Human Anatomy & Physiology [Laboratory Manual, Cat Version] PDF
Preview Human Anatomy & Physiology [Laboratory Manual, Cat Version]
Brief Contents UNIT 1 Introduction to Anatomy and Physiology 1 2 3 Anatomy of Blood Vessels 459 2 Introduction to the Organ Systems 15 2 4 Circulatory Pathways and the Physiology 3 Chemistry 29 of Blood Vessels 487 4 The Microscope 47 2 5 The Lymphatic System 505 5 The Cell 61 2 6 Anatomy of the Respiratory System 523 6 Histology 81 2 7 Physiology of the Respiratory System 539 7 The Integumentary System 103 2 8 Anatomy of the Digestive System 557 8 Introduction to the Skeletal System 119 2 9 Physiology of the Digestive System 585 9 The Axial Skeleton 137 3 0 Anatomy of the Urinary System 599 1 0 The Appendicular Skeleton 171 3 1 Physiology of the Urinary System 617 1 1 Joints 199 3 2 The Reproductive System 635 1 2 Introduction to the Muscular System: 3 3 Embryonic Development and Heredity 661 Muscle Tissue 217 1 3 Gross Anatomy of the Muscular System 241 1 4 Introduction to the Nervous System 281 CAT DISSECTION EXERCISES 1 5 The Central Nervous System: Brain 1 Exploring the Muscular System of the Cat C-1 and Spinal Cord 301 2 Exploring the Spinal Nerves of the Cat C-21 1 6 The Peripheral Nervous System: 3 Exploring the Respiratory System of the Cat C-27 Nerves and Autonomic Nervous System 331 1 7 General Senses 355 4 Exploring the Digestive System of the Cat C-33 1 8 Special Senses 365 5 Exploring the Cardiovascular System of the Cat C-41 1 9 The Endocrine System 389 6 Exploring the Urinary System of the Cat C-49 2 0 Blood 409 7 Exploring the Reproductive System of the Cat C-53 2 1 Anatomy of the Heart 427 INDEX I-1 2 2 Physiology of the Heart 443 Human Anatomy & Physiology Laboratory Manual M A K I N G CO N N E C T I O N S C AT V E R S I O N Catharine C. Whiting University of North Georgia With contributions by Karen L. Keller Frostburg State University Editor-in-Chief: Serina Beauparlant Compositor: S4Carlisle Publishing Services Senior Acquisitions Editor: Gretchen Puttkamer Roethle Design Manager: Marilyn Perry Project Manager: Caroline Ayres Interior Designer: tani hasegawa Project Editor: Kari Hopperstead Cover Designer: Side By Side Design Development Editor: Alan Titche Illustrators: Imagineering Art Development Editors: Kelly Murphy and Elisheva Marcus Rights & Permissions Project Manager: Donna Kalal Editorial Assistant: Arielle Grant Rights & Permissions Management: Rachel Youdelman Director of Development: Barbara Yien Photo Researcher: Maureen Spuhler Art Development Manager: Laura Southworth Senior Manufacturing Buyer: Stacey Weinberger Program Management Team Lead: Mike Early Senior Marketing Manager: Allison Rona Project Management Team Lead: Nancy Tabor Senior Anatomy & Physiology Specialist: Derek Perrigo Production Management: S4Carlisle Publishing Services Media Content Producer: Nicole Tache Copyeditor: Lorretta Palaji Cover Photo Credit: Peathegee, Inc./Blend Images/Corbis Copyright ©2016 Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, record- ing, or otherwise. For information regarding permissions, request forms and the appropri- ate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/. Acknowledgements of third party content appear on page inside back cover, which consti- tutes an extension of this copyright page. PEARSON, ALWAYS LEARNING, MasteringA&P®, A&P Flix™, Practice Anatomy Lab™ (PAL™), and Interactive Physiology® are exclusive trademarks in the U.S. and/or other countries owned by Pearson Education, Inc. or its affiliates. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trade- marks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or pro- motion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Control Number Library of Congress Cataloging-in-Publication Data is available upon request. 1 2 3 4 5 6 7 8 9 10—V364—18 17 16 15 14 0-321-78700-5 (Student edition) 978-0-321-78700-2 (Student edition) 0-13-397580-0 (Instructor’s Review Copy) www.pearsonhighered.com 978-013-397580-2 (Instructor’s Review Copy) About the Author Catharine C. Whiting, University of North Georgia Cathy Whiting began her college career at Waycross Junior College before transferring to the University of Georgia and earning a B.S. in biology. She earned both an M.S.T. and a Ph.D. at the University of Florida, training under an extraordinary mentor, Dr. Louis J. Guillette, a brilliant researcher, author, and educator who taught her how to do science and, more importantly, how to teach. With 20 years of college teaching experience, Whiting seeks to engage her students through active learning in order to facilitate the development of critical-thinking and problem-solving skills. She has discovered that passionate teaching leads to passionate learning. The recipient of several teaching awards including Faculty Member of the Year, Advisor of the Year, and Master Teacher, she considers her greatest reward to be the privilege of teaching and impacting the lives of students. Contributor Karen L. Keller, Frostburg State University Karen Keller earned both her B.S. and M.S. degrees in biology from Frostburg State University and her Ph.D. in physiology from the University of Georgia, College of Veterinary Medicine. She has taught at community college and four-year college levels and has extensive experience teaching introductory biology, anatomy and physiology, musculoskeletal anatomy, microbiology, comparative vertebrate anatomy, histology, and parasitology courses. In addition, she advises students interested in pursuing careers in the health professions and is a member of the American Association of Anatomists, the Human Anatomy and Physiology Society, and the Northeast Association of Advisors for the Health Professions. iii This page intentionally left blank Preface Why Did I Write This Lab watching students fully engage in the learning process. Imag- ine having to run students out of the lab so that the next lab Manual? can get started. You will be amazed at what your students can accomplish when they are engaged, challenged, and inspired! I have been teaching in a wide variety of settings since I gradu- ated from the University of Georgia—as a laboratory assistant, How Is This Lab Manual as a high school teacher, as a graduate assistant, as a tutor/ mentor for college athletes, as an assistant professor of biology Different? at a small liberal arts u niversity, and, currently, as a professor of biology at the University of North Georgia. Regardless of the Human Anatomy & Physiology Laboratory Manual: Making setting, I have always regarded teaching as an incredible oppor- Connections distinguishes itself from other A&P lab manuals tunity and a great privilege. Through the years, I have learned by focusing heavily on addressing the three biggest t eaching that effective teaching requires much hard work, dedication, challenges for A&P lab instructors: getting students to engage and enthusiasm. It involves a life-long pursuit of both content in the lab, to prepare for the lab, and to apply concepts in the lab. knowledge and understanding how students learn. It involves challenging students to develop critical-thinking and problem- Getting Students Engaged solving skills. Most importantly, it involves building relation- ships with students and investing in their lives. As a matter of in the Lab fact, it was a late afternoon conversation with a group of stu- dents after lab in the fall of 2009 that inspired me to pursue For many instructors this is the #1 teaching problem in the lab writing a lab manual. course. The whole active-learning approach of Human Anat- I set out to write a lab manual that was first and foremost omy & Physiology Laboratory Manual: Making Connections is a tool of engagement. In my experience, engaging students in centered around getting students engaged in the lab and ask- an active learning environment is the key to student success ing questions. We achieve this by including a rich variety in both the lecture and laboratory settings. When students of hands-on activities that use different learning modes are engaged, exciting things happen. Attendance improves. including labeling, sketching, touching, dissecting, observ- Students enjoy being in class. Grades soar! Students begin ing, conducting experiments, interacting with groups, and to focus on learning instead of worrying about what is going making predictions. to be on the test. My hope is that instructors will be able to This lab manual includes many tried and true lab activi- use and adapt the activities in this manual to cultivate their ties but also has some unique activities to help facilitate active own active learning environment and to experience the joy of learning, including those listed in the table below. Examples of Active Learning in This Lab Manual Unit Activity How it facilitates active learning Unit 2 Activity 3—Studying Students work together to research and explain how organ systems interact during the patellar Introduction to Organ Homeostasis and Organ reflex; high engagement factor; challenging task that requires students to think critically and Systems System Interactions discuss their ideas with lab group members Unit 6 Activity 4—Tissue Students must interact (discuss, question, argue, etc.) to determine the best set of questions to Histology Identification Concept Map identify the assigned tissue types; encourages students to think about tissues rather than to just memorize them; high engagement and high energy; demands critical-thinking and problem- solving skills Unit 10 Activity 2—Identifying Students identify bones and their features by touch only; high engagement and interaction as The Appendicular Bones-in-a-Bag students discuss and review the assigned features of each bone as it is pulled out of the bag Skeleton Unit 13 Activity 1—Determining Students complete an interactive overview activity that helps them understand how skeletal Gross Anatomy of the How Skeletal Muscles Are muscles are named; this activity teaches students a very useful approach to learning specific Muscular System Named skeletal muscles (origin, insertion, innervation, and action) and prepares them for the remaining activities in the unit; actively engages students as they perform various muscle actions and locate muscles on different anatomical models throughout the lab (continued) v vi PrefACe Examples of Active Learning in This Lab Manual (continued) Unit Activity How it facilitates active learning Unit 15 Activity 3—Identifying Students engage in a high-energy, interactive cerebrospinal fluid “dance” as they learn about The Central Nervous the Meninges/Ventricles the production, flow, and return of CSf to venous circulation System: Brain and and Tracing the flow of Spinal Cord Cerebrospinal fluid Unit 19 Activity 3—Investigating Mini case studies encourage students to apply the information that they have learned in The endocrine System endocrine Case Studies: Activity 1 and Activity 2; builds critical-thinking and problem-solving skills Clinician’s Corner Unit 24 Activity 1—Tracing Blood Students use their knowledge of heart and blood vessel anatomy obtained in previous units Blood Vessel Physiology flow—General Systemic along with anatomical models to trace the pathway of blood from the left ventricle to four Pathways peripheral sites (eye, forearm, abdomen, and leg) and back to the right atrium; they work together to diagram, label, and explain the exchange of materials at the capillary bed Unit 25 Activity 4—Using a An interactive “wet lab” that engages students as they perform an enzyme-linked The Lymphatic System Pregnancy Test to immunosorbent assay (eLISA) to detect the presence of an antigen (human chorionic Demonstrate Antigen– gonadotropin) in unknown samples Antibody reactions Unit 28 Activity 3—examining Interactive question set encourages student engagement and challenges students to make Anatomy of the the Histology of Selected predictions and draw conclusions concerning the relationship between structure and function Digestive System Digestive Organs at the histological level Unit 31 Activity 2—Simulating the Hands-on activity using beads to simulate renal function; a question set takes students through Physiology of the events of Urine Production a step-by-step process with increasingly challenging questions to help them better understand Urinary System and Urine Concentration the role of the kidneys in maintaining homeostasis, as well as to further identify structure/ function relationships Key features of Human Anatomy & Physiology Labora- • Quick Tips provide hints for performing activities or tory Manual: Making Connections that help facilitate active mnemonics for remembering key terms. learning include: • Lab Boosts Lab BOOST invite students Anatomy of the Renal Corpuscle to do hands-on Understanding the anatomy of the renal corpuscle can be demonstrations confusing. Here is a trick to help you learn the anatomy of the visceral layer of the glomerular capsule. Draw or tape of key concepts. a “ nucleus” to the back of each of your hands. Your hands represent podocytes. Now, wiggle your fingers. Your fingers represent pedicels which are foot-like processes of the podo- cytes. Bring your fingers together so that they interdigitate (palms facing you). Note the slit-like openings between your fingers. These openings represent filtration slits. This visceral • Clinical Connection boxes highlight relevant dis- layer of the g lomerular capsule overlies the glomerulus and its eases or conditions and help reinforce learning of key fenestrations to form the renal corpuscle. concepts. • Making Connections charts within activities encour- age students to apply previously learned concepts. • Guided questions within activities help students think about the relevant concepts and how they apply to the activity. PrefACe vii Getting Students to Prepare for Lab Getting Students to Apply Concepts This manual helps address this problem by providing exten- A third challenge and goal in the lab course is to get students sive pre-lab assignments that include pre-lab activity ques- to see the connections between concepts learned in lecture tions for each activity in the unit. These pre-lab questions and their application in the lab. This manual fosters students’ are intended to get the student to peruse the lab activities ability to make these connections with unique Think About before lab. Assignable pre-lab assessments are also available It questions that begin each unit and Making Connections in MasteringA&P. charts within activities. Post-lab Assignments also include Bloom’s Level II Review Questions and Concept Mapping. PRE-LAB ASSIGNMENTS Pre-lab quizzes are also assignable in T Too mmaaxxiimmiizzee lleeaarrnniinngg,, BBEEFFOORREE yyoouurr llaabb ppeerriioodd ccaarreeffuully read this entire lab unit aanndd ccoommpplleettee tthheessee pprree--llaabb aassssiiggnnmmeennttss uussiinngg yyoouurr tteextbook, lecture notes, and pprriioorr kknnoowwlleeddggee.. PRE-LAB A ctivity 1: Identifying the Structural Components of a Skeletal Muscle 1. Use the list of terms provided to label the accompanying illustration of a skeletal muscle; check off each term as you label it. □ endomysium □ fascicle □ muscle □□ e eppiimmyyssiiuumm □□ p peerriimmyyssiiuumm □□ m muussccllee ffiibbeerr a b c Tendon B. Concept Mapping Bone 1. Fill in the blanks to complete this concept maddp outlining the white blood cell types. f ee eosinophil lymphocyte macrophage mast cell neutrophil 22. U Ussee tthhee lliisstt ooff tteerrmmss pprroovviiddeedd ttoo llaabbeell tthhee aaccccoommppaannyyiinngg iilllluuuussssttttrrrraaaattttiiiioooonnnn ooooffff aaaa sssskkkkeeeelllleeeettttaaaallll mmmmuuuusssscccclllleeee ffffiiiibbbbeeeerrrr;; check off each term as you label it. □ mitochondrion □ sarcolemma □□ t teerrmmiinnaall cciisstteerrnnaaee WHITE BLOOD CELL TYPES □ myofibrils □ sarcoplasmic reticuluumm □□ t trriiaadd □ nucleus □ T-tubule dd Granulocytes Agranulocyte ee a ff b gg Basophil Monocyte Also called polymorphonuclear Moves into tissues Moves into tissues leukocyte and becomes and becomes hh c 2. Construct a unit concept map to show the relations hips among the following set of terms. Include all of the terms in your diagram. Your instructor may choose to assign 218 additional terms. agglutination antibody antigen anucleate diapedesis eosinophil hemoglobin hormone lymphocyte macrophage mast cell neutrophil plasma plasma membrane spectrin viii PrefACe Other Key Features Superb Art from Amerman Textbook Human Anatomy & Physiology Laboratory Manual: Making Connections features a rich The art from the Amerman textbook and varied art program and integration of key includes anatomical illustrations, pho- media and equipment used in the lab. tos, histology photomicrographs, and physiology sequence figures. Companion Lab Manual to Erin Amerman’s Human Anatomy & Physiology This lab manual reflects the terminology and explanations found in the Amerman textbook. Table 13-1 Muscles of Facial Expression Muscle Action(s) Origin/Insertion/Nerve(s) Concept Figures Frontalis Raises eyebrows; O: Epicranial aponeurosis Frontalis wrinkles I: Skin of eyebrows skin of forehead N: Facial nerve horizontally Occipitalis Pulls scalp posteriorly O: Occipital bone I: Epicranial aponeurosis N: Facial nerve Occipitalis Corrugator Pulls eyebrows inferiorly O: Medial supraorbital margin of frontal supercilii and medially (as in bone squinting) I: Skin of medial eyebrows Corrugator supercilii Orbicularis oculi N: Facial nerve Orbicularis Closes eye; pulls skin O: Orbital portions of the frontal bone oculi around the eyes, as in and maxilla blinking and winking I: Skin of the orbital area and eyelids N: Facial nerve Levator labii Elevates the upper lip; O: Zygomatic and upper maxilla near superioris everts and furrows upper orbit lip (as in sneering) I: Skin and muscle of the upper lip N: Facial nerve Levator labii superioris Zmyignoomraticus Zmyagjoomraticus Zygomaticus Raises lateral portion of O: Zygomatic minor the upper lip to expose I: Skin and muscle of the lateral upper lip upper teeth (as in N: Facial nerve smiling) Zygomaticus Pulls the angle of the O: Zygomatic major mouth superiorly and I: Lateral muscle fibers of corner/angle of llaatteerraallllyy ((aass iinn ssmmiilliinngg oorr mmoouutthh Risorius llaauugghhiinngg)) NN:: FFaacciiaall nneerrvvee Risorius Pulls the angle of the O: Connective tissue anterior to the ear Glomerulus (glomerular mouth laterGallolym toe rmulaakre c apsIu: Mleo:diolus* Podocyte Filtration slits Capillary Pedicels cpaopdiollacryiteess c)overed by a closed-moutS(hpq saumraieimlteaol ulasy eepr)itNh:e Flaiucmial nerve Orbicularis Closes and protrudes O: Maxilla and mandible Capsular space oris lips (as in puckering the I: Skin and connective tissue of the lips lips for a kiss) Podocyte N: Facial nerve (visceral layer) Orbicularis oris Depressor anguli oris Depressor Draws corners of the O: Lower body of mandible anguli oris mouth inferiorly I: Modiolus* (unhappy face) N: Facial nerve Depressor Protrudes lower lip EffereOn:t M edial mandible near mental foramen labii inferioris (sad or pouting arterioI: lSekin and connective tissue of lower lip expressions) AffereNn: tF acial nerve arteriole Proximal Mentalis Protrudes the lower lip O: Anterior mandible tubule and chin for drinking and I: Skin of the chin near lower lip Depressor Mentaalliiss Buccinator “doubtful” expression N: Facial nerve labii inferioris Buccinator Helps manipulate food O: Molar regions of maxilla and mandible SEM (92,000×) (a) The renal corpuscle during chewing and I: Orbiculari(sb o) rSisE aMn do cf ocanpneilclatirvye stuisrsruoeu nded by podocytes expels air through of cheek/lips Figure 30-9 The renal corpuscle. pursed lips (as in N: Facial nerve blowing a trumpet) PPllaattyyssmmaa LLoowweerrss lloowweerr lliipp OO:: CCoonnnneeccttiivvee ttiissssuuee ooff ddeellttooiidd aanndd and opens mouth pectoralis major by depressing the I: Mandible; skin and connective tissue Platysma mandible below mouth N: Facial nerve Note: Colors of actions and/or directions of action in Action(s) column match colors of directional arrow(s) in Concept Figures. *Mix of muscle and connective tissue at the corners of the mouth.
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