com/essentialaandp/student-
resources/videos
Boore, J., Cooke, N., & Shepherd, A. (2016). Essentials of Anatomy
and Physiology for Nursing Practice. Retrieved August 07,
2020, from https://edge.sagepub.com/essentialaandp

Odya, E., & Norris, M. (2017). Anatomy & physiology for dummies.
Hoboken, NJ, New Jersey: Wiley. Retrieved August 07,
2020, from
https://books.google.com.ph/books?id=oxqVDwAAQBAJ&
printsec=frontcover&dq=Anatomy+And+Physiology&hl=en
&sa=X&ved=2ahUKEwim2sL9-
tTsAhXLa94KHaFyCPs4ChDrATAFegQICRAB#v=onepage&q=
Anatomy%20And%20Physiology&f=false

Thompson, G. S., & Thompson, G. S. (2020). Workbook to

accompany Understanding anatomy & physiology: A visual,
auditory, interactive approach. Philadelphia, MA: F.A
Davis. Retrieved August 07, 2020, from
https://books.google.com.ph/books?id=FjHEDwAAQBAJ&
printsec=frontcovhttps://books.google.com.ph/books?id=
FjHEDwAAQBAJ&printsec=frontcover&source=gbs_ge_sum
mary_r&cad=0#v=onepage&q&f=falseer&source=gbs_ge_s
ummary_r&cad=0#v=onepage&q&f=false
 Module Feedback Questionnaire
Human Anatomy and Physiology II
2nd semester, School Year 2020 to 2021

The purpose of the student evaluation process is to improve the quality of learning
and teaching. Evaluations are not intended to monitor the individual performance of
members of academic staff, nor to be channels for student complaints, for which other
procedures exist. Module evaluation may be either qualitative or quantitative in
emphasis. All modules offered by a School must be evaluated on every occasion the
module is taught. All forms of evaluation, including questionnaires, should be made
available to and collected from students in such a way as to permit students sufficient
time for a considered response, proportionate to the nature of the evaluation. Schools
should aim to achieve an optimal rate of return.

Thank you very much for your cooperation.

Instruction: Tick the box to rate the module based on your experience. The results will
be used to improve the student experience of the module. Thank you!

Strongly Agree Neither Disagree Strongly

agree agree nor disagree
disagree
A. Learning/academic value of the module
1. The module was intellectually
stimulating.     

2. I have learned something that I

    
consider valuable.
3. My interest in the subject has
increased as a consequence of this     
module.
4. I have understood the subject
    
materials in this module.
B. Skills development
1. This module has helped me to
    
develop my problem-solving skills.
2. This module has sharpened my
    
analytic skills.
3. This module has improved my written
    
communication skills.
4. This module has helped me develop
    
the ability to plan my own work.
5. This module has helped me to
    
develop my research skills.
C. Module content
1. I understood the aims and objectives
    
of this module.
2. I was informed of the expected
    
learning outcomes for this module.
3. I found this module interesting.     
4. I found this module challenging.     
5. I found the module content
appropriate for helping my learning
    
and preparation for assessment for
this module.
D. Organization
1. The module was well organized.     
2. I can easily understand the contents
    
of the module.
E. Resources
1. The electronic learning resources
(e.g. ebooks, Youtube links) for the     
module were appropriate.
2. I found the recommended reading
    
useful.
F. Teaching and Academic Support
1. I have been able to contact the
    
teaching staff when I needed to.
2. I have been satisfied with the
academic advice given by teaching     
staff on this module.
3. I was able to obtain guidance from
the instructor to support my studies     
when needed.
G. Assessment and feedback
1. I understood the assessment
arrangements and marking criteria     
before starting the assessment.
2. The methods of assessment on this
module gave me a fair opportunity to     
demonstrate what I had learned
3. Assessment deadlines were
    
appropriate
4. I received timely and helpful
feedback on my learning in the     
module.
Overall, I am satisfied with the quality     
of the module.

What would you say were the best features of this module?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What problems did you encounter in the course of your studies?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Other comments/suggestions:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________