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Lecture Notes on Human Anatomy. Part One, Fourth Edition. PUB DATE Sep 89 NOTE 79P.; for Related Documents, See SE 051 219-221

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Lecture Notes on Human Anatomy. Part One, Fourth Edition. PUB DATE Sep 89 NOTE 79P.; for Related Documents, See SE 051 219-221 DOCUMENT RESUME ED 315 320 SE 051 218 AUTHOR Conrey, Kathleen TITLE Lecture Notes on Human Anatomy. Part One, Fourth Edition. PUB DATE Sep 89 NOTE 79p.; For related documents, see SE 051 219-221. Black and white illustrations will not reproduce clearly. AVAILABLE FROM Aramaki Design and Publications, 12077 Jefferson Blvd., Culver City, CA 90506 ($7.75). PUB TYPE Guides - Classroom Use - Materials (For Learner) (051) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Anatomy; *Biological Sciences; *College Science; Higher Education; *Human Body; *Lecture Method; Science Education; Secondary Education; Secondary School Science; Teaching Guides; Teaching Methods ABSTRACT During the process of studying the specific course content of human anatomy, students are being educated to expand their vocabulary, deal successfully with complex tasks, anduse a specific way of thinking. This is the first volume in a set of notes which are designed to accompany a lecture series in human anatomy. This volume Includes discussions of anatomical planes and positions, body cavities, and architecture; studies of the skeleton including bones and joints; studies of the musculature of the body; and studiesof the nervous system including the central, autonomic, motor and sensory systems. (CW) *****1.**k07********Y*******t1.****+***********,****A*******r****** % Reproductions supplied by EDRS are the best that can be made from the original document. **************************************************************A**t***** "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY AS BEEN GRANTE Y U.S. DEPARTMENT OF EDUCATION Ofhce ot Edircabonal Researchand Improvement 1\1een prey. EDUCATIONAL RESOURCES INFORMATION CENTFR (ER/0 XThre document Pies been reproduced as eCeneed from the person of organization onginating 4 TO THE EDUCATIONAL RESOURCES r' Minot changes have been made toimprove ere ,ducton ouabzy LECTURE INFORMATION CENTER (ERIC)." Points of weir Or opornOnti StatedIn thtsdocu ment do not neCeSSarily represent ottreial OERI position co poticy Part Fourth Edition by KATHLEEN CONREY 9 LECTURE NOTES on HUMAN ANATOMY Part One Fourth Edition The author is a Professor of Natural Sciencesat El Camino College. She holds a master's degree from the Department of I luman Anatomy, University ofCalifornia, San Francisco, and has been teaching human anatomy at the community college level since1967. by KATHLEEN CONREY Aramaki Design & Publications 12077 Jefferson Boulevard, Culver City, California (213) 822-9800 Fourth Edition, September, 1989 Copyright @1988 by Kathleen Conrey All rights reserved No part of this publicati9n may be reproduced, stored ina retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recordingor otherwise, without the prior written permission of the copyrightowner. First edition and first printing 1982 Printed in the United States of America TABLE OF CONTENTS PREFACE iii INTRODUCTION 1 Anatomical Position 1 Planes 2 Body Cavities 3 Miscellaneous Terms 3 Body Architecture 3 BONE TERMINOLOGY 4 OSSIFICATION Special Terms 5 Intramembranous 5 Endochondral 5 Summary 7 ARTHROLOGY 9 Joint Classification 9 Parts of a Synovial Joint 9 Joint Movements 10 Other Synovial Sacs 10 SPECIFIC JOINT FEATURES 11 Shoulder Joint 11 Elbow Joint 11 Hip Joint 11 Sacral Joints 12 Patello-Femoral Joint 13 Knee Joint 13 GROSS ANATOMY OF MUSCLES 15 Origin and Insertion 15 Action 15 MUSCLES OF TIIE HEAD 16 Facial Expression 16 Mastication 17 MUSCLES OF THE NECK & DEEP TORSO 18 Strap Muscles 18 Suprahyoid Group 18 Infrahyoid Group 18 Posterior Triangle 18 Breathing Muscles 19 Posture Muscles 20 Deep Back & Neck 20 MUSCLES OF POSTERIOR ABDOMINAL WALL 21 Lecture Notes Part I i Table of Contents MUSCLES OF ANTERIOR ABDOMINAL WALL 22 Descent of Testes 24 UPPER LIMB Mooring Muscles 25 Shoulder Joint 27 Elbow Joint 30 Wrist and Finger Joints 32 LOWER LIMB Hip and Thigh 35 Lower Leg 39 NERVOUS SYSTEM INTRODUCTION Basic Terminology and Basic Concepts 43 SPINAL CORD ANATOMY & SPINAL NERVES 45 Spinal Reflex Arc 45 Spinal Cord Terminology 45 Spinal Nerves and Their Distribution 46 AUTONOMIC NERVOUS SYSTEM 48 CRANIAL NERVES 51 VENTRICLES, SPINAL FLUID, MENINGES, BLOOD SUPPLY 53 Ventricles 53 Cerebral Spinal Fluid 53 Meninges 54 Venous Drainage of the Brain 55 Blood Supply to Brain 55 Blood Brain Barrier 55 EMBRYOLOGY OF THE BRAIN 56 ADULT ANATOMY OF THE BRAIN 59 Rhombencephalon 59 Mesencephalon 59 Prosencephalon 60 MAJOR PATHWAYS 63 GENERAL SENSORY RECEPTORS 65 THE EYE 67 THE EAR 70 Lecture Notes Part I ii Table of Contents PREFACE I have written this book to make your job as secondary processes as the "hidden a student easier. I am writing this preface in agenda" of a college education. Theyare hopes that I hidden, not can help you to because get beyond the Perhaps the most important objective they are goal oriented of a college education is to produce meant to be view of education kept secret, but (memorizing specific graduates with trained minds. because they are course conten4) to that rarely articulated. Jr of a larger view, i.e. an awareness of what is my view that the student will be better the education process is and how it works. able to keep his or her balance in thecourse Perhaps the most important objective of a and will be better able to gain satisfaction college education is to from the learning process if this "hidden produce graduates with agenda" is brought out trained minds. The The act of thinking requires into the open, demysti- processof acqng a fled ,and dealt with on a trained mind is a process that oper- language. conscious level. ales on several different levels simultane- One of the things that happens simultane- ously. On the most obvious level, the student ously with the study of specific course is exposed to a body of subject material and content, is that astudent'svocabulary is expected to memorize it and to answer grows. This is an important part of the pro- questions about it on examinations. For ex- cess of acquiring a trained mind, because ample, in anatomy you will learn the names, the act of thinking requires language; ideas locations, and identifying features of all of cannot be expressed without theaccurate the bones of the body, and you will be use of words. Acquisition of a larger vo- expected to identify them and answer ques- cabulary is especially important in any spe- tions about their features on examinations. cialized subject area such as law or medi- This part of the process is specifically cine. Since anatomy is a foundation course content oriented and is usually the for all medically related studies, thiscourse only process that of study places a lot of MONI=1MINIMIa1111M111ImimmiPOMIN1111110emphasis on words most people are aware of when theyLearning theanatomy of theand word roots. think about a Another part of the course in anatomy. human body is a huge andhidden agenda of h is my belief how- seemingly impossible task.studying specific ever, that there are course content is the several less obvious things happening dur- expectation that by doing so a person will ing the content oriented learning process de- acquire personal organizational skills. This scribed above. is a process that involves learning how to These secondary levels to the process may break a large and complex task clown into smaller parts that are more manageable. be just as important or perhaps even more important than mastery of the actual course For example, learning the anatomy of the content; it may be useful to think of these human body is a huge and seemingly impos- Lecture Notes Part 1 iii Preface sibk k&a. We begin by breaking thecourse 2. illustrate (give examples down into six units: slatetal system,muscu- or use an lar system, nervous system, histology, and analogy, or visualize, or draw) internal viscera (two units), allowing 3. classify (organize into set and subset) approximately two weeks of time per unit. 4. sequence properly Next we will focus on each in turn, begin- ning by breaking that unit S. compare /contrast (similaritiesIdzffer- down into smaller sec- ences) tions, breaking the sec- 6. be clear about cause tions down into subsec- Break the task down to vs effect tions, and so on. whatyou can do a day 7. analyze parts and furze- Thus far you will be guided at a time. tions by the organization of this book Brief examples of 11&,./ the above thinking and the design of the class schedule, but at skills are used in this anatomycourse some point you will need to develop a per- follow: sonal way of breaking the task down to what you can do a day at a time. The key word in 1. You will be given a precise definition this idea is the word personal. There isno of the term "sagittal",and you will be right or wrong way to develop these man- taught how to identify the lunate bone of agement skills, the process will differ for the wrist. each one of you; you will find yourown 2. During lecture your instructor will unique methods. So, whenever you react to give you an example of a muscle that has college in general and to this course in par- a reversible origin and insertion ticular with the feeling that "it is impossible, there is too much information", or"how can 3. The lecture on joints will be structured I do it?".try to make the shift to "How can around the various ways in which joints Ldo it ? ", and are classified. your answers 4. The chapter Kill come, a day It is believed that the discipline of in this book at a time. using this particular set of skills which describes Finally, the most endochondral important part has much to do with acquiring theossification will of the hidden ability to learn and think. list the steps of the agenda of a col- process in their lege education in the Western tradition is to correct sequence.
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