Fetal Pig Dissection What Do You Think Humans Have in Common with the Pig?
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Structure and Function of Breathing
CHAPTERCONTENTS The structure-function continuum 1 Multiple Influences: biomechanical, biochemical and psychological 1 The structure and Homeostasis and heterostasis 2 OBJECTIVE AND METHODS 4 function of breathing NORMAL BREATHING 5 Respiratory benefits 5 Leon Chaitow The upper airway 5 Dinah Bradley Thenose 5 The oropharynx 13 The larynx 13 Pathological states affecting the airways 13 Normal posture and other structural THE STRUCTURE-FUNCTION considerations 14 Further structural considerations 15 CONTINUUM Kapandji's model 16 Nowhere in the body is the axiom of structure Structural features of breathing 16 governing function more apparent than in its Lung volumes and capacities 19 relation to respiration. This is also a region in Fascla and resplrstory function 20 which prolonged modifications of function - Thoracic spine and ribs 21 Discs 22 such as the inappropriate breathing pattern dis- Structural features of the ribs 22 played during hyperventilation - inevitably intercostal musculature 23 induce structural changes, for example involving Structural features of the sternum 23 Posterior thorax 23 accessory breathing muscles as well as the tho- Palpation landmarks 23 racic articulations. Ultimately, the self-perpetuat- NEURAL REGULATION OF BREATHING 24 ing cycle of functional change creating structural Chemical control of breathing 25 modification leading to reinforced dysfunctional Voluntary control of breathing 25 tendencies can become complete, from The autonomic nervous system 26 whichever direction dysfunction arrives, for Sympathetic division 27 Parasympathetic division 27 example: structural adaptations can prevent NANC system 28 normal breathing function, and abnormal breath- THE MUSCLES OF RESPIRATION 30 ing function ensures continued structural adap- Additional soft tissue influences and tational stresses leading to decompensation. -
Mammalian Anatomy: a Fetal Pig Dissection
Mammalian Anatomy: A Fetal Pig Dissection Background: Introduce the natural history of this animal, using its scientific name, and the reason for its dissection. Include a brief review of all of the levels of classification for this animal and a few features typical at each level, be sure to include chordate and vertebrate features as well as the characteristics specific to mammals. Purpose: Dissect a fetal pig to observe characteristics of placental mammalian anatomy and physiology and contrast them to that of humans. Materials: List appropriately Procedure: 1. Survey characteristics of vertebrate body systems in comparison to invertebrate systems. 2. Review dissection tools, procedures, safety precautions. 3. Follow the dissection as given in class (cite the handout). Results: A clear photo from each section neatly and properly identified and labeled should be included. Try to use the fewest number of pictures as possible, not a photo for each organ…brilliant and concise! Analysis: Use the purpose statement as the basis for the analysis and conclusion. There are three areas of interest and there should be a well developed discussion of each with examples from the dissection and references to the results. Conclusion: Give clear and concise statement of the actual results that addresses the purposes of the lab. Limit to a few sentences. Mammalian Anatomy: A Fetal Pig Dissection Introduction: Eutherian, or placental, mammals share many physical traits such as body hair, mammary glands and nipples, a four chambered hear, specialized teeth, a diaphragm and specialized digestive, respiratory, circulatory, excretory and reproductive systems. As we study this fetal pig’s anatomy we will learn more about these common traits and therefore more about our human body systems. -
The Reproductive System
27 The Reproductive System PowerPoint® Lecture Presentations prepared by Steven Bassett Southeast Community College Lincoln, Nebraska © 2012 Pearson Education, Inc. Introduction • The reproductive system is designed to perpetuate the species • The male produces gametes called sperm cells • The female produces gametes called ova • The joining of a sperm cell and an ovum is fertilization • Fertilization results in the formation of a zygote © 2012 Pearson Education, Inc. Anatomy of the Male Reproductive System • Overview of the Male Reproductive System • Testis • Epididymis • Ductus deferens • Ejaculatory duct • Spongy urethra (penile urethra) • Seminal gland • Prostate gland • Bulbo-urethral gland © 2012 Pearson Education, Inc. Figure 27.1 The Male Reproductive System, Part I Pubic symphysis Ureter Urinary bladder Prostatic urethra Seminal gland Membranous urethra Rectum Corpus cavernosum Prostate gland Corpus spongiosum Spongy urethra Ejaculatory duct Ductus deferens Penis Bulbo-urethral gland Epididymis Anus Testis External urethral orifice Scrotum Sigmoid colon (cut) Rectum Internal urethral orifice Rectus abdominis Prostatic urethra Urinary bladder Prostate gland Pubic symphysis Bristle within ejaculatory duct Membranous urethra Penis Spongy urethra Spongy urethra within corpus spongiosum Bulbospongiosus muscle Corpus cavernosum Ductus deferens Epididymis Scrotum Testis © 2012 Pearson Education, Inc. Anatomy of the Male Reproductive System • The Testes • Testes hang inside a pouch called the scrotum, which is on the outside of the body -
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. -
The Digestive System
69 chapter four THE DIGESTIVE SYSTEM THE DIGESTIVE SYSTEM The digestive system is structurally divided into two main parts: a long, winding tube that carries food through its length, and a series of supportive organs outside of the tube. The long tube is called the gastrointestinal (GI) tract. The GI tract extends from the mouth to the anus, and consists of the mouth, or oral cavity, the pharynx, the esophagus, the stomach, the small intestine, and the large intes- tine. It is here that the functions of mechanical digestion, chemical digestion, absorption of nutrients and water, and release of solid waste material take place. The supportive organs that lie outside the GI tract are known as accessory organs, and include the teeth, salivary glands, liver, gallbladder, and pancreas. Because most organs of the digestive system lie within body cavities, you will perform a dissection procedure that exposes the cavities before you begin identifying individual organs. You will also observe the cavities and their associated membranes before proceeding with your study of the digestive system. EXPOSING THE BODY CAVITIES should feel like the wall of a stretched balloon. With your skinned cat on its dorsal side, examine the cutting lines shown in Figure 4.1 and plan 2. Extend the cut laterally in both direc- out your dissection. Note that the numbers tions, roughly 4 inches, still working with indicate the sequence of the cutting procedure. your scissors. Cut in a curved pattern as Palpate the long, bony sternum and the softer, shown in Figure 4.1, which follows the cartilaginous xiphoid process to find the ventral contour of the diaphragm. -
Lab #2: Organs of the Thoracic and Abdominal Cavities. Important: All Dissections of the Thoracic and Abdominal Cavities Will Be Done As a Class
Lab #2: Organs of the thoracic and abdominal cavities. Important: All dissections of the thoracic and abdominal cavities will be done as a class. Do Not get ahead of the class for you may cut into something that we will want to examine later. Goals: Be able to …. Locate and explain the functions of the structures listed below: Neck Region: Abdominal Cavity: thymus gland umbilical chord thyroid gland peritoneum larynx mesenteries trachea liver esophagus stomach thoracic Cavity: spleen right and left pleural cavities small intestine (locate duodenum) right and left lungs pancreas pericardial cavity large intestines heart cecum Thoracic/Abdominal Division: colon diaphragm 13.3 Thoracic and Abdominal Incisions Pp. 164 – 165 Make incisions with class and instructor!!! 13.4 Neck Region, Thoracic Cavity and Abdominal Cavity Pp. 166-170 – Read all introductions, follow the procedures to locate the organs specified and answer all the questions. Pp. 172 – Answer questions #6-8, 11-17, 19 Arrange the organs in order by the way food travels through them: Stomach, esophagus, large intestines, mouth, small intestines, anus, rectum The inhalation of a breath of travels through several organs. Put the following organs in their proper order: Bronchi, nasal passages, bronchioles, larynx, pharynx, alveoli, trachea II. Respiration and Digestion Stations Goals: After this lab you should be able to………….. 1. Describe the appearance of villi and explain how the structure of villi supports their function. 2. Describe the internal structure of the lungs and explain the process of gas exchange. 3. Explain the difference in appearance and function between healthy alveoli and diseased alveoli. -
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. -
The Urinary System Dr
The urinary System Dr. Ali Ebneshahidi Functions of the Urinary System • Excretion – removal of waste material from the blood plasma and the disposal of this waste in the urine. • Elimination – removal of waste from other organ systems - from digestive system – undigested food, water, salt, ions, and drugs. + - from respiratory system – CO2,H , water, toxins. - from skin – water, NaCl, nitrogenous wastes (urea , uric acid, ammonia, creatinine). • Water balance -- kidney tubules regulate water reabsorption and urine concentration. • regulation of PH, volume, and composition of body fluids. • production of Erythropoietin for hematopoieseis, and renin for blood pressure regulation. Anatomy of the Urinary System Gross anatomy: • kidneys – a pair of bean – shaped organs located retroperitoneally, responsible for blood filtering and urine formation. • Renal capsule – a layer of fibrous connective tissue covering the kidneys. • Renal cortex – outer region of the kidneys where most nephrons is located. • Renal medulla – inner region of the kidneys where some nephrons is located, also where urine is collected to be excreted outward. • Renal calyx – duct – like sections of renal medulla for collecting urine from nephrons and direct urine into renal pelvis. • Renal pyramid – connective tissues in the renal medulla binding various structures together. • Renal pelvis – central urine collecting area of renal medulla. • Hilum (or hilus) – concave notch of kidneys where renal artery, renal vein, urethra, nerves, and lymphatic vessels converge. • Ureter – a tubule that transport urine (mainly by peristalsis) from the kidney to the urinary bladder. • Urinary bladder – a spherical storage organ that contains up to 400 ml of urine. • Urethra – a tubule that excretes urine out of the urinary bladder to the outside, through the urethral orifice. -
Laboratory 8 - Urinary and Reproductive Systems
Laboratory 8 - Urinary and Reproductive Systems Urinary System Please read before starting: It is easy to damage the structures of the reproductive system as you expose structures associated with excretion, so exercise caution as you do this. Please also note that we will have drawings available as well to help you find and identify the structures described below. The major blood vessels serving the kidneys are the Renal renal artery and the renal pyramid vein., which are located deep in the parietal peritoneum. The renal artery is a branch of the dorsal aorta that comes off Renal further caudal than the cranial pelvis mesenteric artery. Dissect the left kidney in situ, dividing it into dorsal and ventral portions by making a frontal section along the outer periphery. Observe the renal cortex renal medulla (next layer in) renal pyramids renal pelvis ureter (see above diagram) The kidneys include a variety of structures including an arterial supply, a venous return, extensive capillary networks around each nephron and then, of course, the filtration and reabsorption apparatus. These structures are primarily composed of nephrons (the basic functional unit of the kidney) and the ducts which carry urine away from the nephron (the collecting ducts and larger ducts eventually draining these into the ureters from each kidney. The renal pyramids contain the extensions of the nephrons into the renal medulla (the Loops of Henle) and the collecting ducts. Urine is eventually emptied into the renal pelvis before leaving the kidneys in the ureters. The ureters leaves the kidneys medially at approximately the midpoint of the organs and then run caudal to the urinary bladder. -
2.05 Remember the Structures of the Respiratory System 2.05 Remember the Structures of the Respiratory System
2.05 Remember the structures of the respiratory system 2.05 Remember the structures of the respiratory system Essential question What are the structures of the respiratory system? 2.05 Remember the structures of the respiratory system 2 Structures of the respiratory system Upper Respiratory System Nose Sinuses Pharynx Epiglottis Larynx Lower Respiratory System Trachea Lungs 2.05 Remember the structures of the respiratory system 3 Structures of the Upper Respiratory System Nose Nasal cavity – space behind the nose Vestibular region Olfactory region Respiratory region Nasal septum – cartilage that divides the nose into right and left sides Turbinates – scroll-like bones in the respiratory region Cilia – nose hairs 2.05 Remember the structures of the respiratory system 4 Structures of the Upper Respiratory System Sinuses - Cavities in the skull. Ducts connect sinuses to the nasal cavity Lined with mucous membrane to warm and moisten the air Provide resonance to the voice 2.05 Remember the structures of the respiratory system 5 Structures of the Upper Respiratory System Pharynx Throat Nasopharynx Oropharynx Laryngopharynx About 5” long 2.05 Remember the structures of the respiratory system 6 Structures of the Upper Respiratory System Epiglottis A flap or lid that closes over the opening to the larynx when food is swallowed 2.05 Remember the structures of the respiratory system 7 Structures of the Upper Respiratory System Larynx Voice Box Triangular chamber below pharynx Within the larynx are vocal cords, the glottis Also called the Adam’s Apple 2.05 Remember the structures of the respiratory system 8 Structures of the Lower Respiratory System Trachea Windpipe Approximately 4 ½” long The walls are composed of alternate bands of membrane and C-shaped rings of hyaline cartilage. -
Internal Medicine Diagnostics-Thoracic Cavity
Internal Medicine Diagnostics-Thoracic Cavity Sheila M. McGuirk, D. V.M., M.Sc. Department of Veterinary Physiology and Pharmacology College of Veterinary Medicine The Ohio State University Columbus, Ohio 432 JO The most valuable tools of the trained veterinarian are the tic evaluation is based in part on the acoustic accuracy of the ability to perform a complete physical examination, inter stethoscope. However, the acoustics of any stethoscope will pret the findings, make some logical conclusions based on reflect the acoustics of the human ear when it is worn. 1 The these findings, and design a course of therapy to return the diaphragm of the stethoscope amplifies high frequency patient to normal function. The successful diagnostician sounds while attenuating low frequencies. 2 Poor quality or may perfect his clinical exam by perfecting his ability to cracked diaphragms will attenuate all frequencies. The bell is interpret what he finds or by employing more sensitive used to amplify low frequency sounds. The shallow, bowl diagnostic tools in order to gain more specificity in defining shaped bells have no useful high frequency response at all. and treating the problems he sees. Diagnosis of problems in The tu bing of the currently available stethoscopes are either the thoracic cavity are often overlooked. More often than single or double. Although the single tube is more compact not the problem stems from the failure to perform a good and subject to less extraneous noise, it is subject to examination of the chest. Avoidance of the thoracic cavity, irregular distortion patterns and suffers from considerable however, is the result of confusion over i~terpretation of loss of output at high frequencies. -
Fetal Pig Dissection Lab with Detailed Images
Fetal Pig Dissection Lab with Detailed Images Beth Cantwell and Laurel Rodgers Shenandoah University, 1460 University Drive, Winchester, VA 22601 [email protected], [email protected] Abstract This lab provides students with detailed dissection instructions of the fetal pig, including the digestive, respiratory, cardiac, urinary, and reproductive systems. Color pictures are provided for each step to help students ensure that they are removing the correct tissues and making the correct incisions. Information is provided throughout the lab about the function of each organ students observe. This lab was written for a non-majors, general education course. However, we have provided additional materials in the appendix in order for instructors to expand the lab for a Biology majors course. Keywords: Anatomy, organ systems, fetal pig dissection Introduction The fetal pig is frequently used during anatomy units in both majors and non-majors courses because the pig has a similar anatomy to humans, is reasonably priced, and is readably available from multiple sources. In our non-majors Biology course, Biology in Society, we use the fetal pig to introduce our students to basic anatomy and the function of some major biological systems in the human. We wrote this lab because we have struggled to find a fetal pig dissection that contained both sufficient instructions and information for our course. Detailed instructions allow students to make the appropriate incisions and observe organs with minimal assistance from the instructor. From a classroom management perspective, this is important because it allows the lab instructor to circulate quickly within a group of up to twenty students.