Topographical Anatomy of the Human Body
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Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education -
Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor
Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor: Rebecca Bailey 1 Chapter 1 The Human Body: An Orientation • Terms - Anatomy: the study of body structure and relationships among structures - Physiology: the study of body function • Levels of Organization - Chemical level 1. atoms and molecules - Cells 1. the basic unit of all living things - Tissues 1. cells join together to perform a particular function - Organs 1. tissues join together to perform a particular function - Organ system 1. organs join together to perform a particular function - Organismal 1. the whole body • Organ Systems • Anatomical Position • Regional Names - Axial region 1. head 2. neck 3. trunk a. thorax b. abdomen c. pelvis d. perineum - Appendicular region 1. limbs • Directional Terms - Superior (above) vs. Inferior (below) - Anterior (toward the front) vs. Posterior (toward the back)(Dorsal vs. Ventral) - Medial (toward the midline) vs. Lateral (away from the midline) - Intermediate (between a more medial and a more lateral structure) - Proximal (closer to the point of origin) vs. Distal (farther from the point of origin) - Superficial (toward the surface) vs. Deep (away from the surface) • Planes and Sections divide the body or organ - Frontal or coronal 1. divides into anterior/posterior 2 - Sagittal 1. divides into right and left halves 2. includes midsagittal and parasagittal - Transverse or cross-sectional 1. divides into superior/inferior • Body Cavities - Dorsal 1. cranial cavity 2. vertebral cavity - Ventral 1. lined with serous membrane 2. viscera (organs) covered by serous membrane 3. thoracic cavity a. two pleural cavities contain the lungs b. pericardial cavity contains heart c. the cavities are defined by serous membrane d. -
Basic Brain Anatomy
Chapter 2 Basic Brain Anatomy Where this icon appears, visit The Brain http://go.jblearning.com/ManascoCWS to view the corresponding video. The average weight of an adult human brain is about 3 pounds. That is about the weight of a single small To understand how a part of the brain is disordered by cantaloupe or six grapefruits. If a human brain was damage or disease, speech-language pathologists must placed on a tray, it would look like a pretty unim- first know a few facts about the anatomy of the brain pressive mass of gray lumpy tissue (Luria, 1973). In in general and how a normal and healthy brain func- fact, for most of history the brain was thought to be tions. Readers can use the anatomy presented here as an utterly useless piece of flesh housed in the skull. a reference, review, and jumping off point to under- The Egyptians believed that the heart was the seat standing the consequences of damage to the structures of human intelligence, and as such, the brain was discussed. This chapter begins with the big picture promptly removed during mummification. In his and works down into the specifics of brain anatomy. essay On Sleep and Sleeplessness, Aristotle argued that the brain is a complex cooling mechanism for our bodies that works primarily to help cool and The Central Nervous condense water vapors rising in our bodies (Aristo- tle, republished 2011). He also established a strong System argument in this same essay for why infants should not drink wine. The basis for this argument was that The nervous system is divided into two major sec- infants already have Central nervous tions: the central nervous system and the peripheral too much moisture system The brain and nervous system. -
BIOSC 0805: the HUMAN BODY Department of Biological Sciences University of Pittsburgh
Syllabus: Biosc 0805, The Human Body BIOSC 0805: THE HUMAN BODY Department of Biological Sciences University of Pittsburgh Faculty Zuzana Swigonova, Ph.D. Office: 356 Langley Hall (Third floor, the bridge between Clapp and Langley halls) tel.: 412-624-3288; email: [email protected] Office hours Office hours: Mondays 10:00 – 11:30 AM, 356 Langley Hall Wednesdays 1:00 – 2:30 PM, 356 Langley Hall Office hours by appointment can be arranged by email. Lecture Time Tuesdays & Thursdays, 2:30 – 3:45 PM, 169 Crawford Hall Course objectives This is a course in human biology and physiology for students not majoring in biology. The goal is to provide students with an understanding of fundamental principles of life with an emphasis on the human body. We will start by covering basic biochemistry and cell biology and then move on to the structure and function of human organ systems. An essential part of the course is a discussion of health issues of general interest, such as infectious, autoimmune and neurodegenerative diseases; asthma and allergy; nutrition and health; stem cells research and cloning; and methods of contraception and reproductive technologies. Textbook • Biology. A guide to the natural world, by David Krogh. Pearson, Benjamin Cummings Publishing Company. (ISBN#:0-558-65495-9). This is custom made textbook that includes only the parts of the original edition that are covered in the course. It is available in the Pitt bookstore. • You can also use the full 4th or 3rd edition, however, be aware that the chapters in earlier editions are rearranged in a different order and may be lacking some parts included in the later edition. -
Chapter 32 FOREIGN BODIES of the HEAD, NECK, and SKULL BASE
Foreign Bodies of the Head, Neck, and Skull Base Chapter 32 FOREIGN BODIES OF THE HEAD, NECK, AND SKULL BASE RICHARD J. BARNETT, MD* INTRODUCTION PENETRATING NECK TRAUMA Anatomy Emergency Management Clinical Examination Investigations OPERATIVE VERSUS NONOPERATIVE MANAGEMENT Factors in the Deployed Setting Operative Management Postoperative Care PEDIATRIC INJURIES ORBITAL FOREIGN BODIES SUMMARY CASE PRESENTATIONS Case Study 32-1 Case Study 32-2 Case Study 32-3 Case Study 32-4 Case Study 32-5 Case Study 32-6 *Lieutenant Colonel, Medical Corps, US Air Force; Chief of Facial Plastic Surgery/Otolaryngology, Eglin Air Force Base Department of ENT, 307 Boatner Road, Suite 114, Eglin Air Force Base, Florida 32542-9998 423 Otolaryngology/Head and Neck Combat Casualty Care INTRODUCTION The mechanism and extent of war injuries are sig- other military conflicts. In a study done in Croatia with nificantly different from civilian trauma. Many of the 117 patients who sustained penetrating neck injuries, wounds encountered are unique and not experienced about a quarter of the wounds were from gunshots even at Role 1 trauma centers throughout the United while the rest were from shell or bomb shrapnel.1 The States. Deployed head and neck surgeons must be injury patterns resulting from these mechanisms can skilled at performing an array of evaluations and op- vary widely, and treating each injury requires thought- erations that in many cases they have not performed in ful planning to achieve a successful outcome. a prior setting. During a 6-month tour in Afghanistan, This chapter will address penetrating neck injuries all subspecialties of otolaryngology were encountered: in general, followed specifically by foreign body inju- head and neck (15%), facial plastic/reconstructive ries of the head, face, neck, and skull base. -
GLOSSARY of MEDICAL and ANATOMICAL TERMS
GLOSSARY of MEDICAL and ANATOMICAL TERMS Abbreviations: • A. Arabic • abb. = abbreviation • c. circa = about • F. French • adj. adjective • G. Greek • Ge. German • cf. compare • L. Latin • dim. = diminutive • OF. Old French • ( ) plural form in brackets A-band abb. of anisotropic band G. anisos = unequal + tropos = turning; meaning having not equal properties in every direction; transverse bands in living skeletal muscle which rotate the plane of polarised light, cf. I-band. Abbé, Ernst. 1840-1905. German physicist; mathematical analysis of optics as a basis for constructing better microscopes; devised oil immersion lens; Abbé condenser. absorption L. absorbere = to suck up. acervulus L. = sand, gritty; brain sand (cf. psammoma body). acetylcholine an ester of choline found in many tissue, synapses & neuromuscular junctions, where it is a neural transmitter. acetylcholinesterase enzyme at motor end-plate responsible for rapid destruction of acetylcholine, a neurotransmitter. acidophilic adj. L. acidus = sour + G. philein = to love; affinity for an acidic dye, such as eosin staining cytoplasmic proteins. acinus (-i) L. = a juicy berry, a grape; applied to small, rounded terminal secretory units of compound exocrine glands that have a small lumen (adj. acinar). acrosome G. akron = extremity + soma = body; head of spermatozoon. actin polymer protein filament found in the intracellular cytoskeleton, particularly in the thin (I-) bands of striated muscle. adenohypophysis G. ade = an acorn + hypophyses = an undergrowth; anterior lobe of hypophysis (cf. pituitary). adenoid G. " + -oeides = in form of; in the form of a gland, glandular; the pharyngeal tonsil. adipocyte L. adeps = fat (of an animal) + G. kytos = a container; cells responsible for storage and metabolism of lipids, found in white fat and brown fat. -
1 Introduction to Cell Biology
1 Introduction to cell biology 1.1 Motivation Why is the understanding of cell mechancis important? cells need to move and interact with their environment ◦ cells have components that are highly dependent on mechanics, e.g., structural proteins ◦ cells need to reproduce / divide ◦ to improve the control/function of cells ◦ to improve cell growth/cell production ◦ medical appli- cations ◦ mechanical signals regulate cell metabolism ◦ treatment of certain diseases needs understanding of cell mechanics ◦ cells live in a mechanical environment ◦ it determines the mechanics of organisms that consist of cells ◦ directly applicable to single cell analysis research ◦ to understand how mechanical loading affects cells, e.g. stem cell differentation, cell morphology ◦ to understand how mechanically gated ion channels work ◦ an understanding of the loading in cells could aid in developing struc- tures to grow cells or organization of cells more efficiently ◦ can help us to understand macrostructured behavior better ◦ can help us to build machines/sensors similar to cells ◦ can help us understand the biology of the cell ◦ cell growth is affected by stress and mechanical properties of the substrate the cells are in ◦ understanding mechan- ics is important for knowing how cells move and for figuring out how to change cell motion ◦ when building/engineering tissues, the tissue must have the necessary me- chanical properties ◦ understand how cells is affected by and affects its environment ◦ understand how mechanical factors alter cell behavior (gene expression) -
Anatomy & Physiology
Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (a) General Requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: three credits of science. To receive credit in science, students must meet the 40% laboratory and fieldwork requirement identified in §74.3(b)(2)(C) of this title (relating to Description of a Required Secondary Curriculum). (b) Introduction. (1) Anatomy and Physiology. In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. -
Human Anatomy and Physiology
LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Human Anatomy and Physiology Preface There is a shortage in Ethiopia of teaching / learning material in the area of anatomy and physicalogy for nurses. The Carter Center EPHTI appreciating the problem and promoted the development of this lecture note that could help both the teachers and students. -
Plant Anatomy for the Twenty-First Century, Second Edition
This page intentionally left blank An Introduction to Plant Structure and Development Plant Anatomy for the Twenty-First Century Second Edition This is a plant anatomy textbook unlike any other on the market today. As suggested by the subtitle, it is plant anatomy for the twenty-first cen- tury. Whereas traditional plant anatomy texts include primarily descriptive aspects of structure with some emphasis on patterns of development, this book not only provides a comprehensive coverage of plant structure, but also introduces, in some detail, aspects of the mechanisms of development, especially the genetic and hormonal controls, and the roles of the cytoskele- ton. The evolution of plant structure and the relationship between structure and function are also discussed throughout the book. Consequently, it pro- vides students and, perhaps, some teachers as well, with an introduction to many of the exciting, contemporary areas at the forefront of research, especially those areas concerning development of plant structure. Those who wish to delve more deeply into areas of plant development will find the extensive bibliographies at the end of each chapter indispensible. If this book stimulates a few students to become leaders in teaching and research in plant anatomy of the future, the goal of the author will have been accomplished. charles b. beck, Professor Emeritus of Botany at the University of Michi- gan, received his PhD degree from Cornell University where he developed an intense interest in the structure of fossil and living plants under the influence of Professor Harlan Banks and Professor Arthur Eames. Following post-doctoral study with Professor John Walton at Glasgow University in Scotland, he joined the faculty of the University of Michigan. -
Anatomy Histology Project
Vista Murrieta High School Anatomy and Physiology G. Nicholas ANATOMY HISTOLOGY PROJECT Histology projects will be arranged as a portfolio including labeled drawings and thorough information regarding the four types of tissues. Much of your information will be gathered through outside sources such as the internet. The project should include the following: a cover page, a table of contents, one page per tissue, and a cited works page. For each tissue, include an actual picture of the tissue (from the internet), a colored and labeled drawing of the tissue, a description of the form and function of each tissue, and the location(s) of the tissue. See example below. Pages should be typed! NOTE: The more professional the final product, the better the grade. The following tissue types need to be included in your portfolio: Epithelial Tissues Example: ( Simple Squamous ( Simple Cuboidal ( Simple Columnar ( Pseudostratified Columnar ( Stratified Cuboidal ( Transitional ( Stratified Squamous Connective Tissues ( Loose Connective ( Adipose ( Dense Connective ( Hyaline Cartilage ( Bone ( Blood Muscular Tissues ( Skeletal ( Smooth ( Cardiac Nervous Tissue ( Brain ( Spinal Cord ( Peripheral Helpful Websites: http://www.siumed.edu/%7Edking2/intro/4basic.htm http://www.kumc.edu/instruction/medicine/anatomy/histoweb/index.htm http://cal.vet.upenn.edu/histo/tissuetypes.html http://www.uoguelph.ca/zoology/devobio/210labs/histo1.html http://www.technion.ac.il/~mdcourse/274203/lectures.htm ---pictures at the bottom of each page. Anatomy & Physiology Group Presentation Project For this project, students will be divided into “organ” groups, and will use Google Presentations to make an online report. Each report will require a title page, at least three different pictures of the respective organ, a list of each tissue found in the organ along with representative pictures, a description of the form and function of each of the tissue types found in the organ, and a video not to exceed five minutes in duration. -
Anatomy, Histology, and Embryology
ANATOMY, HISTOLOGY, 1 AND EMBRYOLOGY An understanding of the anatomic divisions composed of the vomer. This bone extends from of the head and neck, as well as their associ- the region of the sphenoid sinus posteriorly and ated normal histologic features, is of consider- superiorly, to the anterior edge of the hard pal- able importance when approaching head and ate. Superior to the vomer, the septum is formed neck pathology. The large number of disease by the perpendicular plate of the ethmoid processes that involve the head and neck area bone. The most anterior portion of the septum is a reflection of the many specialized tissues is septal cartilage, which articulates with both that are present and at risk for specific diseases. the vomer and the ethmoidal plate. Many neoplasms show a sharp predilection for The supporting structure of the lateral border this specific anatomic location, almost never of the nasal cavity is complex. Portions of the occurring elsewhere. An understanding of the nasal, ethmoid, and sphenoid bones contrib- location of normal olfactory mucosa allows ute to its formation. The lateral nasal wall is visualization of the sites of olfactory neuro- distinguished from the smooth surface of the blastoma; the boundaries of the nasopharynx nasal septum by its “scroll-shaped” superior, and its distinction from the nasal cavity mark middle, and inferior turbinates. The small su- the interface of endodermally and ectodermally perior turbinate and larger middle turbinate are derived tissues, a critical watershed in neoplasm distribution. Angiofibromas and so-called lym- phoepitheliomas, for example, almost exclu- sively arise on the nasopharyngeal side of this line, whereas schneiderian papillomas, lobular capillary hemangiomas, and sinonasal intesti- nal-type adenocarcinomas almost entirely arise anterior to the line, in the nasal cavity.