Skull Assessment Guide FL - Forehead Length: Look at the Front of the Skull and Determine If the Forehead Is Long (L) Or Short (S)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Hands-On Human Evolution: a Laboratory Based Approach
Hands-on Human Evolution: A Laboratory Based Approach Developed by Margarita Hernandez Center for Precollegiate Education and Training Author: Margarita Hernandez Curriculum Team: Julie Bokor, Sven Engling A huge thank you to….. Contents: 4. Author’s note 5. Introduction 6. Tips about the curriculum 8. Lesson Summaries 9. Lesson Sequencing Guide 10. Vocabulary 11. Next Generation Sunshine State Standards- Science 12. Background information 13. Lessons 122. Resources 123. Content Assessment 129. Content Area Expert Evaluation 131. Teacher Feedback Form 134. Student Feedback Form Lesson 1: Hominid Evolution Lab 19. Lesson 1 . Student Lab Pages . Student Lab Key . Human Evolution Phylogeny . Lab Station Numbers . Skeletal Pictures Lesson 2: Chromosomal Comparison Lab 48. Lesson 2 . Student Activity Pages . Student Lab Key Lesson 3: Naledi Jigsaw 77. Lesson 3 Author’s note Introduction Page The validity and importance of the theory of biological evolution runs strong throughout the topic of biology. Evolution serves as a foundation to many biological concepts by tying together the different tenants of biology, like ecology, anatomy, genetics, zoology, and taxonomy. It is for this reason that evolution plays a prominent role in the state and national standards and deserves thorough coverage in a classroom. A prime example of evolution can be seen in our own ancestral history, and this unit provides students with an excellent opportunity to consider the multiple lines of evidence that support hominid evolution. By allowing students the chance to uncover the supporting evidence for evolution themselves, they discover the ways the theory of evolution is supported by multiple sources. It is our hope that the opportunity to handle our ancestors’ bone casts and examine real molecular data, in an inquiry based environment, will pique the interest of students, ultimately leading them to conclude that the evidence they have gathered thoroughly supports the theory of evolution. -
Mouth Esophagus Stomach Rectum and Anus Large Intestine Small
1 Liver The liver produces bile, which aids in digestion of fats through a dissolving process known as emulsification. In this process, bile secreted into the small intestine 4 combines with large drops of liquid fat to form Healthy tiny molecular-sized spheres. Within these spheres (micelles), pancreatic enzymes can break down fat (triglycerides) into free fatty acids. Pancreas Digestion The pancreas not only regulates blood glucose 2 levels through production of insulin, but it also manufactures enzymes necessary to break complex The digestive system consists of a long tube (alimen- 5 carbohydrates down into simple sugars (sucrases), tary canal) that varies in shape and purpose as it winds proteins into individual amino acids (proteases), and its way through the body from the mouth to the anus fats into free fatty acids (lipase). These enzymes are (see diagram). The size and shape of the digestive tract secreted into the small intestine. varies in each individual (e.g., age, size, gender, and disease state). The upper part of the GI tract includes the mouth, throat (pharynx), esophagus, and stomach. The lower Gallbladder part includes the small intestine, large intestine, The gallbladder stores bile produced in the liver appendix, and rectum. While not part of the alimentary 6 and releases it into the duodenum in varying canal, the liver, pancreas, and gallbladder are all organs concentrations. that are vital to healthy digestion. 3 Small Intestine Mouth Within the small intestine, millions of tiny finger-like When food enters the mouth, chewing breaks it 4 protrusions called villi, which are covered in hair-like down and mixes it with saliva, thus beginning the first 5 protrusions called microvilli, aid in absorption of of many steps in the digestive process. -
Is the Skeleton Male Or Female? the Pelvis Tells the Story
Activity: Is the Skeleton Male or Female? The pelvis tells the story. Distinct features adapted for childbearing distinguish adult females from males. Other bones and the skull also have features that can indicate sex, though less reliably. In young children, these sex-related features are less obvious and more difficult to interpret. Subtle sex differences are detectable in younger skeletons, but they become more defined following puberty and sexual maturation. What are the differences? Compare the two illustrations below in Figure 1. Female Pelvic Bones Male Pelvic Bones Broader sciatic notch Narrower sciatic notch Raised auricular surface Flat auricular surface Figure 1. Female and male pelvic bones. (Source: Smithsonian Institution, illustrated by Diana Marques) Figure 2. Pelvic bone of the skeleton in the cellar. (Source: Smithsonian Institution) Skull (Cranium and Mandible) Male Skulls Generally larger than female Larger projections behind the Larger brow ridges, with sloping, ears (mastoid processes) less rounded forehead Square chin with a more vertical Greater definition of muscle (acute) angle of the jaw attachment areas on the back of the head Figure 3. Male skulls. (Source: Smithsonian Institution, illustrated by Diana Marques) Female Skulls Smoother bone surfaces where Smaller projections behind the muscles attach ears (mastoid processes) Less pronounced brow ridges, Chin more pointed, with a larger, with more vertical forehead obtuse angle of the jaw Sharp upper margins of the eye orbits Figure 4. Female skulls. (Source: Smithsonian Institution, illustrated by Diana Marques) What Do You Think? Comparing the skull from the cellar in Figure 5 (below) with the illustrated male and female skulls in Figures 3 and 4, write Male or Female to note the sex depicted by each feature. -
Study Guide Medical Terminology by Thea Liza Batan About the Author
Study Guide Medical Terminology By Thea Liza Batan About the Author Thea Liza Batan earned a Master of Science in Nursing Administration in 2007 from Xavier University in Cincinnati, Ohio. She has worked as a staff nurse, nurse instructor, and level department head. She currently works as a simulation coordinator and a free- lance writer specializing in nursing and healthcare. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text shouldn’t be regarded as affecting the validity of any trademark or service mark. Copyright © 2017 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America CONTENTS INSTRUCTIONS 1 READING ASSIGNMENTS 3 LESSON 1: THE FUNDAMENTALS OF MEDICAL TERMINOLOGY 5 LESSON 2: DIAGNOSIS, INTERVENTION, AND HUMAN BODY TERMS 28 LESSON 3: MUSCULOSKELETAL, CIRCULATORY, AND RESPIRATORY SYSTEM TERMS 44 LESSON 4: DIGESTIVE, URINARY, AND REPRODUCTIVE SYSTEM TERMS 69 LESSON 5: INTEGUMENTARY, NERVOUS, AND ENDOCRINE S YSTEM TERMS 96 SELF-CHECK ANSWERS 134 © PENN FOSTER, INC. 2017 MEDICAL TERMINOLOGY PAGE III Contents INSTRUCTIONS INTRODUCTION Welcome to your course on medical terminology. You’re taking this course because you’re most likely interested in pursuing a health and science career, which entails proficiencyincommunicatingwithhealthcareprofessionalssuchasphysicians,nurses, or dentists. -
A Description of the Geological Context, Discrete Traits, and Linear Morphometrics of the Middle Pleistocene Hominin from Dali, Shaanxi Province, China
AMERICAN JOURNAL OF PHYSICAL ANTHROPOLOGY 150:141–157 (2013) A Description of the Geological Context, Discrete Traits, and Linear Morphometrics of the Middle Pleistocene Hominin from Dali, Shaanxi Province, China Xinzhi Wu1 and Sheela Athreya2* 1Laboratory for Human Evolution, Institute of Vertebrate Paleontology and Paleoanthropology, Chinese Academy of Sciences, Beijing 100044, China 2Department of Anthropology, Texas A&M University, College Station, TX 77843 KEY WORDS Homo heidelbergensis; Homo erectus; Asia ABSTRACT In 1978, a nearly complete hominin Afro/European Middle Pleistocene Homo and align it fossil cranium was recovered from loess deposits at the with Asian H. erectus.Atthesametime,itdisplaysa site of Dali in Shaanxi Province, northwestern China. more derived morphology of the supraorbital torus and It was subsequently briefly described in both English supratoral sulcus and a thinner tympanic plate than and Chinese publications. Here we present a compre- H. erectus, a relatively long upper (lambda-inion) occi- hensive univariate and nonmetric description of the pital plane with a clear separation of inion and opis- specimen and provide comparisons with key Middle thocranion, and an absolute and relative increase in Pleistocene Homo erectus and non-erectus hominins brain size, all of which align it with African and Euro- from Eurasia and Africa. In both respects we find pean Middle Pleistocene Homo. Finally, traits such as affinities with Chinese H. erectus as well as African the form of the frontal keel and the relatively short, and European Middle Pleistocene hominins typically broad midface align Dali specifically with other referred to as Homo heidelbergensis.Specifically,the Chinese specimens from the Middle Pleistocene Dali specimen possesses a low cranial height, relatively and Late Pleistocene, including H. -
Download Poster
Sutural Variability in the Hominoid Anterior Cranial Fossa Robert McCarthy, Monica Kunkel, Department of Biological Sciences, Benedictine University Email contact information: [email protected]; [email protected] SAMPLE ABSTRACT Table 2. Results split by age. Table 4. Specimens used in scaling analyses. Group Age A-M434; M555 This study Combined In anthropoids, the orbital plates of frontal bone meet at a “retro-ethmoid” Species Symbol FMNH CMNH USNM % Contact S-E S-E S-E % % % frontal suture in the midline anterior cranial fossa (ACF), separating the contact/n contact/n contact/n presphenoid and mesethmoid bones. Previous research indicates that this Hylobatid 0 0 23 13.0 Hylobatid Adult 0/6 0 4/13 30.8 4/19 21.1 configuration appears variably in chimpanzees and gorillas and infrequently in modern humans, with speculation that its incidence is related to differential Juvenile 0/2 0 3/10 30.0 3/12 25.0 Orangutan 6 0 37 100.0 growth of the brain and orbits, size of the brow ridges or face, or upper facial Combined 0/9 0 7/23 30.4 7/32 21.9 prognathism. We collected qualitative and quantitative data from 164 Gorilla 3 0 4 28.6 previously-opened cranial specimens from 15 hominoid species in addition to A Orangutan Adult 12/12 100.0 21/21 100.0 21/21 100.0 Chimpanzee 1 0 7 57.1 qualitative observations on non-hominoid and hominin specimens in order to Juvenile 13/13 100.0 13/13 100.0 13/13 100.0 (1) document sutural variability in the primate ACF, (2) rethink the evolutionary trajectory of frontal bone contribution to the midline ACF, and Combined 26/26 100.0 34/34 100.0 34/34 34/34 Human 0 83 0 91.8 (3) create a database of ACF observations and measurements which can be Gorilla Adult 3/7 42.9 1/2 50.0 3/7 42.9 used to test hypotheses about structural relationships in the hominoid ACF. -
Human Body- Digestive System
Previous reading: Human Body Digestive System (Organs, Location and Function) Science, Class-7th, Rishi Valley School Next reading: Cardiovascular system Content Slide #s 1) Overview of human digestive system................................... 3-4 2) Organs of human digestive system....................................... 5-7 3) Mouth, Pharynx and Esophagus.......................................... 10-14 4) Movement of food ................................................................ 15-17 5) The Stomach.......................................................................... 19-21 6) The Small Intestine ............................................................... 22-23 7) The Large Intestine ............................................................... 24-25 8) The Gut Flora ........................................................................ 27 9) Summary of Digestive System............................................... 28 10) Common Digestive Disorders ............................................... 31-34 How to go about this module 1) Have your note book with you. You will be required to guess or answer many questions. Explain your guess with reasoning. You are required to show the work when you return to RV. 2) Move sequentially from 1st slide to last slide. Do it at your pace. 3) Many slides would ask you to sketch the figures. – Draw them neatly in a fresh, unruled page. – Put the title of the page as the slide title. – Read the entire slide and try to understand. – Copy the green shade portions in the note book. 4) -
Dry Mouth QUESTIONS and ANSWERS U.S
Dry Mouth QUESTIONS AND ANSWERS U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health What do I need to know about dry mouth? Dry mouth is the feeling that there is not enough saliva in the mouth. Everyone has a dry mouth once in a while—if they are nervous, upset or under stress. But if you have a dry mouth all or most of the time, it can be uncomfortable and can lead to serious health problems. It can also be a sign of certain diseases and conditions. Without enough saliva you can develop tooth decay or other infections in the mouth. You also might not get the nutrients you need if you cannot chew and swallow certain foods. Dry mouth is not a normal part of aging. So if you think you have dry mouth, see your dentist or physician—there are things you can do to get relief. What are the signs and symptoms? ● a sticky, dry feeling in the mouth ● trouble chewing, swallowing, tasting, or speaking ● a burning feeling in the mouth ● a dry feeling in the throat ● cracked lips ● a dry, rough tongue ● mouth sores ● an infection in the mouth The technical term for dry mouth is xerostomia (ZEER-oh-STOH-mee-ah). What causes dry mouth? People get dry mouth when the glands in the mouth that make saliva are not working properly. Because of this, there might not be enough saliva to keep your mouth wet. There are several reasons why these glands (called salivary glands) might not work right. -
AP Skull Measurement Guide, Laminate
Skull Measurement Guide L – Length of the brain case: Position three rulers as shown in photograph 1 below. Ruler 1 should stand perpendicular to the table, and rest at the back of the skull. Ruler 2 should also stand perpendicular to the table, but rest on top of the skull, just behind the brow ridge. If a brow ridge is not present, align the ruler against the forehead in the same perpendicular orientation (imagine it flat against your forehead). Ruler 3 should rest on the highest point of the cranium, making sure that it is parallel with the table. Once all 3 rulers are in place, read the distance on Ruler 3 between the 2 upright rulers in mm (see photograph 2 below). Record your data in the first column labeled “L”. Skull length measurements for two different species: View from the side (left), view from the top (right). H – Height of the brain case: Without moving the 3 rulers from your measurement of Length, read the height of the skull off Ruler 1 (at the back of the skull) in mm (also see photographs below). Record your data in the first column labeled “H”. Skull height measurement: view from the side for two different species – note: upright ruler in the front of skull is removed. Skull Measurement Guide W – Width of the brain case: Position 3 rulers as shown in the photographs below. Rulers 1 and 2 should stand perpendicular to the table and flat against the skull (imagine 2 rulers flat against where the ears would be positioned). -
Artifacts and Commingled Skeletal Remains from a Well on the Medical College of Virginia Campus: Appendices Douglas W
Virginia Commonwealth University VCU Scholars Compass Office of the President Documents VCU University Archives 6-18-2012 Artifacts and Commingled Skeletal Remains from a Well on the Medical College of Virginia Campus: Appendices Douglas W. Owsley Smithsonian Institution Karin Bruwelheide Smithsonian Institution Merry Outlaw Archaeological and Cultural Solutions Richard L. Jantz University of Tennessee-Knoxville Follow this and additional works at: http://scholarscompass.vcu.edu/arch001 Downloaded from http://scholarscompass.vcu.edu/arch001/5 This Research Report is brought to you for free and open access by the VCU University Archives at VCU Scholars Compass. It has been accepted for inclusion in Office of the President Documents by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Appendix I. Artifact Catalog C o Site Art Manf Form u Ware Material Color Remarks ID Id Tech n t Flat, everted lip, rolled in; pinched in neck; cylindrical body; slightly 44HE Mouth 001 Jar 28 Glass Colorless domed base with rough 814 Blown pontil on exterior; base dia.: 5 3/4"; 28 fragments Translucent white fabric; glossy white glaze; interior underglaze 44HE Ch Blue and Wheel- 002 Saucer 1 Porcelain cobalt blue decoration 814 Porcelain White Thrown consisting of hanging dots above diaper motif; ca. 1785-1820 Translucent white fabric; colorless glaze; interior hand painted overglaze 44HE Ch Wheel- decoration consisting of 003 Bowl 1 Porcelain Polychrome 814 Porcelain Thrown horizontal lines of black -
The Frontal Bone As a Proxy for Sex Estimation in Humans: a Geometric
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2014 The frontal bone as a proxy for sex estimation in humans: a geometric morphometric analysis Lucy Ann Edwards Hochstein Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Social and Behavioral Sciences Commons Recommended Citation Hochstein, Lucy Ann Edwards, "The frontal bone as a proxy for sex estimation in humans: a geometric morphometric analysis" (2014). LSU Master's Theses. 1749. https://digitalcommons.lsu.edu/gradschool_theses/1749 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. THE FRONTAL BONE AS A PROXY FOR SEX ESTIMATION IN HUMANS: A GEOMETRIC MORPHOMETRIC ANALYSIS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Anthropology in The Department of Geography and Anthropology By Lucy A. E. Hochstein B.A., George Mason University, 2009 May 2014 ACKNOWLEDGEMENTS Completing a master’s thesis was the most terrifying aspect of graduate school and I must acknowledge the people and pets that helped me on this adventure. I could not have asked for a better committee chair than Dr. Ginny Listi, who stuck by me when everything fell apart and was always willing to offer support and help me find solutions. -
BURNING MOUTH SYNDROME? Prescribing a Substitute Medication
FOR THE DENTAL PATIENT ... First, any oral conditions causing the burning Burning mouth sensations should be investigated. For example, if you have dry mouth, your dentist may advise that syndrome you drink more fluids or may suggest saliva- replacement products that can be purchased at a pharmacy. An oral swab or biopsy may be used to urning mouth syndrome is a painful and check for thrush, which is a fungal infection; often frustrating condition. Some patients thrush can be treated with oral antifungal medica- compare it to having burned their mouth tions. Any irritations caused by sharp or broken Bwith hot coffee. teeth or by a removable partial or full denture The burning sensation may affect the tongue, should be eliminated. the roof of the mouth, the gums, the inside of the Other simple measures may help. Eliminate cheeks and the back of the mouth or throat. The mouthwash, chewing gum, tobacco and very acidic condition sometimes is known as “burning tongue liquids (certain fruit juices, soft drinks and coffee) (or lips) syndrome,” “scalded mouth syndrome,” for two weeks to see if there is any improvement. “glossodynia” and “stomatodynia.” Consider trying a different brand of toothpaste (look In addition to the burning sensation, other con- for products with the ADA Seal of Acceptance). ditions—such as a dry or sore mouth or a tingling Look up the side effects of any medications you or numb sensation throughout the mouth and are taking (such as those used to treat high blood tongue—may occur. A bitter or metallic taste also pressure).