Is the Skeleton Male Or Female? the Pelvis Tells the Story
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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. -
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. -
Module 2 : Anatomy – the Skeleton
Module 2 : Anatomy – The Skeleton In this module you will learn: The functions of the skeletal system The types of bones in the human body The effects of exercise on your bones What happens to the bones as we get older When studying to become a fitness instructor or personal trainer, you will learn all about the anatomy of the human body. Studying the skeleton is one of the foundations of your trade, you will need to know how the body is structured, the names of each bone, types of bones, importance of bone and joint health, detail of the spine and different terms of movement. Without stating the obvious, each of your clients has their own skeleton and you must be fully aware of how this works. This is for many reasons; you are a teacher and must be fully aware of how to prevent injuries, avoid unnecessary stress on the bones and, if qualified, help the client prevent or heal bone and joint related conditions or medical problems. 2.1 Understanding the Skeletal System The skeleton is comprised of 206 different bones that provide 5 main functions: Support mechanism for muscle and tissue Protection for organs Movement with bones, muscles, and joints Storing minerals and blood cells Growth Skeletal System 2.2 Bones are Formed by Ossification Some bones (such as the flat bones of your skull) in the body are formed in a similar stage to connective tissue. The process is known as direct or intramembranous ossification. Other bones are made up of cartilaginous matter, this is developed from future bone in the embryo which then dissolves and is replaced with other bone cells. -
The Muscular System
THE MUSCULAR SYSTEM COMPILED BY HOWIE BAUM 1 Muscles make up the bulk of the body and account for 1/3 of its weight.!! Blood vessels and nerves run to every muscle, helping control and regulate each muscle’s function. The muscular system creates body heat and also moves the: Bones of the Skeletal system Food through Digestive system Blood through the Circulatory system Fluids through the Excretory system MUSCLE TISSUE The body has 3 main types of muscle tissue 1) Skeletal, 2) Smooth, and 3) Cardiac SKELETAL MUSCLE SMOOTH MUSCLE CARDIAC MUSCLE Skeletal muscles attach to and move bones by contracting and relaxing in response to voluntary messages from the nervous system. Skeletal muscle tissue is composed of long cells called muscle fibers that have a striated appearance. Muscle fibers are organized into bundles supplied by blood vessels and innervated by motor neurons. Muscle structure Skeletal (striated or voluntary) muscle consists of densely packed groups of hugely elongated cells known as myofibers. These are grouped into bundles (fascicles). A typical myofiber is 2–3 centimeters ( 3/4–1 1/5 in) long and 0.05millimeters (1/500 inch) in diameter and is composed of narrower structures – myofibrils. These contain thick and thin myofilaments made up mainly of the proteins actin and myosin. Numerous capillaries keep the muscle supplied with the oxygen and glucose needed to fuel contraction. Skeletal Muscles • Skeletal muscles attach to bones by tendons (connective tissue) and enable movement. • Skeletal muscles are mostly voluntary Feel the back of your ankle to feel your Achilles tendon - the largest tendon in your body. -
The Cat Mandible (II): Manipulation of the Jaw, with a New Prosthesis Proposal, to Avoid Iatrogenic Complications
animals Review The Cat Mandible (II): Manipulation of the Jaw, with a New Prosthesis Proposal, to Avoid Iatrogenic Complications Matilde Lombardero 1,*,† , Mario López-Lombardero 2,†, Diana Alonso-Peñarando 3,4 and María del Mar Yllera 1 1 Unit of Veterinary Anatomy and Embryology, Department of Anatomy, Animal Production and Clinical Veterinary Sciences, Faculty of Veterinary Sciences, Campus of Lugo—University of Santiago de Compostela, 27002 Lugo, Spain; [email protected] 2 Engineering Polytechnic School of Gijón, University of Oviedo, 33203 Gijón, Spain; [email protected] 3 Department of Animal Pathology, Faculty of Veterinary Sciences, Campus of Lugo—University of Santiago de Compostela, 27002 Lugo, Spain; [email protected] 4 Veterinary Clinic Villaluenga, calle Centro n◦ 2, Villaluenga de la Sagra, 45520 Toledo, Spain * Correspondence: [email protected]; Tel.: +34-982-822-333 † Both authors contributed equally to this manuscript. Simple Summary: The small size of the feline mandible makes its manipulation difficult when fixing dislocations of the temporomandibular joint or mandibular fractures. In both cases, non-invasive techniques should be considered first. When not possible, fracture repair with internal fixation using bone plates would be the best option. Simple jaw fractures should be repaired first, and caudal to rostral. In addition, a ventral approach makes the bone fragments exposure and its manipulation easier. However, the cat mandible has little space to safely place the bone plate screws without damaging the tooth roots and/or the mandibular blood and nervous supply. As a consequence, we propose a conceptual model of a mandibular prosthesis that would provide biomechanical Citation: Lombardero, M.; stabilization, avoiding any unintended (iatrogenic) damage to those structures. -
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. -
Human Biology
KINDERGARTEN HUMAN BIOLOGY 2 WEEKS LESSON PLANS AND ACTIVITIES LIFE CYCLE OVERVIEW OF KINDERGARTEN ORGANISMS WEEK 1. PRE: Comparing large and small organisms. LAB: Classifying and investigating large organisms. POST: Comparing where large animals live. WEEK 2. PRE: Observing how and where organisms live. LAB: Comparing shells. POST: Comparing plants and animals. HUMAN BIOLOGY WEEK 3. PRE: Discovering the different parts of the body. LAB: Discovering and locating parts of the body. POST: Distinguishing the function of external body parts. WEEK 4. PRE: Discovering why bones are important. LAB: Comparing different models of skeletons. POST: Exploring how teeth grow. PLANT LIFE WEEK 5. PRE: Exploring how seeds grow. LAB: Planting seeds. POST: Exploring the uses of plants. WEEK 6. PRE: Defining the parts of a tree and flower. LAB: Comparing seeds and the plants they produce. POST: Comparing flowers, stems, and leaves. NATURAL ENVIRONMENT WEEK 7. PRE: Exploring land and marine environments. LAB: Comparing and contrasting environments. POST: Describing a favorite environment. WEEK 8: PRE: Exploring the order of a natural community. LAB: Dramatizing who eats whom. POST: Characterizing producers and consumers. Math/Science Nucleus ©1990,2000 2 LIFE CYCLE - HUMAN BIOLOGY (KA) PRE LAB Students look at pictures of the body and locate body organs. OBJECTIVES: 1. Discovering organs inside the body. 2. Labeling body parts. VOCABULARY: heart kidney lung muscle organ skeleton stomach MATERIALS: Look Inside Your Body by Gina Ingoglia (Putnam) Human Body Placemats BACKGROUND: A child's body grows every day and unless someone points out the changes, it is difficult for that child to understand what is happening. -
Results Description of the SKULLS. the Overall Size of Both Skulls Was Considered to Be Within Normal Limits for Their Ethnic
Ossification Defects and Craniofacial Morphology In Incomplete Forms of Mandibulofacial Dysostosis A Description of Two Dry Skulls ERIK DAHL, D.D.S., DR. ODONT. ARNE BJORK, D.D.S., ODONT. DR. Copenhagen, Denmark The morphology of two East Indian dry skulls exhibiting anomalies which were suggested to represent incomplete forms of mandibulofacial dysostosis is described. Obvious although minor ossification anomalies were found localized to the temporal, sphenoid, the zygomatic, the maxillary and the mandibular bones. The observations substantiate the concept of the regional and bilateral nature of this malformation syndrome. Bilateral orbital deviations, hypoplasia of the malar bones, and incomplete zygomatic arches appear to be hard tissue aberrations which may be helpful in exami- nation for subclinical carrier status. Changes in mandibular morphology seem to be less distinguishing features in incomplete or abortive types of mandibulofacial dysostosis. KEY WORDS craniofacial problems, mandible, mandibulofacial dysostosis, maxilla, sphenoid bone, temporal bone, zygomatic bone Mandibulofacial dysostosis (MFD) often roentgencephalometric examinations were results in the development of a characteristic made of the skulls, and tomograms were ob- facial disfigurement with considerable simi- tained of the internal and middle ear. Com- larity between affected individuals. However, parisons were made with normal adult skulls the symptoms may vary highly in respect to and with an adult skull exhibiting the char- type and degree, and both incomplete and acteristics of MFD. All of the skulls were from abortive forms of the syndrome have been the same ethnic group. ' reported in the literature (Franceschetti and Klein, 1949; Moss et al., 1964; Rogers, 1964). Results In previous papers, we have shown the DEsCRIPTION OF THE SKULLS. -
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. -
Paramedian Mandibular Cleft in a Patient Who Also Had Goldenhar 2
Brief Clinical Studies The Journal of Craniofacial Surgery & Volume 23, Number 1, January 2012 as the thyroid gland and hyoid bone, to determine whether any 10. Franzese C, Hayes JD, Nichols K. Congenital midline cervical cleft: a associated anomalies exist.3,16 Alternatively, CT or magnetic reso- report of two cases. Ear Nose Throat J 2008;87:166Y168 nance imaging may be performed for a more thorough assessment 11. Hirokawa S, Uotani H, Okami H, et al. A case of congenital midline of the soft tissue relationships; in our case, a CT scan of the neck cervical cleft with congenital heart disease. J Pediatr Surg Y confirmed a superficial subcutaneous cord, without deeper tissue 2003;38:1099 1101 involvement. To determine the source of airway obstruction, pre- 12. Tsukuno M, Kita Y, Kurihara K. A case of midline cervical cleft. Congenit Anom (Kyoto) 2002;42:143Y145 operative flexible laryngoscopy should be performed. 13. Vure S, Pang K, Hallam L, et al. Congenital midline cervical cleft Surgical treatment of CMCC is required to alleviate or prevent with an underlying bronchogenic like cyst. Pediatr Surg Int anterior neck contracture, respiratory distress, micrognathia, and 2009;25:811Y813 4,5,13 infection and for aesthetic reasons. Treatment involves the com- 14. Andryk JE, Kerschner JE, Hung RT, et al. Mid-line cervical cleft with a plete excision of the lesion and any involved tissues, followed by bronchogenic cyst. Int J Pediatr Otorhinolaryngol 1999;47:261Y264 closure, which is most commonly performed with a Z-plasty or mul- 15. Agag R, Sacks J, Silver L. -
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. -
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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.