1. health and fitness
2. aging

INTEGUMENTARY SYSTEM LAB!
Learning Objectives
1.
Understand the anatomy and functions of the integumentary system and be able to apply in real life
scenarios.
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Identify the major layers and sub-layers of the skin and explain their functional significance.
3.
Understand differential distribution of sensory receptors and sweat glands.
4.
Assess burns cases base don degree of burns and following rules of nines.
Activity 1: Think - Pair - Share
Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topic enabling
them to formulate individual ideas and share these ideas with another student. Providing "think time" increases
quality of student responses. When students talk over new ideas, they are forced to make sense of those new
ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and
resolved) during this discussion stage. The advantage is that students become actively involved in thinking
about the concepts presented in the lesson.
Step 1: Read the questions individually and write your answer.
Step 2: Once you have written the answers, share your thoughts and understanding with the student sitting
next to you or in your group. It is important that each member behave like a “Timed - Pair - Share”, each
member getting a fair share of time to talk [equity].
Step 3: Together write the final answers.
The instructor will call on the students randomly to share their thoughts on the rationale.
Why do you think a NURSE will ask the following questions to a patient?. This is NOT a question
about YOU!
Diseases and disorders of the skin, hair, and nails can be local, or they may be caused by an underlying
systemic problem. To perform a complete and accurate assessment, the nurse needs to collect data about
current symptoms, the client’s past and family history, and lifestyle and health practices. The information
obtained provides clues to the client’s overall level of functioning in relation to the skin, hair, and nails.
One example of a question and rationale is given:
1. Question by Nurse to the patient: Are you experiencing any current skin problems, such as rashes,
lesions, dryness, oiliness, drainage, bruising, swelling, or increased pigmentation? What aggravates the
problem? What relieves it?
Rationale [example: what I am looking for]: Any of these symptoms may be related to a pathologic skin
condition. Bruises, or burns may indicate accidents or trauma or abuse. If these injuries cannot be explained or
the client’s explanation seems unbelievable or vague, physical abuse could be suspected.
2. Q. Describe any birthmarks, tattoos, or moles you [patient] now have. Have any of the moles changed color,
size, or shape?
Rationale:
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3. Q Have you [patient] noticed any change in your ability to feel pain, pressure, light touch, or temperature
changes? Are you [patient] experiencing any pain, itching, tingling, or numbness?
Rationale:
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4. Q. Have you [patient] ever had any allergic skin reactions to food, medications, plants, or other
environmental substances?
Rationale:
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5. Q. Do you [patient] sunbathe? How much sun or tanning-booth exposure do you get? What type of
protection do you use?
Rationale:
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ACTIVITY 2: Study the skin model in detail.
Locate and identify the sublayers of the epidermis and dermis on models of the skin.
Epidermis:
stratum corneum
stratum basale (= s. germinativum)
Dermis:
papillary layer
reticular laye
Hypodermis: (= subcutaneous layer)
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Identify the following parts or structures.
hair shaft
suderiferous gland
stratum basale
hair follicle
strautum corneum
dermal papilla
subcutaneous layer
dermis
hair root
sebaceous gland
arrector pili
epidermis
Pacinian corpuscle
Meissner corpuscle
stratum lucidum
stratum granulosum
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Label what you see
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ACTIVITY 3: Visualizing changes in skin color when external pressure is applied
Pick up a clean glass slide from the supply area. Press the heal of your hand firmly against the slide
[be careful not to break and injure yourself] for a few seconds and then observe and record the color
of your skin in the compressed area by looking through the glass.
Color of compressed skin:
What is the reason of this change of color?
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ACTIVITY 4: Plotting the Distribution of Sweat Glands
In this experiment we will do a very simple test to estimate sweat gland distribution in two places on the body,
the palm and the forearm.
Observations
Working with members of your lab group, discuss patterns of perspiration you have observed on your own
bodies at other times. Record your observations below.
Personal Observations:
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Hypothesis
The hypothesis should follow from personal observations. Based on your observations, formulate a hypothesis
or best guess about the distribution of sweat glands on the forearm and palm. Write your hypothesis as a
testable statement. One example of a hypothesis is "There is no difference in sweat gland distribution on the
palm and forearm."
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Materials: 4 squares of bond paper per person, adhesive tape, Lugol’s iodine, cotton topped swab
Procedure:
1. Using the iodine solution, paint an area of the left palm of your hand (avoid the creases) and a region
of your left forearm. The painted area should be slightly larger than the paper squares to be used.
2. Allow the iodine to dry.
3. Mark one paper square with an “H” (for hand) and the other with an “A” (for arm). Tape each paper
square over each iodine-painted area, and leave them in place for 20 minutes.
4. While waiting, continue to the next lab.
5. After 20 minutes, remove the paper and count the number of blue-black dots on each square. The
iodine in the pore dissolves in the sweat and reacts with the starch in the bond paper to produce the
blue-black color, therefore, the appearance of a blue-black dot indicates the appearance of an active
sweat gland.
Which skin area tested has more sweat glands in your body?________________________________!
Results
Note: For this section use the combined class results, not your personal results. To determine
results, count the number of pairs of squares with more dark spots on the palm than the forearm, the
number of pairs with more dark spots on the palm than the forearm, and the number of pairs with no
difference between the palms and the forearms.
More on palms than forearms ________ More on forearms than palms ________ No difference ________
• Prepare a bar graph below to report the results. Use a ruler!
• Give the graph a title. An example of a title is An example of a title is “Distribution of Sweat Glands on the
Palms and Forearms” Print the title at the top of the graph.
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The Y-axis should be labeled Number in Group
One bar on the X- axis should be labeled More on Palm than Forearm
One bar on the X - axis should be labeled More on Forearm than Palm
One bar on the X - axis should be labeled No Difference between Palm and Forearm
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Summary statement of the results:
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Analysis: Did your result supports your hypothesis? !
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Discussion
Your discussion should include the following information:
• Were there any factors that might have interfered with data collection?
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•Describe an additional experiment you might carry out to gain additional information about sweat gland
distribution.
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ACTIVITY 5: SKIN SLIDES: Identify, draw and label the following structures in skin histology. Draw and
label. stratum corneum, stratum lucidum, stratum granulosum, stratum spinosum, stratum germinativum,
epidermis, dermal papillae, dermis, melanocytes, hair root, sebaceous glands, hypodermis. Differences?
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Thin Skin
Thick Skin
ACTIVITY 6: Burns
For each type of burn, describe the damage to the skin. What structures will be damaged and what functions
will be affected or lost?:
– First-degree burn:
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Second-degree burn:
Third-degree burn:
Rule of Nines Math Activity
Overall, burn severity is a measurement of the depth of burning and the size of the burn. Measuring the size of
a burn is difficult because every person is different in size, shape and weight. It is impossible to simply choose
what universal size of burn is significant.
To account for inequities in size and
shape, burned surface area is calculated
as a % of total body area. Of course, we
don't actually know how many square
inches of skin covers any single person,
but we do know about how much of our
skin it takes to cover our arms and legs,
for example.
To approximate the % of burned surface
area, the body has been divided into
eleven sections:
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Each of these sections takes about nine percent of the body's skin to cover it. Added all together, these
sections account for 99 %. The genitals make up the last 1 %.
To apply the rule of nines, add up all the areas of the body that are burned deep enough to cause blisters
or worse (2nd or 3rd degree burns). For example, the entire left arm and the chest covered in blisters
would be 18 percent. Partial areas are approximated. For example, the face is only the front half of the
head and would be considered 4.5 percent.
Since kids are shaped so much different than adults, there are adjustments made to the rule.
Rule of 9's for Adults: 9% for each arm, 18% for each leg, 9% for head,18% for front torso, 18% for back
torso.
Rule of 9's for Children: 9% for each arm, 14% for each leg, 18% for head, 18% for front torso, 18% for
back torso.
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The most important thing to remember about the rule of nines is that it is intended to be used in the field to
quickly determine if victims need to go to a specialty burn center. Once the victim is in a burn center, more
advanced techniques will be used to determine the exact burned surface area. Total burned surface area
is not the only thing that determines if a burn is critical or not.
Answer the following
1. This type of burn appears inflamed and tender but has no blisters.
A. first - degree burn
B. second - degree burn
C. third - degree burn
D. full - thickness burn
2. Why would an elderly person be more prone to skin infections than a younger person?
A. skin repairs take longer in the elderly B. fewer macrophages in the skin of the elderly
B. epidermis is thinner in the elderly
D. blood supply to the dermis is reduced in the elderly
E. all of the above
3. A patient has first degree burns of both hands and forearms; what is the total burned area?
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A. 4.5 %
B. 9 %
C. 18 %
D. 36%
Answer the following math problems using the ‘Rules of Nines’. Show detailed calculation.
1. What % of body is burned if a 20 year old male burned back of his torso, the back of his left leg, and his
entire right arm?
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2. Suzie, an active 6 year old, was burned while playing around a fireplace. Her nightgown caught fire and
she burned entire right and left legs, back of her torso, her entire left arm and her face. What % of Suzie’s
body was burned?
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3. A 25 year old involved in a car accident, burned his chest and perineal area. What % of his body was
burned?