Post-Laboratory Report

Science 10-16 St. Bede

Experiment No. 3
Frog Dissection

De Leon, Hayley Nicole R.

De Vera, Lara R.
Del Rosario, Marco
Dela Cruz, Abram Reuben R.
Denosta, Tristan Raphael V.
Dicto, Arabela
Viray, James Isaac C.

Group No. 3
Ms. Valdez, Erika Joy
I. Abstract
The experiment is about dissecting and identifying a frog's different internal organs and making
observations about its' similarities and differences to that of a human's internal organs. The
experiment is conducted by having the frog placed on a dissecting pan and dissecting it using
different tools such as dissecting scissors, dissecting forceps, dissecting needle and a scalpel.
Meanwhile dissecting pins were used to hold down the frog to the pan and a ruler was used to
measure its' size. As the experiment goes on, each internal organ that is dissected from the frog is
identified and labelled on a separate paper. The frog dissection experiment was able to verify the
initial alternative hypothesis of how the internal structures of a frog will help in identifying the
similarities and differences between a frog's internal organs and a human's internal organs. It was
also able to verify the other hypothesis of how there are differences between the internal
structure and systems of frogs and humans. Through dissecting and identifying the different
internal organs of frogs, students were not only able to gain a better understanding of a frog's
internal structure but also understand how this relates and differs from the internal structure of a
human body.

II. Introduction
Background

Frog dissection helps students learn about anatomy by observing real organs and systems. It
improves understanding of how body parts work and strengthens practical skills in science. This
study examines the frog’s anatomy to identify its organs and their functions. It helps students
understand how amphibians are structured and relate this to other biological concepts.

Statement of the Problem

This study examines the frog’s anatomy to identify its organs and their functions. It helps
students understand how amphibians are structured and relate this to other biological concepts.
III. Methodology
Materials

 Dissecting pan
 Dissecting scissors
 Dissecting forceps
 Dissecting pins
 Scalpel
 Needle
 Ruler

A. Preparation of Set-up

In preparation for the dissection, members accommodated to the safety protocols of the
experiment; this included gloves, masks, lab coat, and etc. Afterwards, one member was tasked
to acquire a frog while the rest prepared the materials in their respective stations which consisted
of:

Before proceeding with the experiment, the given frog must be securely grasped on its
limbs, so it does not move freely and cause commotions or disturbances, to ensure orderliness
within the laboratory.

B. Designing of Experimental Set-up

Safety measures must be adhered to at all times so to guarantee accurate results and
smooth dissection, students must scan their corresponding materials for any insanitary stains or
defects. Prior to the experiment, students were tasked to create schematic diagrams based on the
given procedure. Additionally, videos were provided regarding the frog dissection to ensure each
member was familiar with the basics and equipment. With this preparation, members were able
to establish efficient workstations for the dissection.
C. Experimental Procedure

First, to begin the experiment, students must immobilize their respective frogs with the
provided needle. Once a member tightly holds the frog, another member should carefully
puncture the frog’s head at an angle and make sure the needle does not pierce through its jaw.
Second, when the frog is paralyzed, members must examine its external structure and note any
abnormalities before pinning it down on the dissecting pan in its ventral position. Third, a
member must perform the skin incision by grabbing any excess skin on its lower body and
cutting it up until its jaw with dissecting scissors. Fourth, muscle incision, after pinning the skin
on the sides, a member may remove the frog’s muscles using scissors and forceps; another
member may assist if needed. Fifth, when all the muscles have been removed, members must
examine the frog’s internal structure; to further inspect any underlying systems, a member may
remove the distinguished organs. Students may continue to do this until the frog’s entire internal
structure and sexual identity are identified. Lastly, when all the data needed is gathered, one
member should discard the dissected frog and its organs while the used materials should be
placed on the nearest sink. Before leaving the laboratory, students must clean and disinfect their
stations for safety measures.

VI. Results and Discussion

The frog's external examination showed a beige, smooth ventral side and a rough, yellowish-
brown dorsal side. It had four legs, with webbed toes aiding movement in water. The head had
two external nares, two eyes with three eyelids each, and two tympanic membranes, which were
larger than the eyes, confirming the frog as male. It measured 21 cm in length, and no egg mass
was found. Internally, the frog’s digestive system had five major organs similar to humans: the
stomach, liver, pancreas, small intestine, and large intestine, all performing comparable
functions. In respiration, frogs use lungs like humans but also rely on skin and mouth breathing,
an adaptation for their semi-aquatic lifestyle.

The circulatory system included a three-chambered heart and blood vessels, making circulation
less efficient than in humans. The excretory system had kidneys, ureters, and a bladder, though
frogs excrete ammonia in water and urea on land, adjusting to their environment. The
reproductive system had testes like humans but differed as frogs reproduce externally in water.

Overall, the dissection provided insight into the frog’s anatomy, showing both similarities and
key differences from humans, particularly in respiration, circulation, and reproduction.

VII. Conclusion
Through our frog dissection, we were able to observe and analyze its internal structures, helping
us understand both the similarities and differences between a frog’s and a human’s organ
systems. We identified several organs that function similarly in both species, such as the
stomach, liver, pancreas, intestines, heart, kidneys, and reproductive organs. However, we also
noted key differences, particularly in the circulatory, respiratory, and reproductive systems.
Unlike humans, frogs have a three-chambered heart, use multiple respiration methods (lungs,
skin, and mouth lining), and reproduce externally in water.

By examining how these systems work together, we saw how frogs digest food, circulate blood,
excrete waste, and reproduce. The dissection confirmed that while frogs share basic biological
functions with humans, their adaptations reflect their amphibian lifestyle. This experiment
helped us verify our hypothesis that there are both similarities and differences between frog and
human anatomy. Overall, this hands-on experience deepened our understanding of comparative
anatomy and the relationship between structure and function in living organisms.

VIII. References
1. Home Science Tools. (n.d.). Frog dissection guide. Learning Center. [Link]
[Link]/article/frog-dissection-project
2. Wilhelmi, K. (2005). Self-paced frog dissection guide. Frog Dissection Lab.
[Link]

IX. Appendix

Figure 1: Frog heart Figure 2: Frog liver

Figure 3: Frog Lungs Figure 4: Frog Stomach

Figure 5: Frog after pithing Figure 6: Frog before pithing

Figure 7: Preparing to dissect the frog Figure 8: All organs on the pan