BioPAC+Teachers Guide

Physiology Lessons
for use with the

Biopac Science Lab MP40
Teachers Guide
Overview
About Electrodes
The Body Electric
Waveforms
National Science Standards

Lesson 1
EMG I Muscle
Summary
Answer Guide
8
42
EMG II Muscle
Summary
Answer Guide
9
44
ECG I Heart
Summary
Answer Guide
10
46
ECG II Heart
Summary
Answer Guide
11
48
EEG I Brain
Summary
Answer Guide
12
50
EEG II Brain
Summary
Answer Guide
13
52
EOG Eyes
Summary
Answer Guide
14
54
Biofeedback
Summary
Answer Guide
15
56
Lesson 10 Aerobic Exercise

Summary
Answer Guide
16
57
Lesson 11 Reaction Time

Summary
Answer Guide
17
60
Lesson 12 Respiration
Summary
Answer Guide
18
63
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 8
Lesson 9
BIOPAC Systems, Inc.

42 Aero Camino, Goleta, CA 93117
(805) 685-0066, Fax (805) 685-0067
info@biopac.com
www.biopac.com
19
12.19.2007
Hands-on Physiology Lessons

11 tutorial-style lessons allow students to
record data from their own bodies
GETTING STARTED
Setup Guide booklet in shipping box; also available on CD and

installed to C:\Program Files\Biopac Science Lab\User Support
Quick Guide avilable under Help menu or in User Support
MP40 Hardware Guide available under Help menu or in User

Support
LESSON FEATURES
On-screen commands prompt students throughout the lesson.
Lesson 1 EMG I Muscle

Lesson 2 EMG II Muscle
Lesson 3 ECG I Heart
Lesson 4 ECG II Heart
Lesson 5 EEG I Brain
Lesson 6 EEG II Brain
Lesson 8 EOG Eyes
Sample prompts and lesson buttons
Lesson 9 Biofeedback
Lesson 10 Aerobic Exercise
Lesson 11 Reaction Time
Lesson 12 Respiration
Video clips and downloadable sample data files provide additional
insight into the use of the system.

o Video clips are under the Help menu
o Videos are installed to C:\Program Files\Biopac Science
Lab\User Support\Videos
Extremely easy to set up and record data.

Event markers can be added throughout the recording.
The system includes example data files.
Active learning optionsstudents can design and record a new
experiment to test or verify the scientific principle(s) covered in the

Biopac Science Lab recording and analysis segments. The lesson
software is used to record new data segments to fit the students
protocol.
Student prep and distance learning tools available in the software
and online.
Lessons written by experienced science teachers support national
curriculum standards.
Data Re[orts are installed with the software at C:\Program
Files\Biopac Science Lab\User Support\Data Reports
Biopac Science LabTeachers Guide
www.biopac.com
Page 2
ABOUT ELECTRODES
ELECTRODE OVERVIEW
Attaching Disposable Electrodes
For optimal electrode response, place electrodes on the skin at least 5 minutes before starting to
record data.
Connecting Electrode Leads

Each lead set has three pinch leads designed to snap directly onto standard disposable electrodes (such as
the EL500 series electrodes). Each pinch lead is 1 meter long. This is the general-purpose electrode cable
used for almost all applications requiring the use of electrodes. These cables are used to connect the
disposable electrodes that are placed on the surface of the skin to the MP40 unit. Depending on where the
electrodes are placed, you can use them to measure muscle contraction, heartbeats, or even brainwaves.
Red positive
White Negative
Black Ground
Each pinch connector on the end of the electrode cable needs to be attached to a specific
electrode. The electrode cables are each a different color. Follow the color code above to ensure
that each cable is connected to the proper electrode.
The pinch connectors work like a small clothespin, but will only latch onto the snap of the
electrode from one side of the connector.
Removing Electrodes
Unclip the electrode leads and peel off the electrodes.
Throw out the electrodes (BIOPAC electrodes are not reusable).
Use soap and water to wash the electrode gel residue from the skin. It is quite normal for the
electrodes to leave a slight ring on the skin for a few hours.
Using Electrodes
About Electrodes
The purpose of an electrode is to act as a connector
between the Subjects skin (where electrical signals are
easiest to detect) and the MP40 acquisition unit (via the
40EL lead cable). If an electrode makes good contact
with the skin, the signals that are generated will be
relatively accurate.
Electrode lead with clip connector

and electrode
Electrodes are very simple devices that consist of a small piece of metal designed to make indirect contact
with the skin and a larger adhesive plastic disk. Each electrode is about 1 inch (2.5 cm) in diameter, and
is sticky on one side so it will adhere to your skin.
If you look closely at the electrode, you can see that there is a small piece of plastic mesh filled with a
bluish gel. Since gel conducts electricity (better than your skin, in fact) and is more flexible than the metal
part of the electrode, your skin can flex and change shape somewhat without losing the electrical
connection with the metal part of the electrode.
BIOPAC disposable electrodes are standard disposable electrodes and are widely used in clinical, research,
and teaching applications. These electrodes come in strips of ten, and you should not remove an electrode
from the backing until you are ready to use it.
The following directions will help you get good data from the electrodes by explaining how electrodes work
and how to attach the electrodes and electrode leads to obtain the best signal.
Electrode placement
There are two basic methods of electrode placement: monopolar and bipolar.
In a monopolar recording, an active electrode is placed over the region of interest and a
reference electrode is attached to a more distant part of the body.
In a bipolar recording, the voltage difference between two electrodes, placed over the regions of
interest, is measured with respect to the third reference electrode. Leads I, II, and III are
standard bipolar electrode configurations. The standard bipolar limb leads are:
lead I = right arm (-), left arm (+)
lead II = right arm (-), left leg (+)
lead III = left arm (-), left leg (+)
Preparing the Electrode Site

If signals are erratic, one way you can improve electrode
connections is to gently rub the area where the electrode is to
be placed. This is known as abrading the skin, and removes
a thin layer of dead skin from the surface of the skin. Since
dead skin doesnt conduct electricity very well, removing it
improves the connection between the electrode and the skin.
The skin site can be lightly abraded with a clean dry cloth.
Abrading the
skin surface
Attaching electrodes
To attach an electrode, peel the electrode from its backing
and place it on the area indicated in the lesson. Once in
place, press down firmly on the electrode with two fingers
and rock the electrode back and forth for a few seconds. This
will ensure that it is adhering to the skin as much as possible.
To help insure that the electrode will make good

electrical contact with the skin, you may want to
squeeze a drop or two of electrode gel (BIOPAC
GEL1 or GEL100) onto either the surface of the skin
or onto the electrode, without allowing any to get on
the adhesive.
www.biopac.com
Optional: apply
electrode gel
Page 4
Connecting the Electrode Lead

Each electrode lead cable is a different color and each pinch
connector on the end of the cable needs to be attached to a
specific electrode. Note that the connector is polarized and
needs to be clipped on such that the metal extensions inside
the clip are on the down side to make surface contact with
the electrode. The pinch connectors work like a small
clothespin, but will only latch onto the snap of the electrode
from one side of the connector. You should follow the figure
provided in the lesson to ensure that you connect each lead
cable to the proper electrode.
Clip the lead to

the electrode
snap
Reducing Electrode Noise

If an electrode does not adhere well to the skin, the signal plotted on the screen may appear fuzzy. This
is referred to as noise, and although it always exists to some degree, it is best to reduce noise as much
as possible. Electrodes have no moving parts, so there is nothing you have to do to get an electrode to
work but there are several things you can do to reduce noise when electrodes are connected:
Place the electrodes where there is the least amount of hair and/or choose the subject with the
least amount of hair. A common problem is that something on the surface of the skin is interfering
with the electrode contact. If there is too much hair (for instance) between the outer layer of skin
and the electrode, the electrical activity taking place below the surface of the skin may not be
detected.
Make sure that everything is connected properly.
Attach the electrodes a few minutes before you are going to use them. The best results are
achieved by putting the electrodes in place about five minutes before you begin recording data.
This gives the electrodes time to establish contact with the surface of the skin.
Position the electrode lead cables such that they are not pulling on the electrodes. Connect the
electrode cable clip (where the cable meets the three individual colored wires) to a convenient
location (can be on the Subjects clothes). This will relieve cable strain.
The Subject should not be in contact with nearby metal objects (faucets, pipes, etc.), and should
remove any wrist or ankle bracelets.
Removing Electrodes
Once you have completed a lesson, disconnect the electrode cable pinch connectors, peel the electrode off
the skin, and dispose of the electrode (BIOPAC electrodes are not reusable). Wash the electrode gel
residue from the skin, using soap and water. The electrodes may leave a slight ring on the skin for a few
hours. This is normal, and does not indicate that anything is wrong.
The Body Electric

Generally, people think of electricity flowing through bodies as an unusual occurrence. For instance, they may think of
rather unique animals, such as electric eels, or of rare events such as being struck by lightning. What most people do not
realize is that electricity is part of everything their body does...from thinking to doing aerobicseven sleeping.
In fact, physiology and electricity share a common history, with some of
the pioneering work in each field being done in the late 1700's by Count
Alessandro Giuseppe Antonio Anastasio Volta and Luigi Galvani. Count
Volta, among other things, invented the battery and had a unit of
electrical measurement named in his honor (the Volt). These early
researchers studied animal electricity and were among the first to
realize that applying an electrical signal to an isolated animal muscle
caused it to twitch. Even today, many classrooms use procedures similar
to Count Volta's to demonstrate how muscles can be electrically
stimulated.
Over the next few weeks, you will likely see how your body generates
electricity while doing specific things like flexing a muscle or how a
beating heart produces a recognizable electric signature. Many of the
lessons covered in this manual measure electrical signals originating in
the body. In order to fully understand what an electrical signal is requires
a basic understanding of the physics of electricity, which properly
establishes the concept of voltages, and is too much material to present
here. All you really need to know is that electricity is always flowing in
your body, and it flows from parts of your body that are negatively
charged to parts of your body that are positively charged.
As this electricity is flowing, sensors can tap in to this electrical activity
and monitor it. The volt is a unit of measure of the electrical activity at
any instant of time. When we talk about an electrical signal (or just
signal) we are talking about how the voltage changes over time.
The bodys electrical signals are detected with transducers and electrodes and sent to the MP40 acquisition unit computer
via a cable. The electrical signals can be very minutewith amplitudes sometimes in the microVolt (1/1,000,000 of a
volt) rangeso the MP40 amplifies these signals, filters out unwanted electrical noise or interfering signals, and converts
these signals to a set of numbers that the computer can read. The Biopac Science Lab then plots these numbers as
waveforms on the computer.
The body contains fluids with ions that allow for electric conduction. This makes it possible to use electrodes on the
surface of the skin to detect electrical activity in and around the heart and use an electrocardiograph to record the activity.
Conveniently, the legs and arms act as simple extensions of points in the torso, allowing the recording and ground
electrodes to be placed on the wrists and ankles. The electrocardiogram is a record of the overall spread of electric current
through the heart as a function of time in the cardiac cycle. The direction of polarity (+ or -) of the recorded waveforms
depends upon the location of the recording electrodes on the surface of the body and whether the electrical activity during
the cardiac cycle is coming toward or going away from the surface electrode. In general, as a wave of depolarization
approaches a positive electrode, a positive voltage is seen by that electrode. If the wave of depolarization is traveling
toward a negative electrode, a negative voltage will be seen.
The term lead is defined as a spatial arrangement of two recording electrodes on the body. One lead is labeled + and the
other -. The electrode placements define the recording direction of the lead, which is called the lead axis or angle. The
axis is determined by the direction when going from the negative to positive electrode. The electrocardiograph computes
the voltage difference (magnitude) between the positive and negative electrodes and displays the changes in voltage
difference with time.
www.biopac.com
Page 6
Waveforms
The BIOPAC software takes the signal input and plots it as a waveform on the computer screen. The waveform of the
signal can be either a direct reflection of the electrical signal from the MP unit channel (amplitude is in Volts) or a
different waveform which is based on the signal coming into the MP unit. For example, the electrical signal into the MP
unit may be an ECG signal, but the software may convert this to a Beats Per Minute (BPM) waveform).
When you use any BIOPAC software, it is important to at least have a basic understanding of what the waveforms on the
screen represent. The waveform below is a plot of Amplitude versus Time. As shown, the earliest data appears at the left
edge of the screen, and the most recent data at the right edge.
Time is the time from the start of the recording, which

is to say that when the recording begins it does so at
what the software considers time 0. The units of time
are shown in the horizontal scale region; the unit for
this example is milliseconds (1/1,000 of a second).
Units
Amplitude is determined by the MP unit hardware

according to what it senses at one of its inputs, which
is actually the signal output from a transducer, set of
electrodes, or other device. The units are shown in the
vertical scale region; the unit for this example is Volts.
start of recording
(time 0)
Vertical (amplitude) Scale
Units
Horizontal (time) Scale

Waveform plot of Amplitude vs. Time
Diving a little deeper into what a waveform represents, you are

actually looking at data points that have been connected
together by straight lines.
These data points are established by the BIOPAC system
hardware by sampling the signal inputs at consistent time
intervals. These data points can also be referred to as points,
samples, or data.
Data points of a waveform
The time interval is established by the sample rate of the BIOPAC software, which is the number of data points the
hardware will collect in a unit of time (normally seconds or minutes). The BIOPAC software stores these amplitude values
as a string of numbers. Since the sample rate of the data is also stored, the software can reconstruct the waveform.
Since BIOPAC software can simultaneously record signals from up to four (education units) or more inputs, there may
often be more than one waveform on the screen. It is worth noting that the BIOPAC software always uses the same
sample rate for all channels on the screen, so the horizontal time scale shown applies to all channels, but each channel has
its own vertical scale. A channels vertical scale units can be in Volts, milliVolts, degrees F, beats per minute, etc.
A baseline is a reference point for the height or depth (amplitude) of a waveform.
Amplitude values above the baseline

appear as a hill or peak and are
considered positive (+).
Amplitude values below the baseline

appear as a trough or valley and are
considered negative ().
Baseline Samples
Lesson 1 EMG 1 Electromyography: Motor Unit Recruitment
MUSCLE
EMG 1 investigates the properties of skeletal muscle. Students record the EMG data
associated with the maximum clench strength for their dominant hand and nondominant hand. The system records and displays both the raw and integrated EMG
signals. Students compare clench strength between their two arms and listen to the
sound of their EMG. It is also possible for students to perform a cross-group
analysis.
EXPERIMENTAL OBJECTIVES
MATERIALS
Biopac Science Lab intro system
(uses six electrodes per subject)

Optional: Headphones (40HP) to
listen to the EMG signal
To record maximum clench strength for right and left hands.

To observe, record, and correlate motor unit recruitment with increased
power of skeletal muscle contraction
Optional: To listen to EMG sounds and correlate sound intensity with
motor unit recruitment.
TASKS PERFORMED BY THE STUDENT
Record EMG from the dominant and non-dominant forearms.
Clench fist four times, squeezing harder each time to reach maximum
clench strength with the fourth clench.
Optional: Listen to the sound of their EMG.
KEY FEATURES
Raw and Integrated EMG signals can be overlapped for easy

interpretation of the data.
Comparison between the dominant and non-dominant arms.
The students listen to the sound of motor unit recruitment.
www.biopac.com
Page 8
Lesson 2 EMG 2 Electromyography: Mechanical Work
MUSCLE
EMG 2 examines motor unit recruitment and skeletal muscle fatigue. Students
lift hand weights to demonstrate the use of skeletal muscle and record EMG
while inducing muscle fatigue. Students see the level of motor unit recruitment
associated with the amount of applied force.
MATERIALS
(uses six electrodes per subject)

Weight set (i.e., 5-10-15-20 kg
dumbbells) Subjects must lift the
same weights for valid comparisons
String to standardize distance lifted
Ruler to measure distance lifted
Optional: Headphones (40HP) to
listen to the EMG signal
To record EMG response to increased weights lifted by dominant

and non-dominant arms.
To compare differences between male and female students.
To observe, record, and correlate motor unit recruitment with
increased mechanical work by skeletal muscle.
To record EMG and Integrated EMG when inducing fatigue.
Optional: To listen to EMG sounds and correlate sound intensity
with motor unit recruitment.
Lift weight (bicep curl) and hold for 2 seconds.

Repeat cycles of weight lifting; add weight for each cycle until the
Subject is lifting the maximum weight.
Lift the maximum weight to 45 degrees and hold it until the onset of
fatigue.
Repeat the sequence for the non-dominant arm.
Optional: Listen to the sound of their EMG.
KEY FEATURES
Classic, clinical grid markings available for quick and easy

evaluations.
Raw and Integrated EMG signals can be overlapped for easy
interpretation of the data.
The students compare their dominant and non-dominant arms.
The force values are scaled to kilograms.
A clear demonstration of mechanical work.
Lesson 3 ECG 1 Electrocardiography: Components of the ECG
HEART
ECG 1 introduces the electrocardiograph and the recording of the hearts

electrical signal. Students learn about Lead II ECG recording and the
components of the ECG complex. They also learn to correlate the electrical
events of the ECG (P, Q, R, S & T components) with the mechanical events of
the cardiac cycle. After performing a number of tasks designed to promote
changes in the ECG complex, students analyze their own ECG recording.
MATERIALS
(uses three electrodes per subject)

Cot or lab pillow
To become familiar with the electrocardiograph as a primary tool

for evaluating electrical events within the heart.
To observe rate and rhythm changes in the ECG associated with
body position and breathing.
Lie down and relax.

Take five deep breaths.
Perform a physical exercise to increase heart rate.
Relax while heart rate returns to normal.
KEY FEATURES
Rate and ECG signals can be overlapped for easy interpretation of

the data.
The baseline can be adjusted for precise analysis and printing.
Zoom in for a closer look at an individual ECG complex.
See how the ECG complex changes under different conditions.
Convenient electrode placement (wrists and ankles).
www.biopac.com
Page 10
Lesson 4 ECG 2 Electrocardiography
HEART
ECG 2 explains Einthovens triangle. Students record Leads I and III while
performing a number of tasks designed to change the rhythm of the heart. They
then analyze the data and estimate the mean QRS axis and potential.
MATERIALS
(uses four electrodes per subject)

Cot or lab pillow
Protractor
Two different color pens or pencils
To record ECG from Leads I and III in the following conditions:

lying down, sitting up, and breathing deeply while sitting.
To compare the direction of the QRS complex (+ or ) with the

direction of the lead axis.
To estimate the mean ventricular potential.
To estimate the mean electrical axis of the QRS complex.
Record ECG using bipolar Leads I and III.
Lie down and relax.
Sit and relax.
Breathe in and out once in each position.
KEY FEATURES
The software makes it very easy for the student to compute the ECG
vectors.
Classic, clinical grid markings available for quick and easy
evaluations.
See how the ECG complex changes under different conditions.
Students place markers for each component (P, Q, R, S, and T).
Lesson 5 EEG 1 Electroencephalography: Brain Rhythms
BRAIN
EEG 1 introduces electroencephalographic recording techniques. Students record

EEG from the occipital lobe while performing a number of different tasks to
demonstrate how the brains electrical activity varies depending on the task. The
software filters the raw EEG signal to separate and display alpha, beta, delta, and
theta rhythms.
MATERIALS

Optional: Lycra swim cap (such as
Speedo brand) or supportive wrap
(such as 3M Coban self-adherent
support wrap) to press the electrodes
against the head for improved contact
Record EEG from the occipital lobe.

Record EEG from a relaxed subject with their eyes closed, eyes
open, and eyes closed again.
KEY FEATURES
To record an EEG from an awake, resting subject with eyes open and
eyes closed.
To identify and examine alpha, beta, delta, and theta components of
the EEG complex
To compare differences between male and female students.
Alpha, beta, delta and theta wave components are automatically

filtered and displayed.
View the different EEG wave components.
Overlap the EEG wave components for a better view of the data.
www.biopac.com
Page 12
Lesson 6 EEG 2 Electroencephalography: Alpha Rhythms (in the Occipital Lobe)
BRAIN
In EEG 2, students will discover how the brain constantly receives sensory input
and integrates the information before processing it. Students record EEG data
from the occipital lobe while performing a number of tasks. The system records
and displays the raw EEG together with the alpha wave and alpha-RMS activity.
Students compare baseline EEG with the data recorded during the different tasks.
MATERIALS

Optional: Lycra swim cap (such as
Speedo brand) or supportive wrap
(such as 3M Coban self-adherent
support wrap) to press electrodes
against head for improved contact
Cot or lab pillow
To record an EEG from an awake, resting subject under the

following conditions:
o
relaxed with eyes closed;
performing mental arithmetic with eyes closed;
hyperventilating (breathing quickly and deeply); and
relaxed with eyes open.
To examine differences in the level of alpha rhythm activity during

mental arithmetic and hyperventilation, compared to the control
condition of eyes closed and relaxed.
Record EEG data from the occipital lobe.
Lie down and relax with eyes closed.
Perform mental math problem with eyes closed.
Hyperventilate for two minutes.
Recover from hyperventilation with eyes open.
KEY FEATURES
Lesson 7 TBA
Alpha wave activity and alpha-RMS waveforms are automatically

filtered and displayed.
Overlap the EEG wave components, raw and alpha, for a better view
of the data.
Lesson 8 EOG 1 Electrooculogram
EYES
In EOG 1, students record horizontal eye movement and observe eye fixation and
tracking. Students perform a number of tasks that allow them to record the
duration of saccades and fixation. Students also record spatial position of eye
movements.
MATERIALS

Pendulum (metronome may be used;
signal pattern will be constant vs.

diminishing)
Passages for reading:
Passage 1 easily understandable
(i.e., entertainment article)
Passage 2 challenging (i.e.,
scientific article)
Record EOG on the horizontal plane and compare eye movements

under the following conditions: pendulum tracking, pendulum
simulation, reading silently, reading aloud, and reading challenging
material.
Measure duration of saccades and fixation during reading.
Optional: explore microsaccadic eye movement.
Record horizontal EOG.
Track pendulum movement with eyes only, trying not to move head
or blink.
Simulate pendulum movement (decreasing swing cycles) with eyes

only.
Read Passage 1 (easily understandable material) silently (to self) for

20 seconds.
Read Passage 2 (challenging material) silently (to self) for 20

seconds.
Read Passage 1 aloud.
Optional: Focus on an on-screen guide; position of guide represents

point of focus.
KEY FEATURES
Tools for zooming in to see the saccades.

Great introduction to EOG.
www.biopac.com
Page 14
Lesson 9 Biofeedback Influencing Autonomic Tone
AUTONOMIC NERVOUS SYSTEM
The Biofeedback lesson explores the concept of

biofeedback training and its effect on autonomic
control of heart rate. An onscreen, thermometer-style
heart rate display rises and falls with changes in heart
rate, allowing students to become conscious of their
heart rates. The Subject will try to influence the
reading without physical movements.
MATERIALS

Suggested: PowerPoint Viewer 2003
or later (free download at
www.microsoft.com/downloads).
PowerPoint Viewer 2003 lets you
view full-featured presentations
created in PowerPoint 97 and later
versions, which can greatly enhance
the feedback segments of this lesson.
Presentation 1 images or sound
Presentation 2 modified
Presentation 1 with startling sound or
image inserted
Introduce the concept of biofeedback as a technique to alter

autonomic tone.
Measure changes in autonomic tone via heart rate.
Record ECG and heart rate.

Sit and relax with eyes open, facing away from the screen to
establish baseline heart rate and ECG.
Watch monitor and mentally try to voluntarily increase
parasympathetic tone (lower heart rate display).
Watch monitor and mentally try to voluntarily increase sympathetic
tone (increase heart rate display).
Watch two PowerPoint presentations and try to remain relaxed.
KEY FEATURES
Great introduction to biofeedback techniques.
Shows the student how they can influence and control the autonomic
nervous system.
Excellent display format for immediate visual feedback.
Lesson 10 Aerobic Exercise Physiology
HEART & METABOLIC DEMANDS
In the Aerobic Exercise Physiology lesson, students record ECG and heart rate
under a variety of conditions. Students see how the electrical activity of the heart
and their heart rate change to meet changing metabolic demands. Students
exercise to elevate heart rate.
Measure changes in heart rate associated with a specified set of

dynamic exercises.
Assess individual physical fitness by measuring elevated heart rate at

the immediate end of a specific exercise period.
Assess individual physical fitness by measuring the time from the

end of exercise to the return of resting heart rate.
Compare performance levels between groups, such as young women

vs. young men, or persons with body weight 75150 lbs. vs. persons
with body weight 151 250 lbs.
MATERIALS

Optional: Tape or clip to stabilize
lead cables during exercise
Record ECG and heart rate.
Calculate personal maximum heart rate.
Sit and relax.
Exercise (e.g. running in place/jumping jacks) to elevate heart rate.
Recover from exercise (sit and relax).
KEY FEATURES
Great introduction to physiological changes associated with exercise.
The equipment does not interfere with the exercise.
No expensive exercise equipment required to run the lesson.
www.biopac.com
Page 16
Lesson 11 Reaction Time Fixed & Pseudo-random Intervals
BRAIN
The Reaction Time lesson demonstrates the effect of learning and physiological
processes on reaction times. Students hear two presentation schedules of clicks
through a set of headphones. With electrodes in place to record the activity of the
extensor digitorum (the primary muscle used to lift a finger), the Subject lifts
finger as quickly as possible after hearing a click. Students then perform a
statistical analysis of the results, including: group mean, variance, and standard
deviation.
MATERIALS

Stimulus-Response Set: Feedback
cable (40CBLFB1), stereo
headphones (40HP), and audio
extension cable (40CBLEXT)
Measure and compare reaction times of an individual subject using

two stimulus presentation schedules: fixed intervals and pseudorandom intervals.
Introduce elements of statistics into data analysis.
Use statistics to determine the effects of learning on reaction times.
React to a schedule of fixed interval clicks (two trials).

React to a schedule of pseudo-random clicks (two trials).
KEY FEATURES
The software automatically calculates the reaction time.
Guides students through the statistical analysis of a data set.
The lesson will also work with different stimuli.
Lesson 12 Respiration 1 Apnea
RESPIRATORY SYSTEM
In Respiration 1, students observe physiologic modifications of the respiratory

cycle associated with voluntarily increasing and decreasing blood carbon dioxide
content by holding breath and hyperventilating. Students will qualitatively
determine changes in respiratory minute volume by recording and analyzing
EMGs from respiratory muscles of the thorax.
MATERIALS

Optional: Nose clip (AFT3)
To observe and record EMGs from thoracic respiratory skeletal

muscle during eupnea, or normal unlabored breathing at rest.
To record changes in the EMG associated with modifications in the
rate and depth of the respiratory cycle that occur before, during, and
after periods of apnea vera and voluntary apnea and to compare
those changes to eupnea.
Record EMG and respiration.

Breathe normally with mouth open.
Hyperventilate.
Recover from hyperventilation.
Hold breath.
Hyperventilate and then hold breath.
KEY FEATURES
Great introduction to the respiratory effects of increased or decreased

blood carbon dioxide content.
No expensive respiratory equipment required to run the lesson.
The lesson setup can record and allow students to study other
respiratory fluctuations.
www.biopac.com
Page 18
National Science Standards

Detail options: Click the in the table to review the lesson correlation to the specified content standard.
Click the content standard link (left column) to view all correlations for that standard.
Click the Lesson # (top row) to view all content standards for that Lesson.
Content StandardLesson Correlation
S01
S02
S03
S04
S05
S06
S08
S09
S10
S11
S12
A3
Unifying Concepts and
Processes: Change, Constancy, and
Measurement
A5
Unifying Concepts and
Processes:
Form and Function
B1 Science as Inquiry: Abilities Necessary to
do Scientific Inquiry
B2 Science as Inquiry: Understandings About

Scientific Inquiry
D5 Life Science: Matter, Energy, and

Organization in Living Systems
G1 Science in Personal and Social

Perspectives: Personal and Community
Health
Content Standard DescriptionLevels 9-12

A3
Unifying Concepts and Processes: Change, Constancy, and Measurement
Students should develop an understanding of the unifying concepts and processes of change, constancy, and
measurement.
A5
Unifying Concepts and Processes: Form and Function
Students should develop an understanding of the unifying concepts and processes of form and function.
B1 Science as Inquiry: Abilities Necessary to do Scientific Inquiry
Students should develop an understanding of science as inquiry and develop abilities necessary to do scientific
inquiry.
B2 Science as Inquiry: Understandings About Scientific Inquiry
Students should develop understandings about scientific inquiry.
D5 Life Science: Matter, Energy, and Organization in Living Systems
Students should develop an understanding of matter, energy, and organization in living systems.
G1 Science in Personal and Social Perspectives: Personal and Community Health
Students should be given a means to understand and act on personal and social issues, to help students develop
decision-making skills, and to give students a foundation on which to base decisions they will face as citizens.
Lesson Descriptions
S01
EMG: Electromyography 1
S08 EOG: Electrooculography
S02
EMG: Electromyography 2
S09 Biofeedback
S03
EMG: Electrocardiography 1
S10 Aerobic Exercise Physiology
S04
EMG: Electrocardiography 2
S11 Reaction Time
S05
EEG: Electroencephalography 1
S12 Respiration: Apnea
S06
EEG: Electroencephalography 2
Biopac Science Lab
Page 20
A3 Unifying Concepts and Processes: Change, Constancy, and Measurement

Students should develop an understanding of the unifying concepts and processes of change, constancy, and
measurement.
S01A3
Students investigate properties of skeletal muscle by recording EMG data associated with muscle
contraction. They measure and correlate grip strength with recorded changes in the level of EMG
activity. By measuring and comparing grip strengths of the dominant and non-dominant hands, they
associate changes in skeletal muscle, such as increased strength, with increased use. They listen to
audio output generated by the electrical activity associated with muscle contraction and correlate
sound intensity with motor unit recruitment.
S02A3
Students investigate the ability of skeletal muscle to perform mechanical work by recording EMG
data associated with muscle contraction. They record and measure EMG responses to increased
weights lifted by dominant and non-dominant arms. They associate chronic changes in skeletal
muscle, such as increased size and strength, with increased use. They listen to audio output generated
by the electrical activity associated with muscle contraction and correlate sound intensity with motor
unit recruitment.
S03A3
Students investigate the human cardiac cycle and associated electrical changes of the heart by
recording the electrical signal of the heartbeat.
The record of the electrical signal, called an electrocardiogram (ECG), is complex. It is divided into
several distinct, sequential events, the duration and intensity of which are constant or may change
under varying conditions of normal health such as body position and breathing. Students observe rate,
rhythm, and other changes in heart activity by making ECG measurements and analyzing their results.
S04A3
Students investigate the human cardiac cycle and associated electrical changes of the heart by
recording the electrical signal of the heartbeat detected by two recording electrodes placed on the
skin.
The position of the electrodes is called a lead. The bipolar limb leads are Lead I (right arm- left
arm+), Lead II (right arm - left leg +), and Lead III (left arm- left leg+). The ground electrode is
placed on the right leg.
The record of the electrical signal, called an electrocardiogram (ECG), is a record of voltage changes
(millivolts) vs. time (sec). It is divided into several distinct, sequential events, the duration and
intensity of which are constant or may change under varying conditions of normal health such as
body position and breathing.
Students record Leads I and III while performing a number of tasks designed to change the rhythm of
the heart. They then compare the Lead I and Lead II records, analyze the data, and estimate the mean
QRS axis and the mean ventricular potential.
S05A3
Students investigate electrical activity of the human brain by recording voltage changes detected by
recording electrodes placed on the scalp. The time record of the voltage changes is called an electroencephalogram, or EEG.
Students learn the EEG is a complex pattern of waveforms that vary in frequency and amplitude, and
that the EEG varies with the mental state of the subject.
The EEG changes as the brain grows with age, and it is variable among persons of the same age.
Fundamentally, however, the EEG consists of four basic rhythms designated alpha, beta, delta, and
theta.
Students determine the prominent EEG rhythm under different mental conditions by examining
waveform frequency and amplitude.
S06A3
Students investigate electrical activity of the human brain by recording, measuring, and comparing
voltage/frequency changes detected by scalp recording electrodes while performing a number of
tasks. Students record and analyze changes in occipital lobe alpha rhythm observed during different
experimental conditions.
The time record of the voltage changes is called an electro-encephalogram, or EEG, a complex
pattern of waveforms that vary in frequency and amplitude. The EEG varies from lobe to lobe and is
influenced by the mental state of the subject.
Fundamentally, the EEG consists of four basic rhythms designated alpha, beta, delta, and theta. The
alpha rhythm is the prominent EEG pattern of a relaxed, inattentive state in an adult with the eyes
closed. Alpha rhythm is characterized by a frequency of 8-13 Hz and amplitudes of 20-200V. Alpha
waves of the greatest amplitude are recorded from the occipital lobe region of the scalp.
S08A3
Students investigate eye movements using temporal skin electrodes to detect and record electrical
activity associated with cortical control of extra ocular muscles.
Students record horizontal eye movements and observe eye fixation and tracking. Students perform
different tasks, recording and measuring the duration of saccades and fixation, and the spatial position
of eye movements.
Electrooculography is the measurement and interpretation of electrooculograms (EOG), which are the
electroencephalo-graphic tracings obtained while the subject, without moving the head, moves their
eyes from one fixation point to another within the visual field.
S09A3
Students explore the concept of biofeedback training as a method of influencing output of the
autonomic nervous system.
The autonomic nervous system (ANS) regulates visceral activities such as blood pressure and flow,
gastrointestinal functions, breathing rate and depth, and so forth. Autonomic control occurs without
the need for conscious input from the cerebral cortex. We do not need to think about adjusting blood
pressure, for example, when we begin to exercise. The adjustment occurs automatically by way of the
ANS.
A widely held belief is that ANS control of visceral function cannot be altered by conscious input,
that autonomic control is essentially, and necessarily, automatic. In this lesson, students explore the
concept of biofeedback training as a method of influencing output of the autonomic nervous system
by measuring changes in heart rate induced through application of a biofeedback technique.
S10A3
Students record their electrocardiogram and heart rate at rest and during and after a specific set of
dynamic exercises. Students measure changes in the electrocardiogram and heart rate and see how
they change to meet the metabolic demands of physical exercise.
S11A3
Students measure reaction times and see how easily and rapidly a person learns, as demonstrated by
his/her ability to anticipate when to press a button in response to an audible signal. As a person learns
what to expect, reaction time typically decreases.
Reaction time is the interval between when a stimulus is presented and when the response to the
stimulus occurs. Learning, the acquisition of knowledge or skills due to experience and/or instruction,
can alter reaction time in some stimulus-response situations.
S12A3
Two principle functions of the human respiratory system are to supply oxygen to the blood and
remove carbon dioxide from the blood. When the body is at rest, the rate and depth of breathing is
stable and matches the bodys needs for oxygen absorption and carbon dioxide removal.
Students learn that blood levels of carbon dioxide influence the rate and depth of breathing. When
blood carbon dioxide increases above resting levels, as during physical exercise or after breathholding, the rate and depth of breathing increases. When blood carbon dioxide decreases below
resting levels as a result of voluntary hyperventilation or over-breathing, respiratory rate and depth
decrease. Students record and measure changes in respiratory rate and depth associated with induced
changes in blood carbon dioxide.
A5
S01A5
Students associate skeletal muscle work with skeletal muscle contraction. Because of the way skeletal
muscles are attached to the skeleton, contracting skeletal muscles work by pulling on parts of the
skeleton, not by pushing. Students learn about the motor unit organization of skeletal muscle and
correlate the strength of a skeletal muscles contraction and its ability to perform mechanical work
with the structure and number of motor units.
S02A5
Students learn about the motor unit organization of skeletal muscle and correlate the strength of a
skeletal muscles contraction and its ability to perform mechanical work with the structure and
number of active motor units. Students observe that the increased number of motor units activated
when an increased amount of weight is lifted is directly proportional to the increased amount of
mechanical work muscles are asked to perform.
S03A5
Students learn that the form of the ECG, such as wave amplitudes, depends in part on the position of
the heart in the chest, and the positions of the recording electrodes on the surface of the body.
Students also learn to associate the structure of the heart and its internal conduction system with the
sequential, individual events of the ECG.
S04A5
Students learn that the form of the ECG, such as wave amplitudes, depends in part on the position of
the heart in the chest, and the positions of the recording electrodes on the surface of the body.
Students examine the relationship between the bipolar limb lead recordings known as Einthovens
law.
The three bipolar limb leads can be arranged to form an electrical equilateral triangle, called
Einthovens triangle. The heart is in the center of the triangle. Einthovens law says if the amplitude
values of the wave forms in any two bipolar limb lead recordings are known, the amplitude values of
the waveforms in the non-recorded bipolar limb lead can be mathematically determined.
S05A5
Students learn that the prominent EEG wave pattern is correlated to the subjects mental state and can
be influenced by the location of the scalp electrodes. Students record the EEG from the occipital lobe,
the part of the brain involved with processing visual information. The EEG is recorded from an
awake, resting subject with eyes open and eyes closed.
S06A5
A primary function of the cortex of the occipital lobe is the processing and storage of information
related to the special sense of vision or sight.. In this lesson, students examine differences in the level
of alpha rhythm activity during mental arithmetic and hyperventilation compared to the control
condition of eyes closed and relaxed.
S08A5
Students learn that binocular vision requires precisely coordinated involuntary eye movements that
are initiated and controlled in the motor cortex of the frontal lobes. Coordinated control of the extra
ocular muscles allows the eyes to maintain clear focus on objects that are either fixed or moving in
the visual field by ensuring that light reflected from the object (pendulum, written word, etc.) falls on
corresponding parts of the retinas.
S10A5
Students learn that a regular program of physical exercise increases skeletal muscle size and promotes
the growth of blood vessels that supply oxygen and nutrients to the muscle and remove metabolic
wastes. The adaptations and physiological changes that develop during chronic exercise generally
result in an increased ability of the muscle to perform work at greater levels of intensity, and an
increased capacity to work at any given level for a longer period of time before fatiguing. A
Physically fit person tends to have a lower heart rate at rest and immediately after moderate exercise
than does an unfit person.
S11A5
Students learn that the ability to either involuntarily or voluntarily respond to a stimulus is dependent
on a reflex or stimulusresponse pathway.
Physiologically, a reflex, or a stimulus-response begins with the application of a stimulus to a sensory
receptor, such as an auditory hair cell, and ends with a response by an effector, such as a skeletal
muscle.
Anatomical elements of the pathway include a sensory receptor, a sensory or afferent neuron, an
integrating center in the brain or spinal cord, a motor or efferent neuron, and an effector.
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S12A5
The human lungs occupy air-tight compartments within the thorax or chest. Students learn that
contraction of chest muscles increases volume of the thorax and lungs which results in air pressure
inside the lungs falling below atmospheric pressure and air moving into the lungs. These events
characterize inspiration.
Expiration, or the exhaling of air from the lungs occurs at rest when inspiratory muscles relax,
decreasing the volume of the lungs and the thorax, thereby increasing pressure within the lungs above
atmospheric pressure, forcing air out of the lungs.
B1
Science as Inquiry: Abilities Necessary to do Scientific Inquiry
Students should develop an understanding of science as inquiry and develop abilities necessary to do scientific
inquiry.
S01B1
Students learn that some functions of skeletal muscle can be investigated using electromyography as a
tool. They analyze individual experimental data and are encouraged to share data and perform crossgroup analyses. They are encouraged to share results and to suggest reasons for observed differences.
Through the applications of electromyography and their observations about muscle function, students
are encouraged to ask additional questions about skeletal muscle functions and to suggest methods of
obtaining answers.
S02B1
Students learn that some aspects of the ability of skeletal muscles to perform mechanical work can be
investigated using electromyography as a tool. They analyze individual experimental data regarding
performance of mechanical work and time to fatigue, compare differences between male and female
students, and are encouraged to suggest reasons for observed differences. Through the applications of
electromyography and their observations about muscle function, students are encouraged to ask
additional questions about skeletal muscle functions and to suggest methods of obtaining answers.
S03B1
Students correlate electrical events of the cardiac cycle with mechanical events of the cardiac cycle
and learn that normal and abnormal heart functions may be investigated by using electrocardiography
as a tool. They learn about normal elements of the ECG recorded using Lead II, and then explore
ECG changes that may result from breathing and from changing body position with respect to gravity.
Students are encouraged to compare data with other subjects to see if body size, age, or gender
influence ECG values. They are also encouraged to think about and explore, using the ECG as a tool,
other factors that may influence heart activity and the ECG.
S04B1
Students learn that normal and abnormal heart functions may be investigated by using
electrocardiography as a tool. They are introduced to principles of planar or two-dimensional
vectorcardio-graphy, calculate and graph the mean ventricular potential and mean QRS axis, and
explore ECG changes that may result from breathing and from changing body position with respect to
gravity.
Students are encouraged to compare data with other subjects to see if body size, age, or gender
influence ECG values. They are also encouraged to think about and explore, using the ECG as a tool,
other factors that may influence heart activity and the ECG.
S05B1
Students correlate electrical activity of the brain with the performance of various tasks, and determine
the prominent EEG waveforms associated with specific tasks. Students learn that the prominent EEG
rhythm of a resting, alert subject with eyes open is the beta rhythm, and that the alpha rhythm is
associated with the relaxed, inattentive, eyes closed state. Students are encouraged to compare
differences between male and female students, and to suggest methods of exploring other factors that
might account for the variability of the EEG.
S06B1
Students record an EEG from the occipital lobe region of an awake, resting subject under the
following conditions: relaxed with eyes closed, performing mental arithmetic with eyes closed,
hyperventilating (breathing quickly and deeply), and relaxed with eyes open.
Students are encouraged to offer explanations for the observed EEG changes, and are encouraged to
compare differences between male and female students. They are encouraged to suggest methods of
exploring other factors that might account for the variability of the EEG.
S08B1
Students correlate electrical activity of the brain and extra ocular muscles with the performance of
various visual tasks such as tracking a swinging pendulum, simulating tracking eye movement with
eyes closed, reading silently, reading aloud, and reading difficult material. They measure and
compare the duration of saccades and fixation. Using their laboratory experience as a foundation, they
are encouraged to ask other questions about visual control systems and to explore microsaccadic eye
movement.
S09B1
Students are introduced to principles of sympathetic and parasympathetic autonomic nervous control
and the concept of biofeedback training and how it can be used to study autonomic function.
Students record their ECG as an on-screen, thermometer-style heart rate display rises and falls with
changes in heart rate, allowing the student to become conscious of his/her heart rate. The subject then
mentally tries, without physical movement, to increase or to decrease the heart rate reading while
watching the monitor.
S10B1
Students learn that physical fitness can be assessed by measuring changes in heart rate associated with
a specific set of dynamic exercises, such as performing jumping jacks, running in place, or stepping
up and down in place. Students record the resting ECG and heart rate, the exercise ECG and increase
in heart rate at the immediate end of an exercise period, and the time it takes from the end of the
exercise period to the return of resting ECG and heart rate. They compare measured values with
normalized data based on gender, age, and body weight. They compare performance levels between
groups, such as young women vs. young men, or persons with body weight 75 150 lbs. vs. persons
with body weight 151 250 lbs.
S11B1
Students measure and compare reaction times of an individual subject using two stimulus presentation
schedules: fixed intervals, and pseudo-random intervals.
Students are introduced to elements of statistics and their application in data analysis, and use
statistics to determine the effects of learning on reaction times. They discover that when pseudorandom presentation trials are repeated, it takes longer for reaction times to decrease and the decrease
is less than as occurs with fixed-interval presentation.
S12B1
Students observe and record EMGs (electromyograms) from thoracic respiratory skeletal muscle
during eupnea, or normal unlabored breathing at rest. Changes in the EMG are associated with
modifications in the rate and depth of the respiratory cycle that occur before, during, and after periods
of apnea vera and voluntary apnea (cessation of breathing). Students compare changes in the EMG
associated with apnea to the EMG recorded during eupnea.
B2 Science as Inquiry: Understandings About Scientific Inquiry

S01B2
Based on their laboratory experience with electromyography and its applications in the study of
muscle function, students appreciate the limitations in using one method. Other questions about
muscle function cannot be answered using electromyographic techniques, and therefore must be
answered by applying different investigative tools and methods.
S02B2
S03B2
Based on their laboratory experience with Lead II electrocardiography, students learn that although
electrocardiography is a useful tool in exploring and understanding basic functions of the heart, its
usefulness is limited. For example, the human ECG is not very useful for predicting a heart attack but
can be very useful for determining the location and extent of damage after a heart attack has occurred.
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S04B2
Based on their laboratory experience with bipolar limb lead electrocardiography and
vectorcardiography, students learn that although electrocardiography and vectorcardiography are
useful tools in exploring and understanding basic functions of the heart, their usefulness is limited.
For example, neither electrocardiography nor vectorcardiography are very useful for predicting a
heart attack but they can be very useful for determining the location and extent of damage after a
heart attack has occurred.
S05B2
Electroencephalography used as tool to investigate functions of the human brain, like may other tools
of neural science, has limited usefulness, and its usefulness depends on proper application. Based on
their introductory laboratory experience with electroencephalography, students learn that answers to
questions about brain function often require the application of more than one investigative tool.
S06B2
Electroencephalography used as tool to investigate functions of the human brain, like may other tools
of neural science, has limited usefulness, and its usefulness depends on proper application. Based on
S08B2
Students learn that the recording of electrical activity detected by skin electrodes placed lateral to the
eyes can be used to study and understand visual phenomena associated with concerted eyeball
movement. However, information gained through the application of electrooculography is limited,
and therefore other methods of investigation must be employed to answer questions about the visual
system.
S09B2
Students learn about the basic functions and tone of the sympathetic and the parasympathetic
divisions of the autonomic nervous system, and, the long-held tenant that autonomic functions are
independent of the will. They experiment with biofeedback, a relatively recent clinical technique, to
test the tenant and find that within limits it is possible to consciously alter autonomic tone. Based on
their laboratory experience with biofeedback, students learn that newer technologies can be adapted
to re-examine the validity of older hypotheses long held to be true
Students are encouraged to think about and explore other methods of biofeedback that could prove
useful in voluntarily altering autonomic tone, and to think of reasons why this might be beneficial.
S10B2
Students are asked to think about other physiological changes related to exercise that could be
measured and used as an index of physical fitness. On the basis of their laboratory experience using
heart rate changes to evaluate physical fitness, and laboratory discussion, students see that changes,
such as systemic blood pressure, or respiratory rate and depth, offer other avenues for assessing
physical fitness. Students begin to understand that each measure is of limited value, and no single
measure of physical fitness is best.
S11B2
Students take a relatively simple look at reaction time and how changing one variable, stimulus
presentation interval, can result in differences in reaction time.
Students realize that other factors could influence reaction time and are encouraged to think about and
explore them using their laboratory experience.. For example, a persons reaction time could be
measured and compared in two different conditions, such as reading a book vs. watching TV.
S12B2
D5
Students use respiratory electromyography to study changes in respiratory rate and depth associated
with changes in blood carbon dioxide. They learn that electromyographic methods allow only for
qualitative assessment of the changes. Quantitative measurements of changes in respiratory cycle
depth and more exact measurements of changes in respiratory rate require the application of more
sophisticated technology and analytical techniques. Thus, the results obtained from scientific inquiry
are limited by the nature of the applied methods.
Life Science: Matter, Energy, and Organization in Living Systems

S01D5
Students learn about the basic structural and functional relationships between the nervous system and
the muscular system. They develop an understanding of how the organization of the two systems
allows for precise and efficient control of skeletal muscle contraction.
S02D5
S03D5
Students learn that the human heart is a four-chambered structure. Two atrial chambers receive blood
from venous systems and pump it to the ventricles. Two ventricular chambers receive blood from the
atria and pump blood into arterial systems. In order for adequate circulation of blood to be sustained,
the contraction / relaxation periods of the atria and the ventricles must be very carefully coordinated
so that their actions do not oppose one another. The cardiac pacemaker system acts as an electrical
coordinator during each heartbeat. The electrical activities associated with this coordination are
recorded in the ECG.
S05D5
The cerebrum is divided into hemispheres and each hemisphere is divided into frontal, parietal,
temporal, and occipital lobes. Each lobe has functions that are unique but each lobe also shares
functions with other lobes.
For example, as a child, we may see (occipital lobe) a flame and touch (frontal lobe) it to see what it
is like, experiencing heat and pain (parietal lobe) and remembering (temporal lobe) not to repeat the
experience. These functions and others such as reasoning and abstract thought occur in the outermost
part of the cerebrum called the cortex. The electrical activities of the cortex are recorded as an EEG.
S06D5
The cerebrum is divided into hemispheres and each hemisphere is divided into frontal, parietal,
temporal, and occipital lobes. Each lobe has functions that are unique but each lobe also shares
functions with other lobes.
For example, as a child, we may see (occipital lobe) a flame and touch (frontal lobe) it to see what it
is like, experiencing heat and pain (parietal lobe) and remembering (temporal lobe) not to repeat the
experience. These functions and others such as reasoning and abstract thought occur in the outermost
part of the cerebrum called the cortex. The electrical activities of the cortex are recorded as an EEG.
S08D5
The visual system of the human is complex. Normal stereoscopic vision requires receptors in the
retinas to convert light energy into nerve impulses which are transmitted to several parts of the brain
for processing, giving us the sense of sight. Although we see with two eyes, our brain forms a single
image of a three-dimensional object with a perception of depth because concerted control of the extra
ocular muscles allows each eye to be positioned so that light reflected from the object is focused on
corresponding parts of the retinas. As we visually track the movement of an object in our visual field,
the motor control system maintains this retinal correspondence while simultaneously maintaining
gaze by moving the eyeballs in their orbits.
S09D5
The human nervous system and the endocrine system control functions of all the other body systems.
Students learn that nervous control involves voluntary and involuntary mechanisms, both of which
serve to maintain homeostasis. Involuntary control is the domain of the sympathetic and
parasympathetic divisions of the ANS.
Generally speaking, the divisions of the ANS have opposing actions controlling the function of a
target organ. For example, an increase in sympathetic activity increases the heart rate; however, an
increase in parasympathetic activity decreases heart rate. The two divisions work simultaneously and
cooperatively to adjust visceral functions to meet body needs according to changes in the internal and
external environment.
S11D5
Students learn that a reflex is an involuntary or automatic, programmed motor response to a sensory
stimulus. Literally, the word reflex is derived from a term meaning to reflect, or return back, with
reference to the direction of travel of first the sensory impulses and then the motor impulses along the
reflex pathway. Touching a hot object and jerking the hand away, or stepping on a tack and lifting the
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injured bare foot are examples of simple human reflexes. Reflexes in animals represent the earliest
organization of neurons into a functional unit. Even in adult animals that lack a brain, such as a
jellyfish, neurons have become specialized and organized to provide for simple, often life-preserving,
reflex responses. In the human, reflex activities appear about five months before birth. Reflexes allow
the body to react automatically and involuntarily to a variety of internal and external stimuli so as to
maintain homeostasis.
A stimulus-response is functionally similar to a reflex except that it is voluntary rather than
involuntary, and as such, it can be learned and is subject to behavioral modification. An example is
lifting a finger in response to an audible click.
S12D5
Students learn that all living cells of the body require oxygen to derive energy from food. Stored
chemical energy is used by cells to perform work. Cells produce carbon dioxide as a waste product of
metabolism. The respiratory system works in conjunction with the circulatory system to deliver
oxygen to the cells and remove carbon dioxide.
G1
Science in Personal and Social Perspectives: Personal and Community Health
Students should be given a means to understand and act on personal and social issues, to help students develop
decision-making skills, and to give students a foundation on which to base decisions they will face as citizens.
S02G1
Given the current and general interest in the control of body weight through exercise and diet control
for the purposes of preventing disease and maintaining a healthy lifestyle, it is important for students
to learn about basic, normal functions of skeletal muscle. These functions involve the abilities and
limitations of skeletal muscle in the performance of mechanical work, and the phenomenon of
skeletal muscle fatigue.
S03G1
Electrocardiography is routinely used in medical practice. The well-informed adult should be aware
of both the usefulness of this diagnostic tool and its limitations in providing healthcare professionals
with the information they need to minister proper care. This lesson helps students build a foundation
on which to base the personal health decisions they will face as adults.
S04G1
Electrocardiography and vectorcardiography are routinely used in medical practice and offer the
cardiologist additional tools with which to assess normal and abnormal heart function. The wellinformed adult should be aware of both the usefulness of these diagnostic tools and their limitations
in providing healthcare professionals with the information they need to minister proper care. This
lesson helps students build a foundation on which to base the personal health decisions they will face
as adults.
S05G1
Electroencephalography is often used in diagnostic neurology and investigative neural science. A

good example is its application in the diagnosis, treatment, and study of various forms of epilepsy.
The well-informed adult should be aware of both the usefulness of this diagnostic tool and its
limitations in providing healthcare professionals with the information they need to minister proper
care. This lesson helps students build a foundation on which to base the personal health decisions
they will face as adults.
S06G1
Electroencephalography is often used in diagnostic neurology and investigative neural science. A

good example is its application in the diagnosis, treatment, and study of various forms of epilepsy.
The well-informed adult should be aware of both the usefulness of this diagnostic tool and its
limitations in providing healthcare professionals with the information they need to minister proper
care. This lesson helps students build a foundation on which to base the personal health decisions
they will face as adults.
S08G1
Electrooculography is commonly used to assess visual defects involving neuromuscular control of the
eyes, such as in diagnosis and treatment success of sixth nerve palsy (paralysis of the lateral rectus).
Similar eye movement / cranial nerve tests using other cardinal gazes may be employed in the
diagnosis and assessment of eye disorders.
Recent applications of electrooculography involve the design of robotics, such as motorized

wheelchairs and other devices that can be guided or otherwise controlled by movement of the
subjects eyes.
S09G1
Mental or psychological stress increases sympathetic activity and decreases parasympathetic activity,
resulting in an increase in heart rate, an increase in blood pressure, reduced gastrointestinal functions,
and so forth. Over the short term, these changes may be beneficial, but when they are prolonged or
become chronic, they become detrimental and can cause disease. Using heart rate biofeedback
techniques, an affected person can be taught to relax and to increase parasympathetic tone and thus
reduce sympathetic activity, evidenced by a decrease in heart rate. Initially, a machine monitors heart
rate and provides the feedback signals that help the subject develop voluntary control. Eventually, the
subject is able to recognize and control reactions to stress on his own by recalling and eliciting the
same relaxed state of mind used in the biofeedback laboratory when he is at home or at work.
Relaxation training using biofeedback has been successfully applied to the management of asthma,
cerebral palsy, hypertension, migraine headache, irritable bowel syndrome, and numerous other
maladies.
S10G1
Physiological adaptations to chronic exercise, initiated by even the most modest physical activity,
play a major role in the prevention of obesity, hypertension and other cardiovascular diseases,
respiratory disease, adult-onset (type II) diabetes, and other maladies associated with sedentary
lifestyles. This lesson helps make students aware of the value and the need as adults to maintain a
healthy lifestyle that includes regular exercise.
S11G1
Usually, longer reaction times are a sign that the person is paying less attention to the
stimulus and/or is processing other information. For example, if you took more time to respond to
audible clicks while also reading a book than when you were also watching TV then you could infer
that you were probably paying more attention to the book than to the TV since your brain took longer
to respond.
Assessments from simple reaction time tests allows researchers a glimpse into the cognitive and
neurological functioning of people as they perform tasks. Of current topical interest is the question of
whether concurrent use of cell phones while driving an automobile impairs judgment and slows the
drivers reaction time.
S12G1
The normal person exhales carbon dioxide as fast as the body produces it so that blood carbon
dioxide remains within normal limits. In diseases or conditions in which a person subconsciously
hyper-ventilates, such as in chronic anxiety states, blood carbon dioxide may fall too low, removing
the main stimulus to breathe, resulting in temporary apnea, dizziness, and fainting. Anxiety states are
common in contemporary cultures.
On the other hand, if blood carbon dioxide is permitted to rise above normal, as would occur if a child
held his breath to spite his parents, the elevated carbon dioxide would soon become a too powerful
stimulus for the brain to ignore and breathing would automatically resume.
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S01 Electromyography 1
A3
Unifying Concepts and Processes: Change, Constancy, and Measurement

Students should develop an understanding of the unifying concepts and processes of change, constancy,
and measurement.
S01Students investigate properties of skeletal muscle by recording EMG data associated with muscle
contraction. They measure and correlate grip strength with recorded changes in the level of EMG activity.
By measuring and comparing grip strengths of the dominant and non-dominant hands, they associate
changes in skeletal muscle, such as increased strength, with increased use. They listen to audio output
generated by the electrical activity associated with muscle contraction and correlate sound intensity with
motor unit recruitment.
A5

S01Students associate skeletal muscle work with skeletal muscle contraction. Because of the way
skeletal muscles are attached to the skeleton, contracting skeletal muscles work by pulling on parts of the
skeleton, not by pushing. Students learn about the motor unit organization of skeletal muscle and correlate
the strength of a skeletal muscles contraction and its ability to perform mechanical work with the
structure and number of motor units.
B1
B2

Students should develop an understanding of science as inquiry and develop abilities necessary to do
scientific inquiry.
S01Students learn that some functions of skeletal muscle can be investigated using electromyography
as a tool. They analyze individual experimental data and are encouraged to share data and perform crossgroup analyses. They are encouraged to share results and to suggest reasons for observed differences.
Through the applications of electromyography and their observations about muscle function, students are
encouraged to ask additional questions about skeletal muscle functions and to suggest methods of
obtaining answers.
Science as Inquiry: Understandings About Scientific Inquiry
S01Based on their laboratory experience with electromyography and its applications in the study of
muscle function, students appreciate the limitations in using one method. Other questions about muscle
function cannot be answered using electromyographic techniques, and therefore must be answered by
applying different investigative tools and methods.
D5

S01Students learn about the basic structural and functional relationships between the nervous system
and the muscular system. They develop an understanding of how the organization of the two systems
allows for precise and efficient control of skeletal muscle contraction.
S02 Electromyography 2
and measurement.
S02Students investigate the ability of skeletal muscle to perform mechanical work by recording EMG
data associated with muscle contraction. They record and measure EMG responses to increased weights
lifted by dominant and non-dominant arms. They associate chronic changes in skeletal muscle, such as
increased size and strength, with increased use. They listen to audio output generated by the electrical
activity associated with muscle contraction and correlate sound intensity with motor unit recruitment.
A5

Students should develop an understanding of the unifying concepts and processes of form and
function.
S02Students learn about the motor unit organization of skeletal muscle and correlate the strength of a
skeletal muscles contraction and its ability to perform mechanical work with the structure and number of
active motor units. Students observe that the increased number of motor units activated when an increased
amount of weight is lifted is directly proportional to the increased amount of mechanical work muscles
are asked to perform.
B1

scientific inquiry.
S02Students learn that some aspects of the ability of skeletal muscles to perform mechanical work can
be investigated using electromyography as a tool. They analyze individual experimental data regarding
performance of mechanical work and time to fatigue, compare differences between male and female
students, and are encouraged to suggest reasons for observed differences. Through the applications of
electromyography and their observations about muscle function, students are encouraged to ask additional
questions about skeletal muscle functions and to suggest methods of obtaining answers.
B2

D5

G1

Students should be given a means to understand and act on personal and social issues, to help students
develop decision-making skills, and to give students a foundation on which to base decisions they will
face as citizens.
S02Given the current and general interest in the control of body weight through exercise and diet
control for the purposes of preventing disease and maintaining a healthy lifestyle, it is important for
students to learn about basic, normal functions of skeletal muscle. These functions involve the abilities
and limitations of skeletal muscle in the performance of mechanical work, and the phenomenon of
skeletal muscle fatigue.
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S03
Electrocardiography 1
and measurement.
S03Students investigate the human cardiac cycle and associated electrical changes of the heart by
recording the electrical signal of the heartbeat.
The record of the electrical signal, called an electrocardiogram (ECG), is complex. It is divided into
several distinct, sequential events, the duration and intensity of which are constant or may change under
varying conditions of normal health such as body position and breathing. Students observe rate, rhythm,
and other changes in heart activity by making ECG measurements and analyzing their results.
A5

S03Students learn that the form of the ECG, such as wave amplitudes, depends in part on the position
of the heart in the chest, and the positions of the recording electrodes on the surface of the body. Students
also learn to associate the structure of the heart and its internal conduction system with the sequential,
individual events of the ECG.
B1
B2
D5

scientific inquiry.
S03Students correlate electrical events of the cardiac cycle with mechanical events of the cardiac cycle
and learn that normal and abnormal heart functions may be investigated by using electrocardiography as a
tool. They learn about normal elements of the ECG recorded using Lead II, and then explore ECG
changes that may result from breathing and from changing body position with respect to gravity. Students
are encouraged to compare data with other subjects to see if body size, age, or gender influence ECG
values. They are also encouraged to think about and explore, using the ECG as a tool, other factors that
may influence heart activity and the ECG.
S03Based on their laboratory experience with Lead II electrocardiography, students learn that although
electrocardiography is a useful tool in exploring and understanding basic functions of the heart, its
usefulness is limited. For example, the human ECG is not very useful for predicting a heart attack but can
be very useful for determining the location and extent of damage after a heart attack has occurred.
S03Students learn that the human heart is a four-chambered structure. Two atrial chambers receive
blood from venous systems and pump it to the ventricles. Two ventricular chambers receive blood from
the atria and pump blood into arterial systems. In order for adequate circulation of blood to be sustained,
the contraction / relaxation periods of the atria and the ventricles must be very carefully coordinated so
that their actions do not oppose one another. The cardiac pacemaker system acts as an electrical
coordinator during each heartbeat. The electrical activities associated with this coordination are recorded
in the ECG.
G1

face as citizens.
S03Electrocardiography is routinely used in medical practice. The well-informed adult should be aware
of both the usefulness of this diagnostic tool and its limitations in providing healthcare professionals with
the information they need to minister proper care. This lesson helps students build a foundation on which
to base the personal health decisions they will face as adults.
S04
Electrocardiography 2
and measurement.
S04Students investigate the human cardiac cycle and associated electrical changes of the heart by
recording the electrical signal of the heartbeat detected by two recording electrodes placed on the skin.
The position of the electrodes is called a lead. The bipolar limb leads are Lead I (right arm- left arm+),
Lead II (right arm - left leg +), and Lead III (left arm- left leg+). The ground electrode is placed on the
right leg.
The record of the electrical signal, called an electrocardiogram (ECG), is a record of voltage changes
(millivolts) vs. time (sec). It is divided into several distinct, sequential events, the duration and intensity
of which are constant or may change under varying conditions of normal health such as body position and
breathing.
Students record Leads I and III while performing a number of tasks designed to change the rhythm of the
heart. They then compare the Lead I and Lead II records, analyze the data, and estimate the mean QRS
axis and the mean ventricular potential.
A5

S04Students learn that the form of the ECG, such as wave amplitudes, depends in part on the position
of the heart in the chest, and the positions of the recording electrodes on the surface of the body. Students
examine the relationship between the bipolar limb lead recordings known as Einthovens law.
The three bipolar limb leads can be arranged to form an electrical equilateral triangle, called Einthovens
triangle. The heart is in the center of the triangle. Einthovens law says if the amplitude values of the
wave forms in any two bipolar limb lead recordings are known, the amplitude values of the waveforms in
the non-recorded bipolar limb lead can be mathematically determined.
B1

scientific inquiry.
S04Students learn that normal and abnormal heart functions may be investigated by using
electrocardiography as a tool. They are introduced to principles of planar or two-dimensional
vectorcardio-graphy, calculate and graph the mean ventricular potential and mean QRS axis, and explore
ECG changes that may result from breathing and from changing body position with respect to gravity.
Students are encouraged to compare data with other subjects to see if body size, age, or gender influence
ECG values. They are also encouraged to think about and explore, using the ECG as a tool, other factors
that may influence heart activity and the ECG.
B2

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S04Based on their laboratory experience with bipolar limb lead electrocardiography and
vectorcardiography, students learn that although electrocardiography and vectorcardiography are useful
tools in exploring and understanding basic functions of the heart, their usefulness is limited. For example,
neither electrocardio-graphy nor vectorcardiography are very useful for predicting a heart attack but they
can be very useful for determining the location and extent of damage after a heart attack has occurred.
G1

face as citizens.
S04Electrocardiography and vectorcardiography are routinely used in medical practice and offer the
cardiologist additional tools with which to assess normal and abnormal heart function. The well-informed
adult should be aware of both the usefulness of these diagnostic tools and their limitations in providing
healthcare professionals with the information they need to minister proper care. This lesson helps students
build a foundation on which to base the personal health decisions they will face as adults.
S05
Electroencephalography 1
and measurement.
S05Students investigate electrical activity of the human brain by recording voltage changes detected by
recording electrodes placed on the scalp. The time record of the voltage changes is called an electroencephalogram, or EEG.
Students learn the EEG is a complex pattern of waveforms that vary in frequency and amplitude, and that
the EEG varies with the mental state of the subject.
The EEG changes as the brain grows with age, and it is variable among persons of the same age.
Fundamentally, however, the EEG consists of four basic rhythms designated alpha, beta, delta, and theta.
Students determine the prominent EEG rhythm under different mental conditions by examining waveform
frequency and amplitude.
A5

S05Students learn that the prominent EEG wave pattern is correlated to the subjects mental state and
can be influenced by the location of the scalp electrodes. Students record the EEG from the occipital lobe,
the part of the brain involved with processing visual information. The EEG is recorded from an awake,
resting subject with eyes open and eyes closed.
B1
B2

scientific inquiry.
S05Students correlate electrical activity of the brain with the performance of various tasks, and
determine the prominent EEG waveforms associated with specific tasks. Students learn that the prominent
EEG rhythm of a resting, alert subject with eyes open is the beta rhythm, and that the alpha rhythm is
associated with the relaxed, inattentive, eyes closed state. Students are encouraged to compare differences
between male and female students, and to suggest methods of exploring other factors that might account
for the variability of the EEG.
S05Electroencephalography used as tool to investigate functions of the human brain, like may other
tools of neural science, has limited usefulness, and its usefulness depends on proper application. Based on
D5

S05The cerebrum is divided into hemispheres and each hemisphere is divided into frontal, parietal,
temporal, and occipital lobes. Each lobe has functions that are unique but each lobe also shares functions
with other lobes.
For example, as a child, we may see (occipital lobe) a flame and touch (frontal lobe) it to see what it is
like, experiencing heat and pain (parietal lobe) and remembering (temporal lobe) not to repeat the
experience. These functions and others such as reasoning and abstract thought occur in the outermost part
of the cerebrum called the cortex. The electrical activities of the cortex are recorded as an EEG.
G1

face as citizens.
S05Electroencephalography is often used in diagnostic neurology and investigative neural science. A

good example is its application in the diagnosis, treatment, and study of various forms of epilepsy. The
well-informed adult should be aware of both the usefulness of this diagnostic tool and its limitations in
providing healthcare professionals with the information they need to minister proper care. This lesson
helps students build a foundation on which to base the personal health decisions they will face as adults.
S06
Electroencephalography 2
and measurement.
S06Students investigate electrical activity of the human brain by recording, measuring, and comparing
voltage/frequency changes detected by scalp recording electrodes while performing a number of tasks.
Students record and analyze changes in occipital lobe alpha rhythm observed during different
experimental conditions.
The time record of the voltage changes is called an electro-encephalogram, or EEG, a complex pattern of
waveforms that vary in frequency and amplitude. The EEG varies from lobe to lobe and is influenced by
the mental state of the subject.
Fundamentally, the EEG consists of four basic rhythms designated alpha, beta, delta, and theta. The alpha
rhythm is the prominent EEG pattern of a relaxed, inattentive state in an adult with the eyes closed. Alpha
rhythm is characterized by a frequency of 8-13 Hz and amplitudes of 20-200V. Alpha waves of the
greatest amplitude are recorded from the occipital lobe region of the scalp.
A5

S06A primary function of the cortex of the occipital lobe is the processing and storage of information
related to the special sense of vision or sight.. In this lesson, students examine differences in the level of
alpha rhythm activity during mental arithmetic and hyperventilation compared to the control condition of
eyes closed and relaxed.
B1

scientific inquiry.
S06Students record an EEG from the occipital lobe region of an awake, resting subject under the
following conditions: relaxed with eyes closed, performing mental arithmetic with eyes closed,
hyperventilating (breathing quickly and deeply), and relaxed with eyes open.
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B2
Students are encouraged to offer explanations for the observed EEG changes, and are encouraged to
compare differences between male and female students. They are encouraged to suggest methods of
exploring other factors that might account for the variability of the EEG.
S06Electroencephalography used as tool to investigate functions of the human brain, like may other
tools of neural science, has limited usefulness, and its usefulness depends on proper application. Based on
D5

S06The cerebrum is divided into hemispheres and each hemisphere is divided into frontal, parietal,
temporal, and occipital lobes. Each lobe has functions that are unique but each lobe also shares functions
with other lobes.
For example, as a child, we may see (occipital lobe) a flame and touch (frontal lobe) it to see what it is
like, experiencing heat and pain (parietal lobe) and remembering (temporal lobe) not to repeat the
experience. These functions and others such as reasoning and abstract thought occur in the outermost part
of the cerebrum called the cortex. The electrical activities of the cortex are recorded as an EEG.
G1

face as citizens.
S06Electroencephalography is often used in diagnostic neurology and investigative neural science. A
good example is its application in the diagnosis, treatment, and study of various forms of epilepsy. The
well-informed adult should be aware of both the usefulness of this diagnostic tool and its limitations in
providing healthcare professionals with the information they need to minister proper care. This lesson
helps students build a foundation on which to base the personal health decisions they will face as adults.
S08
EOG: Electrooculography
and measurement.
S08Students investigate eye movements using temporal skin electrodes to detect and record electrical
activity associated with cortical control of extra ocular muscles.
Students record horizontal eye movements and observe eye fixation and tracking. Students perform
different tasks, recording and measuring the duration of saccades and fixation, and the spatial position of
eye movements.
Electrooculography is the measurement and interpretation of electrooculograms (EOG), which are the
electroencephalo-graphic tracings obtained while the subject, without moving the head, moves their eyes
from one fixation point to another within the visual field.
A5

S08Students learn that binocular vision requires precisely coordinated involuntary eye movements that
are initiated and controlled in the motor cortex of the frontal lobes. Coordinated control of the extra
ocular muscles allows the eyes to maintain clear focus on objects that are either fixed or moving in the
visual field by ensuring that light reflected from the object (pendulum, written word, etc.) falls on
corresponding parts of the retinas.
B1
B2

scientific inquiry.
S08Students correlate electrical activity of the brain and extra ocular muscles with the performance of
various visual tasks such as tracking a swinging pendulum, simulating tracking eye movement with eyes
closed, reading silently, reading aloud, and reading difficult material. They measure and compare the
duration of saccades and fixation. Using their laboratory experience as a foundation, they are encouraged
to ask other questions about visual control systems and to explore microsaccadic eye movement.
S08Students learn that the recording of electrical activity detected by skin electrodes placed lateral to
the eyes can be used to study and understand visual phenomena associated with concerted eyeball
movement. However, information gained through the application of electrooculography is limited, and
therefore other methods of investigation must be employed to answer questions about the visual system.
D5

S08The visual system of the human is complex. Normal stereoscopic vision requires receptors in the
retinas to convert light energy into nerve impulses which are transmitted to several parts of the brain for
processing, giving us the sense of sight. Although we see with two eyes, our brain forms a single image of
a three-dimensional object with a perception of depth because concerted control of the extra ocular
muscles allows each eye to be positioned so that light reflected from the object is focused on
corresponding parts of the retinas. As we visually track the movement of an object in our visual field, the
motor control system maintains this retinal correspondence while simultaneously maintaining gaze by
moving the eyeballs in their orbits.
G1

face as citizens.
S08Electrooculography is commonly used to assess visual defects involving neuromuscular control of
the eyes, such as in diagnosis and treatment success of sixth nerve palsy (paralysis of the lateral rectus).
Similar eye movement / cranial nerve tests using other cardinal gazes may be employed in the diagnosis
and assessment of eye disorders.
Recent applications of electrooculography involve the design of robotics, such as motorized wheelchairs
and other devices that can be guided or otherwise controlled by movement of the subjects eyes.
S09
Biofeedback
and measurement.
S09Students explore the concept of biofeedback training as a method of influencing output of the
autonomic nervous system.
The autonomic nervous system (ANS) regulates visceral activities such as blood pressure and flow,
gastrointestinal functions, breathing rate and depth, and so forth. Autonomic control occurs without the
need for conscious input from the cerebral cortex. We do not need to think about adjusting blood
pressure, for example, when we begin to exercise. The adjustment occurs automatically by way of the
ANS.
A widely held belief is that ANS control of visceral function cannot be altered by conscious input, that
autonomic control is essentially, and necessarily, automatic. In this lesson, students explore the concept of
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biofeedback training as a method of influencing output of the autonomic nervous system by measuring
changes in heart rate induced through application of a biofeedback technique.
B1
B2

scientific inquiry.
S09Students are introduced to principles of sympathetic and parasympathetic autonomic nervous
control and the concept of biofeedback training and how it can be used to study autonomic function.
Students record their ECG as an on-screen, thermometer-style heart rate display rises and falls with
changes in heart rate, allowing the student to become conscious of his/her heart rate. The subject then
mentally tries, without physical movement, to increase or to decrease the heart rate reading while
watching the monitor.
S09Students learn about the basic functions and tone of the sympathetic and the parasympathetic
divisions of the autonomic nervous system, and, the long-held tenant that autonomic functions are
independent of the will. They experiment with biofeedback, a relatively recent clinical technique, to test
the tenant and find that within limits it is possible to consciously alter autonomic tone. Based on their
laboratory experience with biofeedback, students learn that newer technologies can be adapted to reexamine the validity of older hypotheses long held to be true.
Students are encouraged to think about and explore other methods of biofeedback that could prove useful
in voluntarily altering autonomic tone, and to think of reasons why this might be beneficial.
D5

S09The human nervous system and the endocrine system control functions of all the other body
systems. Students learn that nervous control involves voluntary and involuntary mechanisms, both of
which serve to maintain homeostasis. Involuntary control is the domain of the sympathetic and
parasympathetic divisions of the ANS.
Generally speaking, the divisions of the ANS have opposing actions controlling the function of a target
organ. For example, an increase in sympathetic activity increases the heart rate; however, an increase in
parasympathetic activity decreases heart rate. The two divisions work simultaneously and cooperatively
to adjust visceral functions to meet body needs according to changes in the internal and external
environment.
G1

face as citizens.
S09Mental or psychological stress increases sympathetic activity and decreases parasympathetic
activity, resulting in an increase in heart rate, an increase in blood pressure, reduced gastrointestinal
functions, and so forth. Over the short term, these changes may be beneficial, but when they are
prolonged or become chronic, they become detrimental and can cause disease. Using heart rate
biofeedback techniques, an affected person can be taught to relax and to increase parasympathetic tone
and thus reduce sympathetic activity, evidenced by a decrease in heart rate. Initially, a machine monitors
heart rate and provides the feedback signals that help the subject develop voluntary control. Eventually,
the subject is able to recognize and control reactions to stress on his own by recalling and eliciting the
same relaxed state of mind used in the biofeedback laboratory when he is at home or at work. Relaxation
training using biofeedback has been successfully applied to the management of asthma, cerebral palsy,
hypertension, migraine headache, irritable bowel syndrome, and numerous other maladies.
S10
Aerobic Exercise Physiology

and measurement.
S10Students record their electrocardiogram and heart rate at rest and during and after a specific set of
dynamic exercises. Students measure changes in the electrocardiogram and heart rate and see how they
change to meet the metabolic demands of physical exercise.
A5

S10Students learn that a regular program of physical exercise increases skeletal muscle size and
promotes the growth of blood vessels that supply oxygen and nutrients to the muscle and remove
metabolic wastes. The adaptations and physiological changes that develop during chronic exercise
generally result in an increased ability of the muscle to perform work at greater levels of intensity, and an
increased capacity to work at any given level for a longer period of time before fatiguing. A Physically fit
person tends to have a lower heart rate at rest and immediately after moderate exercise than does an unfit
person.
B1

scientific inquiry.
S10Students learn that physical fitness can be assessed by measuring changes in heart rate associated
with a specific set of dynamic exercises, such as performing jumping jacks, running in place, or stepping
up and down in place. Students record the resting ECG and heart rate, the exercise ECG and increase in
heart rate at the immediate end of an exercise period, and the time it takes from the end of the exercise
period to the return of resting ECG and heart rate. They compare measured values with normalized data
based on gender, age, and body weight. They compare performance levels between groups, such as young
women vs. young men, or persons with body weight 75 150 lbs. vs. persons with body weight 151
250 lbs.
G1

face as citizens.
S10Physiological adaptations to chronic exercise, initiated by even the most modest physical activity,
play a major role in the prevention of obesity, hypertension and other cardiovascular diseases, respiratory
disease, adult-onset (type II) diabetes, and other maladies associated with sedentary lifestyles. This lesson
helps make students aware of the value and the need as adults to maintain a healthy lifestyle that includes
regular exercise.
S11
Reaction Time
and measurement.
S11Students measure reaction times and see how easily and rapidly a person learns, as demonstrated by
his/her ability to anticipate when to press a button in response to an audible signal. As a person learns
what to expect, reaction time typically decreases.
Reaction time is the interval between when a stimulus is presented and when the response to the stimulus
occurs. Learning, the acquisition of knowledge or skills due to experience and/or instruction, can alter
reaction time in some stimulus-response situations.
A5

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S11Students learn that the ability to either involuntarily or voluntarily respond to a stimulus is
dependent on a reflex or stimulusresponse pathway.
Physiologically, a reflex, or a stimulus-response begins with the application of a stimulus to a sensory
receptor, such as an auditory hair cell, and ends with a response by an effector, such as a skeletal muscle.
Anatomical elements of the pathway include a sensory receptor, a sensory or afferent neuron, an
integrating center in the brain or spinal cord, a motor or efferent neuron, and an effector.
B1
B2

scientific inquiry.
S11Students measure and compare reaction times of an individual subject using two stimulus
presentation schedules: fixed intervals, and pseudo-random intervals.
Students are introduced to elements of statistics and their application in data analysis, and use statistics to
determine the effects of learning on reaction times. They discover that when pseudo-random presentation
trials are repeated, it takes longer for reaction times to decrease and the decrease is less than as occurs
with fixed-interval presentation.
S11Students take a relatively simple look at reaction time and how changing one variable, stimulus
presentation interval, can result in differences in reaction time.
Students realize that other factors could influence reaction time and are encouraged to think about and
explore them using their laboratory experience.. For example, a persons reaction time could be measured
and compared in two different conditions, such as reading a book vs. watching TV.
D5

S11Students learn that a reflex is an involuntary or automatic, programmed motor response to a sensory
stimulus. Literally, the word reflex is derived from a term meaning to reflect, or return back, with
reference to the direction of travel of first the sensory impulses and then the motor impulses along the
reflex pathway. Touching a hot object and jerking the hand away, or stepping on a tack and lifting the
injured bare foot are examples of simple human reflexes. Reflexes in animals represent the earliest
organization of neurons into a functional unit. Even in adult animals that lack a brain, such as a jellyfish,
neurons have become specialized and organized to provide for simple, often life-preserving, reflex
responses. In the human, reflex activities appear about five months before birth. Reflexes allow the body
to react automatically and involuntarily to a variety of internal and external stimuli so as to maintain
homeostasis.
A stimulus-response is functionally similar to a reflex except that it is voluntary rather than involuntary,
and as such, it can be learned and is subject to behavioral modification. An example is lifting a finger in
response to an audible click.
G1

face as citizens.
S11Usually, longer reaction times are a sign that the person is paying less attention to the stimulus
and/or is processing other information. For example, if you took more time to respond to audible clicks
while also reading a book than when you were also watching TV then you could infer that you were
probably paying more attention to the book than to the TV since your brain took longer to respond.
Assessments from simple reaction time tests allows researchers a glimpse into the cognitive and
neurological functioning of people as they perform tasks. Of current topical interest is the question of
whether concurrent use of cell phones while driving an automobile impairs judgment and slows the
drivers reaction time.
S12
Respiration: Apnea
and measurement.
S12Two principle functions of the human respiratory system are to supply oxygen to the blood and
remove carbon dioxide from the blood. When the body is at rest, the rate and depth of breathing is stable
and matches the bodys needs for oxygen absorption and carbon dioxide removal.
Students learn that blood levels of carbon dioxide influence the rate and depth of breathing. When blood
carbon dioxide increases above resting levels, as during physical exercise or after breath-holding, the rate
and depth of breathing increases. When blood carbon dioxide decreases below resting levels as a result of
voluntary hyperventilation or over-breathing, respiratory rate and depth decrease. Students record and
measure changes in respiratory rate and depth associated with induced changes in blood carbon dioxide.
A5

S12The human lungs occupy air-tight compartments within the thorax or chest. Students learn that
contraction of chest muscles increases volume of the thorax and lungs which results in air pressure inside
the lungs falling below atmospheric pressure and air moving into the lungs. These events characterize
inspiration.
Expiration, or the exhaling of air from the lungs occurs at rest when inspiratory muscles relax, decreasing
the volume of the lungs and the thorax, thereby increasing pressure within the lungs above atmospheric
pressure, forcing air out of the lungs.
B1
B2
D5
G1

scientific inquiry.
S12Students observe and record EMGs (electromyograms) from thoracic respiratory skeletal muscle
during eupnea, or normal unlabored breathing at rest. Changes in the EMG are associated with
modifications in the rate and depth of the respiratory cycle that occur before, during, and after periods of
apnea vera and voluntary apnea (cessation of breathing). Students compare changes in the EMG
associated with apnea to the EMG recorded during eupnea.
S12Students use respiratory electromyography to study changes in respiratory rate and depth associated
with changes in blood carbon dioxide. They learn that electromyographic methods allow only for
qualitative assessment of the changes. Quantitative measurements of changes in respiratory cycle depth
and more exact measurements of changes in respiratory rate require the application of more sophisticated
technology and analytical techniques. Thus, the results obtained from scientific inquiry are limited by the
nature of the applied methods.
S12Students learn that all living cells of the body require oxygen to derive energy from food. Stored
chemical energy is used by cells to perform work. Cells produce carbon dioxide as a waste product of
metabolism. The respiratory system works in conjunction with the circulatory system to deliver oxygen to
the cells and remove carbon dioxide.
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face as citizens.
S12The normal person exhales carbon dioxide as fast as the body produces it so that blood carbon
dioxide remains within normal limits. In diseases or conditions in which a person subconsciously hyperventilates, such as in chronic anxiety states, blood carbon dioxide may fall too low, removing the main
stimulus to breathe, resulting in temporary apnea, dizziness, and fainting. Anxiety states are common in
contemporary cultures.
On the other hand, if blood carbon dioxide is permitted to rise above normal, as would occur if a child
held his breath to spite his parents, the elevated carbon dioxide would soon become a too powerful
stimulus for the brain to ignore and breathing would automatically resume.
Lesson 1
I.
EMG 1Motor Unit Recruitment
Data and Calculations
EMG Measurement
A. Complete the table with data from your recordings.
Table 1.1
Cluster
#
Min [CH1]
Forearm 1 (Dominant)
Max [CH1] P-P [CH1]
Min [CH1]
Mean
[CH40]
Forearm 2
Max [CH1] P-P [CH1]
Mean
[CH40]
1
2
3
4
Note Clusters are the EMG bursts associated with each clench.
The mean measurements will be dependent on the amount of time for each cluster.
The area measurements should be for 1-second midsection.
Mean Measurements
B. Use the mean measurement from the table above to compute the percentage increase in EMG activity
recorded between the weakest clench and the strongest clench of Forearm 1.
Calculation:
Answer: __________________%
Tonus Measurements
C. Complete the following table with data from your recordings.
Table 1.2
Cluster #
Forearm 1 (Dominant)
P-P
Mean
[CH1]
[CH40]
Forearm 2
P-P
[CH1]
Mean
[CH40]
1
2
3
4
5
II. Data Summary and Questions
D. Compare the mean measurement for the right and left maximum-clench EMG cluster. Are they the same
or different?
________ Same
________ Different
Which one suggests the greater clench strength?

________ Right
________ Left ________ Neither
Explain.
The larger measurement suggests greater clench strength because the strength of the muscle is dependent
on the size (cross-sectional area) of the muscle fibers and the number of active motor units. The greater the
size of the muscle fibers and/or the greater the number of simultaneously activated motor units, the greater
the EMG.
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E. What factors in addition to gender greatly contribute to observed differences in clench strength?
Clench strength can be influenced by resistance training of high intensity, quick movements practiced in
short bouts. This type of anaerobic exercise causes muscle enlargement due to synthesis of actin and
myosinmore cross-bridges formedincreased contractile strength.
F. Does there appear to be any difference in tonus between the two forearm clench muscles?
____ Yes
____ No
Would you expect to see a difference? Does the Subjects gender influence your expectations? Explain.
Because tonus is influenced by many individual factors, tonus could differ between forearms if an individual
uses one arm more than the other arm or if the muscle fibers were larger in one arm than the other arm.
Tonus is indirectly influenced by gender because muscle fiber size is influenced by testosterone levels, which
vary between males and females.
G. Explain the source of signals detected by the EMG electrodes.
Basically, signals detected by the EMG electrodes come from the bioelectrical activity of nerve fibers and
muscle fibers.
H. Define motor unit recruitment.
Motor unit recruitment is the activation of increasing numbers of motor units in a muscle to achieve graded
levels of contractile strength.
I.
Define skeletal muscle tonus.

Skeletal muscle tonus is the baseline activity level of a muscle reflected by a slight state of contraction and
internal tension when the muscle is at rest. Tonus is due to alternate periodic activation of a small number
of motor units within the muscle by control centers in the brain and spinal cord, and serves to maintain the
muscle in a state of readiness.
J.
Define electromyography.
Electromyography is the detection, amplification, and recording of changes in skin voltage produced by
underlying skeletal muscle contraction.
End of Biopac Science Lab Lesson 1 Data Report Answer Guide
Biopac Science Lab
Lesson 2
I.
Page 44
ELECTROMYOGRAPHY 2 Mechanical Work
Mechanical Work
A. Complete Table 2.1 to calculate the mechanical work for each weight used.
Table 2.1Segments 1 & 3 data
Weight
Lifted
Arm 1
Distance of Lift
Arm 2
Mechanical Work
Distance of Lift
Mechanical Work
1___ kg
cm
kg.cm
cm
kg.cm
2___ kg
cm
kg.cm
cm
kg.cm
3___ kg
cm
kg.cm
cm
kg.cm
4___ kg
cm
kg.cm
cm
kg.cm
5___ kg
cm
kg.cm
cm
kg.cm
The distance of the lift must be the same for each arm and for each weight lifted.
Motor Unit Recruitment
B. Complete Table 2.2 using Segment 1 and Segment 3 data (increasing weight for each lift). Enter the
weights that you used for each lift in the column labeled Weight Lifted.
Arm 1
Weight
Lifted
Raw EMG
[CH1] P-P
Arm 2
Raw EMG
[CH1] P-P
Integrated EMG
[CH40] Mean
Integrated EMG
[CH40] Mean
1___ kg
mV
mV
2___ kg
mV
mV
mV
mV
mV
mV
3___ kg
mV
mV
mV
mV
4___ kg
mV
mV
mV
mV
5___ kg
mV
mV
mV
mV
Few students will exceed 30 kg clench force.

Fatigue
C. Complete Table 2.3 using Segment 2 and Segment 4 data from each arm.
Maximum
Weight
Time to Fatigue
[CH40] Delta T*
Arm 1 ___ kg
seconds
Arm 2 ___ kg
seconds
The dominant arm should be able to lift more weight and/or take longer to fatigue.

D. Is the strength of your dominant arm different than your non-dominant arm?
Yes
No
E. Is there a difference in the absolute values of weight lifted by males and females in your class?
Yes
No
What might explain any difference?

Force generation is dependent on size (cross-sectional area) of muscle fibers. The size differs with
type of training and levels of testosterone.
Resistance training of quick actions, short bouts, and high intensity contribute to increased synthesis
of actin and myosin and more crossbridge formation during contraction.
Data Report Answer Guide
Page 45
Testosterone affects muscle mass by increasing the number of myosin and actin proteins in muscle
fibers.
F. When holding an object, does the number of simultaneously active motor units remain the same?
No
Yes
Are the same motor units used for the duration of holding the object?
No, different motor units are used in order to delay fatigue in specific motor units.
G. Define mechanical work.
Mechanical work is the product of a force applied over a distance.
Mechanical work occurs when skeletal muscle contracts, shortens, and exerts a force great enough
to overcome inertia, or the force of gravity acting on an object.
The amount of mechanical work performed can be calculated by multiplying the force generated by
the contracting muscles (which is equal to the weight lifted) by the distance the weight was lifted. For
example, the amount of work performed by muscles in the arm when a 5 kg weight is lifted 30 cm is
150 kg.cm.
H. Define fatigue.
Fatigue is a decrease in the muscles ability to generate a level of force it was formerly able to
generate.
I.
The primary energy source for skeletal muscle contraction is adenosine triphosphate.
J.
Name two causes of skeletal muscle fatigue:

a. Failure of the circulatory system to supply nutrients at a rate adequate to meet the muscles demand
for ATP.
b. Failure of the circulatory system to adequately remove metabolites.
K. What are the effects of long-term training relative to skeletal muscle fatigue?
Long-term training of skeletal muscles through repetitive exercises stimulates the growth of blood
vessels in the muscles, increasing blood flow, thereby delaying the onset of fatigue.
L. Jocelyn lifts 8 kg a distance of 25 cm and William lifts 10 kg a distance of 20 cm.
Does Jocelyn or William perform more mechanical work? Explain your answer.
Both Jocelyn and William perform the same amount of mechanical work (200 kg.cm). Mechanical
work = force (weight lifted) x distance.
Jocelyn: 8 kg x 25 cm = 200 kg.cm
William: 10 kg x 20 cm = 200 kg.cm
Biopac Science Lab
Lesson 3
Page 46
ELECTROCARDIOOGRAPHY 1 Components of the ECG
I. Data and Calculations

BPM Results
A. Complete Table 3.2 with the lesson data indicated, and calculate the Mean and Range as appropriate.
Table 3.2 ECG (CH40) BPM results
Condition
Cardiac Cycle
2
Mean
Range
Supine
After Sitting
SeatedDeep Inhale
SeatedFull Exhale
After ExerciseStart
After ExerciseEnd
Average Delta T = 0.83 secs, range of 1.0 sec to 0.6 sec. Average values = 72 bpm, range of 60-100
bpm.
Ventricular Results
B. Complete Table 3.3 with the lesson data indicated, and calculate the Mean as appropriate.
Note QT Interval corresponds to ventricular systole.
End of T Wave to Subsequent R Wave corresponds to ventricular diastole.
Table 3.3 ECG (CH40) ventricular results
Ventricular Readings
1
Supine, Normal Breathing

Cycles
2
3
Mean
After Exercise
Cycles
2
3
Mean
QT Interval
End of T Wave to
Subsequent R Wave
The QT Interval when the person is at rest is 0.036 sec (HR = 75 BPM). During exercise, the QT
Interval decreases (HR = 120, QT = 0.29 sec.)
Component Results
C. Complete Table 3.4 with the lesson data indicated, and calculate the Mean as appropriate.
Table 3.4 ECG (CH40) Component results for Segment 1: Supine, resting, regular breathing
ECG
Component
Cycle Duration [Delta T]

1
Cycle Amplitude (mV) [Delta]

Mean
Mean
P Wave
PR Interval
PR Segment
QRS Complex
QT Interval
ST Segment
T Wave
The duration of one cardiac cycle is about 0.8 seconds. For young children, the duration of one cycle
could be 0.02 sec. or less).
D. Heart Rate
Review BPM results (Table 3.2) and describe the changes in heart rate between conditions.
Resting Parasympathetic dominance causes low heart rates.
Inhalation and exhalation See answer below on sinus arrhythmia.
After exercise-during exercise Heart rate increases to meet the increased metabolic demands of the
exercising muscles. Post-exercise, the heart still pumps more blood because muscles use more oxygen and
nutrients to restore energy, blood moves waste products like carbon dioxide, and moves heat to the skin. As
metabolic demands decrease, the heart rate slows down.
Page 47
E. Respiratory Cycle
Review BPM results (Table 3.2). Define sinus arrhythmia and describe how the respiratory cycle impacts heart
rate.
Sinus arrhythmia is the cyclic increase and then decrease of heart rate corresponding with inspiration and
expiration during the respiratory cycle.
Review ventricular results (Table 3.3) and describe changes in the duration of systole and diastole between
resting and post-exercise.
The heart rate increases due to a large decrease in the duration of ventricular relaxation. During ventricular
relaxation (diastole), most of the filling occurs in the early stages, so decreasing diastole still allows for
ventricular filling.
The duration of systole (ventricular contraction during the QT interval) decreases slightly.
F. ECG Components
Review Component Results (Table 3.4)
1. Is there always one P wave for every QRS complex?
Yes
No
Normally, yes. Premature ventricular contractions (PVC) are occasionally seen within groups of
healthy individuals. PVC has a QRS complex with no preceding P wave followed by a long
(compensatory) pause. PVC is due to the action of an ectopic focus or latent pacemaker in the
ventricles. Compensatory pause occurs because cells are refractory during the time of the normal SA
node depolarization, so the heart skips a beat.
2. Describe the P-wave and T-wave shapes:
P waves and T waves are usually rounded and upright (positive) for Lead II.
3. Do the wave durations and amplitudes for all subjects fall within the normal ranges listed
in Table 3.1? Yes No
4. Do the ST segments mainly measure between 0.1 mV and 0.1 mV?
Yes
No
Generally, the ST-segment is isoelectric or with little variation in the recorded potential.
5. Is there baseline drift in the recording?
6. Is there baseline noise in the recording?
Yes
Yes
No
No
Noise can be due to problems with interference or more likely, inadequate contact between the
electrode and skin.
Biopac Science Lab
Lesson 4
Page 48
ELECTROCARDIOGRAPHY 2

Direction of R-Waves for Different Leads
A. Put a check in the column to indicate whether the R-wave is positive (+) or negative () for each lead
configuration:
Table 4.1
Lead
R-wave
Lead I
Lead III
The R-wave is normally upright or positive in all three bipolar limb leads.
Mean QRS Potential and Axis Graphical Estimate Using R-wave Amplitude
Graph 1: Lead I and Lead III Vectogram
0,0
-.1
magnitude of R wave from leads

0,0
1.5
20
+
- - +
+
+++
30
1
mV .5
40
50
e
L
60
II
ad
70
90
80
100
110
al
Le
ad
III
ic
ctr
E le
al
tric
lec
2 120
an
Me is
Ax
E
an
Me is
Ax
III
0 Lead I
10
.5
mV
1
.1 .2 .3 .4 .5
Mean Ventricular (QRS) Potential and Axis

B. Mean ventricular potentials
Use Table 4.2 to record Lead I and Lead III Max measurements for each condition, and then add the Q, R, and S
potentials to obtain net potentials for each condition.
Table 4.2 QRS Potential and QRS Axis
Supine
Condition
Lead I
CH1
Lead III
CH2
Seated
Lead I
CH1
Lead III
CH2
Breathe In
Lead I
CH1
Lead III
CH2
Breathe In
Lead I
CH1
Lead III
CH2
Q-wave potential
R-wave potential
S-wave potential
Net QRS potential
Typically Q and S are small and negative, with Q smaller than S, and R is always positive and by far the
largest.
C. Use Table 4.2 to record measurements from the Data Analysis section, and then use Graph 1 to determine the
mean QRS potential and the mean QRS axis:
Table 4.2 QRS Potential and QRS Axis
Condition
Potential
Lead I
Lead III
Max
Max
Mean QRS
Potential
(mv)
QRS
Mean QRS Axis
(degrees)
Supine
Seated
Breathe In
Breathe Out
Page 49
Explain the difference (if any) in mean QRS potential and the mean QRS axis under the four conditions:
The mean QRS potential and the mean QRS axis can change as a result of a change in the hearts
position in the chest, or a change in the size of the heart with reference to the recording electrodes.
For example, when lying down, the heart can shift slightly to the right, nearer the mid-sagittal axis of
the body. This shift may result in a small normal change in the mean QRS axis and potential.
D. Mean QRS Potential and Magnitude More Accurate Approximation
Add the Q, R, and S potentials to obtain net potentials.
Lying down:
Lead I
Q
R
S
Potential
QRS Net 1
Lead III
Q
R
S
Potential
QRS Net 2

E. Define ECG.
The electrocardiogram is a recording of the electrical activity of the heart as detected by recording electrodes
on the surface of the body.
F. Define Einthovens Triangle.
Einthovens Triangle is a visualization of the vectors of the standardized limb leads as a triangle surrounding
the heart.
G. What factors affect the orientation of the mean QRS axis?
Normal changes in the orientation of the mean QRS axis occur as a result of changes in heart position due to
altered body position and breathing. Mean QRS axis variations also occur with a normal or abnormal increase
in the size of the heart.
H. Refer to Table 4.2:
I.
J.
How did the amplitudes of Lead I and Lead III change between inhalation and exhalation?
Did the hearts axis and magnitude change?
In some cases, there may be no significant changes compared to resting respiration. In others, deep respiration
may cause a shift in the mean QRS axis to the right and an increase in the mean QRS potential.
What factors affect the amplitude of the R wave recorded on the different leads?
i. The amplitude is affected by the agreement of the lead axis with the vectors axis. Larger amplitudes for
the same electrical activity will be recorded when the axes are the same.
ii. The muscle mass of the heart itself. Larger amplitudes are recorded for larger hearts even if all other
recording variables are equal.
Compare the mean QRS axis and the mean QRS potential obtained when using just the amplitude measurement
of the R wave vs. using the net QRS potentials.
The mean QRS axis would remain unchanged if the Q-wave and the S-wave values for Leads I and III were
identical, but the mean QRS potential would decrease slightly because both the Q-wave and the S-wave
are normally negative and therefore reduce the net value of the QRS potential. Depending on the values of
the Q-wave and the S-wave in Lead I and Lead III, the mean QRS axis also could shift slightly to the right or
to the left, yet remain within the normal range.
Biopac Science Lab
Page 50
Lesson 5
I.
ELECTROENCEPHALOGRAPHY 1 EEG and Brain Rhythm
EEG Amplitudes
A. Complete Table 5.2 with standard deviation (Stddev) measurement results.
Table 5.2 Standard deviation results
Rhythm
CH
Eyes Open
Alpha
Beta
Delta
Theta
Eyes Closed
Eyes Re-Opened
The alpha standard deviation will be higher for eyes closed than for eyes open.
Beta standard deviation will not change systematically.
The amplitude values are generally lower for lab situations than reported in Table 5.1 in the Scientific
Principles section of the lesson, repeated here for easy reference:
Table 5.1 Typical frequencies and amplitudes of synchronized brainwaves
Rhythm
Frequencies (Hz)
Amplitude (V)
alpha
8-13
20-200
beta
13-30
5-10
delta
1-5
20-200
theta
4-8
10
gamma
30-90
5-10
EEG Frequencies
B. Complete Table 5.3 with three frequency (Freq) results for each rhythm and compute the mean.
Note It is not necessary to change channels for Frequency measurements because the software
recognizes the beginning and end of the selected area regardless of channel.
Table 5.3 Frequency results for Eyes Closed
Rhythm
CH
Cycle 1
Cycle 2
Cycle 3
Mean (computed)
Alpha
Hz
Hz
Hz
Hz
Beta
Hz
Hz
Hz
Hz
Delta
Hz
Hz
Hz
Hz
Theta
Hz
Hz
Hz
Hz
Typical frequency values were listed in Table 5.1 in the Scientific Principles section of the lesson, repeated
above for easy reference.
C. List and define two characteristics of regular, periodic waveforms.
1. Frequency number of wave cycles per unit of time.
2. Amplitude the height or peak measurement of the cycle as measured from the baseline.
D. Compare and contrast synchrony and alpha block.
Synchrony occurs when the positive and negative input to the cerebral cortex occurs during the same
time period, producing a smooth, rhythmic waveform under the recording electrode.
Alpha block occurs when the synchronous rhythmical input producing the alpha waves is
desynchronized due to input from other parts of the brain.
www.biopac.com
Page 50
Page 51
E. Examine the alpha and beta waveforms for change between the eyes closed state and the eyes open
state.
a. Does desynchronization of the alpha rhythm occur when the eyes are open?
Yes, there is less synchrony (unison of input) being recorded by the electrodes.
b. Does the beta rhythm become more pronounced in the eyes open state?
Yes, the beta rhythm is characteristic of more alert states so there will be a shift in
frequency away from the alpha rhythm (so the alpha rhythm will decrease). However, the
amplitude of the beta rhythm may not increase when the eyes are open. The change in
mental activity causes both positive and negative inputs to be generated at the same
time. The negative inputs subtract from the positive inputs producing lower waveform
amplitudes.
F. The amplitude measurements (Stddev) are indicative of how much alpha activity is occurring in the
Subject. But, the amplitude values for beta do not truly reflect the amount of mental activity occurring with
the eyes open. Explain.
The amplitude recorded by the electrodes is the sum of all the inputs under the electrodes. Because
1 square millimeter of cortical surface can have +100,000 neurons, the individual positive and
negative inputs can add to a lower amplitude when there is no synchrony or unison of rhythm.
G. Examine the delta and theta rhythm. Is there an increase in delta and theta activity when the eyes are
open? Explain your observation.
These rhythms are variable between individuals and depend on their mental states while recording so
answers will vary. Students can explain their observations: delta wave amplitudes can increase with
attentional processes; delta and theta rhythms could decrease because of less relaxation; theta
waves might increase due to emotional response to sensory input with eyes open.
H. Define the following terms:
Alpha rhythm
Synchronized brain pattern with frequency of about 8-13 Hz and varying amplitudes, associated with relaxed,
eyes closed, inattentive state.
Beta rhythm
Brain pattern recorded of alert, eyes open individual with frequencies of 13-30 Hz, low amplitudes.
Theta rhythm
Brain pattern of slow frequencies (4-8 Hz) and low amplitudes, reliably recorded during certain sleep phases.
Delta rhythm
Brain pattern of slow frequencies (1-5 Hz) and variable amplitudes, reliably recorded during certain sleep
phases.
Biopac Science Lab
Lesson 6
I.
Page 52
ELECTROENCEPHALOGRAPHY II Alpha Rhythms in the Occipital Lobe
EEG Amplitudes
A. Complete Table 6.1 with the amplitudes of the recorded data in the control and experimental conditions
Table 6.1 Amplitude results
Segment
1
Eyes Closed (control)
Eyes Closed, Mental Arithmetic
Eyes Closed, After Hyperventilation
Eyes Open
Alpha
[40-Stddev]
EEG
[1-Stddev]
Experimental Condition
Alpha-RMS
[41-Mean]
EEG Frequencies
Hz
B. What is the frequency of an alpha rhythm from Segment 1 data?

Does this agree with the expected values? Yes No
Expected frequency values for an alpha rhythm: 8-13 Hz
C. Complete Table 6.2 with the mean values of the Alpha RMS channel (CH41) from Table 6.1.
The Control Mean is the mean Alpha RMS from Segment 1. You will need to calculate the difference between
the Experimental Mean and the Control Mean. Summarize whether the Experimental Mean was larger (+),
smaller (), or the same (=) as the Control Mean.
Table 6.2
Segment
Experimental
Condition
2
3
4
Mental Arithmetic
After Hyperventilation
Eyes Open
Experimental
Mean
Control Mean
(Seg 1)
Calculate the
Difference
(Exp. - Control)
Summary
(+, , =)
II. Questions
D. Refer to Table 6.1: When was the general amplitude of the EEG highest?
When a person hyperventilates (breathes rapidly and deeply), too much carbon dioxide is eliminated from
the blood, causing the blood and the cerebrospinal fluid that bathes the brain to become too alkaline. These
changes increase the overall electrical activity of the brain, including the amplitude of alpha waves.
E. Refer to Table 6.1: When were the alpha wave levels highest?
The alpha wave levels tend to be highest when subjects are relaxed, drowsy, and inattentive. According to
recent research results, alpha wave levels increase with decreases in blood and CSF carbon dioxide, as
may be induced by hyperventilation.
F. Refer to Table 6.1: How do your results compare with the information presented in Section 1 (Scientific
Principles)?
Answers will vary.
G. Did the Subject need to concentrate during math problems? Yes
How would the level of concentration required affect the data?
No
If the math problems were too difficult, the subject may just give up trying to answer, and since alpha activity
is inversely correlated with attention or concentration, the alpha activity would increase. If the math problems
were too easy, the concentration level would be low, and youd see the same result (increased alpha). You
will only see a decrease in alpha activity when the Subject is properly challenged by the questions.
H. What might account for the amplitude difference of waves recorded from a subject tested alone in a
darkened room, and subjects tested in a lab full of students?
Page 53
Distractions or stimuli that disrupt relaxation levels will affect amplitudes of the alpha wave. Delta and theta
waves also can be changed with stimuli or emotional responses.
I.
Which conditions produced the lowest alpha activity?

Studies show that eyes open or attending to stimuli lowers alpha activity.
Biopac Science Lab
Lesson 8
Page 54
ELECTROOCULUOGRAM I Eye Movement: Tracking & Saccades

Subject Profile
Name
Age
Gender: Male / Female
Height
Weight
A. Complete Table 8.1 using Segment 1 and Segment 2 data.

Be careful to be consistent with units (msec vs secs).
Table 8.1 Segment 1 Tracking vs. Simulation
Cycle
Slope
Pendulum
Delta T
P-P
Slope
Simulation
Delta T
P-P
1
2
3
4
5
6
7
Generally, the Delta T per cycle will be larger for the simulation.
B. Complete Table 8.2 with Segment 3, 4, and 5 data. (Note: You may not have seven saccades per line.)
Table 8.2 Saccade data
Measurement
Read Silently
st
nd
1 line
2 line
Read Aloud-Easy
st
nd
1 line 2 line
Read Aloud-Hard
st
nd
1 line 2 line
Number of saccades
Duration of saccade
#1
#2
#3
#4
#5
#6
#7
Total duration of saccades/line
Total reading time/line
Saccade % of reading time total
II. Questions
C. Explain how an electrooculogram is recorded.
The electrooculogram is recorded using standard EEG techniques. The recording electrodes are placed at
the lateral margins of the orbits, horizontally aligned with each other and the pupils of the eye. The ground
electrode is placed on the forehead or wrist.
D. Define visual field.
Visual field is the view that an eye can sense without moving the head.
(The right and left visual fields are distinct, with a region of overlap.)
E. Define saccade.
Page 55
Saccades are voluntary, larger movements of the eye while fixating on a series of points in rapid succession.
F. Note and explain Amplitude and Frequency variations:
i. Did amplitude increase, decrease or remain constant during pendulum movement?
ii. Did amplitude increase, decrease or remain constant during simulated movement?
iii. Did the period frequency increase, decrease or remain constant during pendulum movement?
iv. Did the period frequency increase, decrease or remain constant during simulated movement?
G. Looking at Table A (Delta T from peak to peak), does the period of each cycle diminish for each peak?
For the pendulum, the period remains constant but the amplitude gradually decreases. For the simulation, the
period is irregular as is the decrease in amplitude.
H. Looking at Table B (saccades data), why is eye movement slower when you read a challenging passage?
Eye movement slows to allow for difficult material to be absorbed.
I.
Looking at Table B (saccades data), why is eye movement slower when you read aloud?
When you read silently, the eyes move more quickly from left to right. When the lines are read aloud, the
auditory input slows eye movement to allow time for each seen word to be spoken.
J.
Compare your saccade results with at least three students. What is the range of variation in % time of
saccades per line? What factors might explain this?
Factors that help explain saccades variation are individual differences in reading abilities (word recognition,
comprehension, vocalization, pronunciation, etc.) and interest in the subject matter.
K. Define double vision (diplopia) and a cause.

Diplopia is a loss of retinal correspondence. A disruption in the alignment of the eyes can cause diplopia.
L. What cranial nerves are tested if you hold a pencil in front of a subject and ask the subject to follow it with
the eyes as you move the pencil in a circle?
Cranial Nerves III, IV, VI. This tracking movement tests the extraocular muscles, their cranial nerves and
motor control centers in the brain.
M. Name two clinical applications of electrooculography.
Electrooculography can be used to diagnose eye disorders and in designing robotics, such as motorized
wheelchairs and other devices that can be guided or otherwise controlled by movement of the subjects eyes.
Lesson 9
Page 56
BIOFEEDBACK Influencing Autonomic Tone
DATA REPORT
Experimental Data & Calculations
A. Complete the following table.
Table 9.1 Heart Rate (BPM)
Measurement
(CH46)
Baseline
Parasympathetic Tone
Sympathetic Tone
Autonomic Tone
Pres. A
Autonomic Tone
Pres. B
Seg. 1
Seg. 2
Seg. 3
Seg. 4
Seg. 5
Value
Delta T
Mean
P-P

B. Based on the data from Table 9.1, was the Subject able to voluntarily increase parasympathetic tone or
sympathetic tone? Support your answer with the appropriate experimental data.
Some subjects may be able to voluntarily increase parasympathetic and/or sympathetic tone; others may not.
The evidence for increased parasympathetic tone is a decrease in the mean value of heart rate in the
selected area of Segment 2 compared to the mean value of the heart rate in the baseline segment.
The evidence for increased sympathetic tone is an increase in the mean value of the heart rate in the
selected area of Segment 3 compared to the mean value of the heart rate in the baseline segment.
C. How would you characterize the presentations (i.e., scary or calming)? How would you expect the Subject to
respond to the stimulus?
During and immediately after a frightening or scary presentation, the response should be an increase in
sympathetic tone coupled with a simultaneous decrease in parasympathetic tone. The effects of a calming
presentation should be the opposite, that is, an increase in parasympathetic tone and a decrease in
sympathetic tone.
D. Name the divisions of the autonomic nervous system and explain their general functions.
Sympathetic Nervous System fight or flight system. It heightens awareness, dilates the pupils of the eyes,
increases heart rate, dilates airways, increases breathing rate and depth, increases blood flow to skeletal
muscles and causes many other internal changes that prepare the body to preserve itself in the face of an
acute or short-term stress.
Parasympathetic Nervous System maintenance system. It maintains the relatively stable internal
environment of the body on a daily routine basis during resting, non-stressful conditions. It reduces heart rate,
slows breathing, increases blood flow to organs of the digestive system, increases gastrointestinal secretions,
promotes the formation of urine in the kidneys, and stimulates many other body processes that promote daily
well-being.
E. Define biofeedback and explain in general terms how it works.
Biofeedback is the use of a biologic signal, such as heart rate, that can be monitored and fed back to the
subject for the purpose of teaching the subject how to exert conscious control over physiological processes
normally involuntarily controlled by the autonomic nervous system.
F. What is meant by the term autonomic tone? Use heart rate as an example.
Autonomic tone is the displayed dominance of one of the divisions of the autonomic nervous systems (the
sympathetic and parasympathetic nervous systems). For instance, increased sympathetic stimulation
increases heart rate, but increased parasympathetic stimulation decreases heart rate. The heart rate at any
given time of the day or night reflects the dominance of one division over the other at that time.
Biopac Science Lab
Lesson 10
Page 57
AEROBIC EXERCISE Cardiovascular Adjustments During & After Exercise

A. Heart Rate vs. Respiration
Complete Table 10.1 with the requested measurements from each recorded segment.
Table 10.1
Segment
Baseline
During Exercise
Recovery
Cycle
Heart Rate
[CH46] Mean
Respiration
[CH46] BPM Breaths Per Minute
1
2
3
Mean
1
2
3
Mean
1
2
3
4
5
6
7
8
Mean
B. Heart Rate During Exercise

Complete Table 10.2 with the requested measurements for Segment 2 data.
*Note
Time references are the starting points of the exercise segment and do not correspond to the data
windows horizontal time scale. You may not have collected 5 minutes of data.
Table 10.2 Heart Rate Response to Exercise

Heart Rate (CH46 Value)
Time* (secs)
Segment 2
During Exercise
Segment 3
After Exercise
0
30
60
90
120
150
180
210
240
270
300
330
360
Biopac Science Lab
Page 58
C. Heart Rate Response

How long did it take subjects heart rate to rise from baseline to target? __________________ seconds
How long did it take subjects heart rate to return to baseline from target? __________________ seconds
Compare the Subjects time to target heart rate and time to return to baseline heart rate with several other
groups of students in the class. Use the groups suggested below and/or make up your own comparison groups.
Table 10.3 Heart Rate Response to Exercise Comparison Among Groups
Time to Raise Heart Rate From
Baseline to Target
Group
Subject
[CH46] Delta T
Time for Heart Rate to Return to

Baseline From Target
[CH46] Delta T
1.
2.
Young Women
3.
4.
5.
Average Time
1.
2.
Young Men
3.
4.
5.
Average Time
1.
2.
Weight of
75-150 lb
3.
4.
5.
Average Time
1.
2.
Weight of 151250 lb
3.
4.
5.
Average Time
1.
Group
2.
3.
(write in type of
group)
4.
5.
Average Time
1.
Group
2.
3.
(write in type of
group)
4.
5.
Average Time
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Page 58
Page 59
II. Questions:
D. What physiological mechanisms are operating during the post-exercise period?
Immediately after exercise, lactic acid is taken up by the muscle, converted back to pyruvic acid, and
metabolized to form ATP through oxidative pathways. Thus, an additional amount of oxygen, above the
amount required by the resting muscle, must be supplied by the circulatory and respiratory systems in order
for the muscle to process the lactic acid and pay back the oxygen debt. Also, excess heat produced during
exercise must be eliminated by way of the skin and respiratory tract. Consequently, cardiac output and
pulmonary ventilation remain elevated for a period of time after exercise.
E. Name two physiological changes that occur as a consequence of a chronic exercise program.
Chronic exercise generally results in an increased ability of the muscle to perform work at greater levels of
intensity and an increased capacity to work at any given level for a longer period of time before fatiguing.
F. Define adenosine triphosphate and explain its origin and how it is used in skeletal muscle.
Adenosine triphosphate (ATP) is a chemical compound containing large amounts of stored energy in some of
its chemical bonds. An ATP molecule consists of a base, called adenine, combined with a sugar, called
ribose, to form adenosine, to which are attached three inorganic phosphates.
The energy required for contraction of skeletal muscle is derived from the chemical energy released by
breaking the terminal high-energy phosphate bond of ATP in a process known as hydrolysis.
G. Explain the benefit of creatine phosphate in skeletal muscle.
Muscle stores of creatine phosphate, a high-energy phosphate, can quickly generate the ATP needed for
skeletal muscle fibers to endure continuous exercise. The energy in creatine phosphate cannot directly be
used for contraction, but it can be transferred with phosphate to ADP, thereby replenishing ATP.
H. Which sequence of cellular chemical reactions produces the largest amount of ATP? How much ATP is
generated?
Figure 10.5 shows that oxidative phosphorylation (oxidation of hydrogen and the phosphorylation of ADP)
generates the largest amount of ATP (32).
I. What does the term oxygen debt refer to?
Immediately after exercise, lactic acid is taken up by the muscle, converted back to pyruvic acid, and
metabolized to form ATP through oxidative pathways. The additional amount of oxygen, above the amount
required by resting muscle, to process the lactic acid produced during exercise is called the oxygen debt.
J. Cardiac output increases as a higher level of maximum intensity dynamic exercise is achieved with training but
heart rate decreases. Explain how this is possible.
Cardiac output (CO) is the product of stroke volume (SV), the volume of blood ejected per beat, and heart
rate (HR), the number of beats per minute: CO = SV x HR. The increase in cardiac output associated
maximal and submaximal dynamic exercise intensity in the physically trained person is due to an increase in
stroke volume. If stroke volume increases more than heart rate decreases, then for a given level of exercise
intensity, cardiac output will increase.
Biopac Science Lab
Lesson 11
Page 60
Reaction Time

Reaction Time
A. Manually calculate the reaction time for the first click in Segment 1: Delta T =
_____
Subjects Results
B. Summarize the subjects results (copy from the software Journal)
Table 11.1
REACTION TIMES (ms)
STIMULUS
NUMBER
Pseudo Random
Segment 1
Segment 2
st
(1 trial)
(2nd trial)
Fixed Interval
Segment 3
(1st trial)
Segment 4
(2nd trial)
1
2
3
4
5
6
7
8
9
10
Mean
Fixed-interval reaction times are usually lower (faster) than pseudo-random reaction times.
Reaction Time vs Number of Presentations
C. Complete Table 11.2 with data from the first fixed-interval trial (data Segment 3) and calculate the mean for
each presentation to determine if reaction times vary as each Subject progresses through the series of
stimulus events.
Table 11.2 Comparison of Reaction Times
Pseudo-random Trial 1 Data (Segment 1)
Students
Name
Stimulus 1
Stimulus 5
Fixed Interval Trial 1 Data (Segment 3)
Stimulus 10
Stimulus 1
Stimulus 5
Stimulus 10
1.
2.
3.
4.
5.
Calculate the Means:
Fixed-interval reaction-time means should decrease slightly as the students progress through the series
of stimulus events.
Group Summary
D. Complete Table 11.3 with the mean for five students, and calculate the group mean.
Table 11.3
Class Data
Student Means
Pseudo-random trials
First
Second
Fixed-interval trials
First
Second
1.
2.
3.
4.
5.
Calculate the Group
Means:
Group means for the pseudo-random trials should be higher than for the fixed-interval
trials. Group means for the second trials should be slightly lower than for the first trials.
Page 61
Variance and Standard Deviation

E. Calculate the variance and standard deviation for five students with data from Segment 2: Pseudorandom Trial 2 (Table 11.4) and from Segment 4: Fixed Interval Trial 2 (Table 11.5).
Variance =
1 n
(xj - x ) 2
n 1 j =1
Standard Deviation = Variance

Where
n = number of students
Xj = mean reaction time for each student
X = Group mean (constant for all students)
n
= Sum of all student data

j=1
Table 11.4 Segment 2: Pseudo-random Trial 2 Data

ENTER
Mean Reaction time for
Student
Student
(X j )
ENTER
CALCULATE
CALCULATE
Group Mean
Deviation
Deviation
(X j - X)
(X)
(X j - X)
1
2
3
4
5
Sum the data for all students =
Variance ( ) =
Multiply by
Standard Deviation =
Take the square root of the variance =
Table 11.5 Segment 4: Fixed Interval Trial 2 Data
Student
ENTER
ENTER
CALCULATE
CALCULATE
Mean Reaction time for

Student
Group Mean
Deviation
Deviation
(X j )
(X j - X)
(X)
(X j - X)
1
2
3
4
5
Sum the data for all students =
Variance ( ) =
Multiply by 0.25 =
Standard Deviation =
Square root of Variance =
Standard deviation and variance should be greater for the pseudo-random trial than for
the fixed-interval trial.
Biopac Science Lab
Page 62
II. Questions
F. Describe the changes that occurred in the mean reaction time between the 1st and 10th stimuli
presentation:
For Segment 1 (Pseudo-random Trial 1):
There should be no significant difference or a slight decrease in the mean reaction times for Segment 1
between the stimulus 1 and stimulus 10.
For Segment 2 (Pseudo-random Trial 2):
There should be a slight decrease in the mean reaction times for Segment 2 between stimulus 1 and
stimulus 10.
Which segment showed the greatest change in mean reaction time?
Segment 2 should show the greatest change in mean reaction time
G. Refer to Table 11.2 and Table 11.3:
Estimate the minimal reaction time when reaction time becomes constant:
sec
What physiological processes occur between stimuli presentation and the motor response?
After stimuli presentation, the sensory signal is sent to the brain, the brain processes the sensory
information, and sends a motor signal response to skeletal muscles.
H. Refer to Table 11.2:
Which presentation schedule had the lowest group mean? Fixed-interval
I.
Refer to Table 11.2 and Table 11.3:

Which of the presentation schedules seems to have less variation (lower variance and lower standard
deviation)? Fixed-interval
J.
Refer to Table 11.2 and Table 11.3:
State a plausible relationship between the difficulty of a task and the reaction time statistics: mean,
variance, and standard deviation.
The more complicated the stimulus-response situation, the greater the mean reaction time, variance, and
standard deviation. As the stimulus-response is repeated, people learn what to expect, and mean reaction
time, variance, and standard deviation decrease.
K. What differences would you predict in reaction times and learning between your right and left hands?
Repetitive transmission through a sensory-motor pathway, such as occurs in some forms of learning or
when motor dominance is established, results in new connections between neurons and facilitation of
transmission through the pathway. The facilitation decreases reaction time; thus, a reaction time involving
the non-dominant extremity is usually longer than the reaction time involving the dominant extremity.
www.biopac.com
Page 62
Lesson 12
Page 63
RESPIRATION 1 Apnea

Eupnea
A. Complete Table 12.1 with data from Segment 1 (Eupnea). Measure two cycles of data from the beginning of
the segment and two cycles from the end, and then manually calculate the average for each measurement.
Table 12.1 Eupnea
Cycle
Breaths per Minute

[CH2 BPM]
Respiratory Effort
[CH2 P-P]
Cycle Interval
[CH2 Delta T]
1
2
3
4
Average
(calculate manually)
* CH2 will indicate relative effort; use CH1 for a more precise EMG (muscle) measurement, if preferred.
Measurements for cycles 1 and 2 should be similar to measurements for cycles 3 and 4.
Apnea Vera
B. Complete the following Table 12.2 with data from Segment 2 (Apnea Vera).
Table 12.2 Hyperventilation and recovery
Breaths per Minute
Selected Area
[CH2 BPM]
During Hyperventilation
Respiratory Effort
[CH2 P-P]
After Apnea Vera
Measurements for the period after apnea vera should be less than the measurements for the period during
hyperventilation, and should be similar to the average measurements in segment 1.
C. Measure the duration of apnea vera in Segment 2 (Apnea Vera): CH2 Delta T=
The average length of apnea vera is10-15 seconds. The more deeply, faster, and longer the respiratory effort, the
greater the length of apnea vera.
Voluntary Apnea
D. Complete Table 12.3 with data from Segment 3 (Voluntary Apnea). Select one cycle from the beginning and
end of each section, and then manually calculate the averages.
Table 12.3 Comparison of eupnea and apnea recovery
BEFORE APNEA
Cycle
Breaths per Minute
Respiratory Effort
[CH2 BPM]
[CH2 P-P]
AFTER APNEA
Breaths per Minute
Respiratory Effort
[CH2 BPM]
[CH2 P-P]
1
2
Average
(calculate manually)
The rate and depth of breathing after voluntary apnea will be greater than before voluntary apnea. The longer the
period of voluntary apnea, the greater the difference between measurements made before and after voluntary
apnea.
Biopac Science Lab
Page 64
Duration of Apnea
E. Complete Table 12.4 with data from Segment 3 (Voluntary Apnea) and Segment 4 (Voluntary Apnea after
Hyperventilation).
Table 12.4 Hyperventilations effect on voluntary apnea
Selected Area
Voluntary Apnea (Seg 3)
[CH2 Delta T]
Voluntary Apnea
After Hyperventilation (Seg 4)
[CH2 Delta T]
Duration of Apnea
The duration of voluntary apnea immediately following a period of voluntary hyperventilation will be greater than
the duration of voluntary apnea immediately following a period of normal resting respiration.
F. Compare the respiratory cycle frequency (BPM) and depth (P-P) during eupnea in Segment 1 to the
frequency and depth immediately after the period of apnea vera in Segment 2. Are the values for frequency
and depth slightly lower immediately after apnea vera? If so, account for the difference in terms of blood
carbon dioxide content.
The values for frequency and depth should be slightly lower immediately after apnea vera, and then quickly
return to normal resting values. When voluntary hyperventilation ceases, breathing temporarily ceases for
several seconds (apnea vera) because the principal chemical stimulus for breathing (CO2) has been lowered.
As the blood carbon dioxide level slowly returns to normal, the main stimulus to breathing slowly increases
causing breathing rate and depth to return to normal.
G. Examine the data from segments 1 (Eupnea) and 2 (Apnea Vera) and compare the length (Delta T),
frequency (BPM), and depth (P-P) of the respiratory cycles during voluntary hyperventilation versus during
eupnea.
Does the length of the respiratory cycle shorten as breathing frequency increases?
Yes
Why? As breathing frequency increases, the length of each respiratory cycle decreases because of less
time available to fill and empty the lungs in each cycle.
Describe the changes in respiratory rate and depth that occurred during voluntary hyperventilation.
Voluntary hyperventilation occurs when a person at rest voluntarily breathes faster and more deeply; this
rids the body of carbon dioxide faster than it is being produced.
H. It is possible to increase the frequency of breathing while simultaneously developing hypocapnia. Explain
how this is possible.
When a person at rest voluntarily hyperventilates, or breathes faster and more deeply, carbon dioxide is
expelled from the body faster than it is produced. This produces a condition known as hypocapnia, a lower
than normal blood carbon dioxide level, which reduces respiratory drive.
I.
It is possible to increase the frequency of breathing while simultaneously developing hypercapnia. Explain
how this is possible.
RMV = TV x BPM. If BPM increases but TV decreases more, then RMV will decrease and blood carbon
dioxide level will rise. In other words, rapid, shallow breathing causes the blood carbon dioxide level to
increase.
J.
What is the cause of apnea vera and how does it differ from the cause of voluntary apnea?
When voluntary hyperventilation ceases, breathing temporarily ceases for several seconds because the
principal chemical stimulus for breathing (CO2) has been lowered. Apnea vera is the involuntary temporary
cessation of breathing after hyperventilation. Voluntary apnea occurs when a person voluntarily holds their
breath. This voluntary cessation of breathing results in hypercapnia, a condition in which blood carbon dioxide
levels rise above normal, producing a stronger chemical stimulus to the respiratory centers that overcomes
the cerebral breath-holding input and initiates breathing. Immediately after voluntary apnea ends, breathing
resumes at a higher than resting rate and depth.
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Page 64
Page 65
K. Examine the data from segments 3 (Voluntary Apnea) and 4 (Voluntary Apnea After Hyperventilation). Is the
duration (Delta T) of voluntary apnea longer if it is preceded by a period of hyperventilation? Give a
physiological reason explaining why or why not.
Yes. (The voluntary apnea after a period of hyperventilation should be longer in duration.) Hyperventilation
produces a condition known as hypocapnia, a lower than normal blood carbon dioxide level, which reduces
respiratory drive. That reduced respiratory drive allows for the person to voluntarily hold the breath for longer.
L. Physiologically, the duration of voluntary apnea is limited by involuntary respiratory center controls. Explain
how the control system limits the duration of apnea.
Voluntary apnea results in hypercapnia, a condition in which blood carbon dioxide levels rise above normal,
producing a stronger chemical stimulus to the respiratory centers that overcomes the cerebral breath-holding
input and initiates breathing. Thus, the child who holds his breath to spite his parents will, if ignored, begin to
breathe anyway.
M. Define the following terms:
a. hypocapnia a lower than normal blood carbon dioxide level.
b. hypercapniaa higher than normal blood carbon dioxide level.
c.
tidal volumethe volume of air inspired or expired during a single respiratory cycle.
d. respiratory minute volumethe rate at which air is moved into and out of the respiratory system (also called
pulmonary ventilation) and the product of tidal volume and respiratory rate.
N. Explain the effects each of the following has on respiratory cycle frequency and depth:
e. increased blood concentration of carbon dioxideincreases respiratory rate and depth
f.
increased blood concentration of hydrogen ionincreases respiratory rate and depth
g. decreased blood concentration of oxygenincreases rate and depth of respiration

Biopac Science Lab
Page 66
Copyright
Information in this document is subject to change without notice and does not represent a commitment on
the part of BIOPAC Systems, Inc. This manual and the software it describes are copyrighted with all
rights reserved. Under copyright laws, this manual or the software may not be copied, in whole or part,
without the written consent of BIOPAC Systems, Inc., except in the normal use of the software or to make
a backup copy.
The same proprietary and copyright notices must be affixed to any permitted copies as were affixed to
the original. This exception does not allow copies to be made for others, whether or not sold, but all of the
material purchased (with all backup copies) may be sold, given, or loaned to another person. Under the
law, copying includes translating into another language or format.
Biopac Science Lab Lessons, including all text and graphics, are BIOPAC Systems, Inc., with all rights
reserved.
Warranty
BIOPAC Systems, Inc. warrants its hardware products against defects in materials and workmanship for
a period of 12 months from the date of purchase. If BIOPAC Systems, Inc. receives notice of such
defects during the warranty period, it will, at its option, repair or replace the hardware products that prove
to be defective.
This warranty applies only if your BIOPAC Systems, Inc. product fails to function properly under normal
use and within the manufacturers specifications. This warranty does not apply if, in the sole opinion of
BIOPAC Systems, Inc., your BIOPAC Systems, Inc. product has been damaged by accident, misuse,
neglect, improper packing, shipping, modification, or servicing by other than BIOPAC Systems, Inc.
Any returns should be supported by a Return Mail Authorization (RMA) number issued by BIOPAC
Systems, Inc. BIOPAC Systems, Inc. reserves the right to refuse delivery of any shipment containing any
shipping carton without the RMA number(s) displayed on the outside. The Buyer shall prepay
transportation charges to the site designated by BIOPAC Systems, Inc.
BIOPAC Systems, Inc. makes no warranty or representation, either expressed or implied, with respect to
this software, its quality, performance, merchantability, or fitness for a particular purpose. As a result, this
software is sold as is and you, the Buyer, are assuming the entire risk as to its quality and performance.
In no event will BIOPAC Systems, Inc. be liable for direct, indirect, special, incidental, or consequential
damages resulting from any defect in the software or its documentation, even if advised of the possibility
of such damages, or for damage of any equipment connected to a BIOPAC Systems, Inc. product.
Trademarks
Biopac Science Lab is a trademark of BIOPAC Systems, Inc.
Windows is a trademark of Microsoft Corp.
Apple and Macintosh are trademarks of Apple Computer, Inc.
This document was created with Microsoft Word for Windows, Adobe Photoshop, Corel Draw 7.0.
Mainstay Capture, and JASC, Inc. JasCapture.
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Physiology Lessons

for use with the

The Body Electric

National Science Standards

Lesson 10 Aerobic Exercise

Lesson 11 Reaction Time

BIOPAC Systems, Inc.

Hands-on Physiology Lessons

Setup Guide booklet in shipping box; also available on CD and

Quick Guide avilable under Help menu or in User Support

MP40 Hardware Guide available under Help menu or in User

Lesson 1 EMG I Muscle

Sample prompts and lesson buttons

Video clips and downloadable sample data files provide additional

insight into the use of the system.

Extremely easy to set up and record data.

experiment to test or verify the scientific principle(s) covered in the

Files\Biopac Science Lab\User Support\Data Reports

Biopac Science LabTeachers Guide

Connecting Electrode Leads

Unclip the electrode leads and peel off the electrodes.

Throw out the electrodes (BIOPAC electrodes are not reusable).

Electrode lead with clip connector

Preparing the Electrode Site

To help insure that the electrode will make good

Biopac Science LabTeachers Guide

Connecting the Electrode Lead

Clip the lead to

Reducing Electrode Noise

Make sure that everything is connected properly.

The Body Electric

Biopac Science LabTeachers Guide

Time is the time from the start of the recording, which

Amplitude is determined by the MP unit hardware

Vertical (amplitude) Scale

Horizontal (time) Scale

Diving a little deeper into what a waveform represents, you are

Amplitude values above the baseline

Amplitude values below the baseline

Lesson 1 EMG 1 Electromyography: Motor Unit Recruitment

(uses six electrodes per subject)

listen to the EMG signal

To record maximum clench strength for right and left hands.

TASKS PERFORMED BY THE STUDENT

Record EMG from the dominant and non-dominant forearms.

Optional: Listen to the sound of their EMG.

Biopac Science LabTeachers Guide

Raw and Integrated EMG signals can be overlapped for easy

Comparison between the dominant and non-dominant arms.

The students listen to the sound of motor unit recruitment.

Lesson 2 EMG 2 Electromyography: Mechanical Work

(uses six electrodes per subject)

To record EMG response to increased weights lifted by dominant

TASKS PERFORMED BY THE STUDENT

Lift weight (bicep curl) and hold for 2 seconds.

Classic, clinical grid markings available for quick and easy

Lesson 3 ECG 1 Electrocardiography: Components of the ECG

ECG 1 introduces the electrocardiograph and the recording of the hearts

(uses three electrodes per subject)

To become familiar with the electrocardiograph as a primary tool

TASKS PERFORMED BY THE STUDENT

Lie down and relax.

Biopac Science LabTeachers Guide