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Teachers Guide
Purpose: Review of skeletal, muscle, and integumentary systems and inquiry into
evolution focusing on homologous structures.
Students will get to see and manipulate the various tissues which have been
discussed in class.
Identify the skin, connective tissue, muscles, tendons, bones, ligaments, and
cartilage.
Use their observations to explain how the tissues work together to produce
movement.
Concepts:
Identify the structure and function of the various tissues associated with the
skeletal, muscular, and integumentary systems.
Explain how the bones, muscles, tendons, ligaments, and connective tissue all
work together to produce movement.
Explain the homology between the structures of the chicken wing and those of the
human arm.
Objectives:
Identify the tissues of the chicken wing.
Discuss how the skeletal, muscular and integumentary body systems work
together to produce movement.
Relate the anatomy of the chicken wing to the human arm.
Standards:
ILS I 12 A 5: Apply scientific inquiries or technological designs to explain tests of
evolutionary evidence, analyzing acceptance of geologic and fossil records, researching
comparative anatomy, embryology, biochemistry and cytology studies of analogous and
homologous structures.
Materials needed: (students in groups of 2)
Masking tape
Soap/paper towel
Markers
Dissecting kits - 1/group
Dissecting trays - 1/group
Dissecting pins 4/group
Protective gloves 1 pair/student
Safety goggles 1 pair/student
Chicken wings 1 wing/group
Student guides 1/student
Preparation guide:
Mark the lab stations around the room with masking tape and pen. Lab stations
will be in a logical sequence (1-14: class of 28), so that students can easily find
their station.
Every pair of students should have a 5 by 2.5 table top to complete their
dissection.
All materials, except the gloves and the student guides, will be on a tray at the
dissecting station. One student from each group will come to the front to get a
pair of properly sized gloves for both group members. The students can be called
up five lab stations at a time to reduce the number of students at the front getting
gloves. Pass out the student guides as the students are called up to get their
gloves.
Prepare a couple dissected wings to use for a demonstration. One wing could be
dissected down to the bone and a second could be down to the muscle to show the
majority of the tissues without working on the dissection in front of the class.
Prepare youtube video before class. http://www.youtube.com/watch?
v=SDANht5JPmg
Individual Lab Set Up Described:
Label the lab station with masking tape.
Place all materials on a tray at each dissecting station. Each station needs a
dissecting kit, dissecting tray, dissecting pins, 2 pair of safety goggles, and 1
chicken wing.
Students will receive a pair of protective gloves and a student guide before
completing the dissection.
Time/length of lab:
50 minutes, students observe the prepared wings for tissues they are unable to
see in their own and do the Making the Human Connection as homework
2 day activity, students dissect the first day. The wings can be refrigerated
overnight if dissection is not complete. On the second day the students are able
to finish up their dissection. The discussion questions are then completed and
the students work in the Making the Human Connection in class.
Safety issues:
Raw chicken may be contaminated by Salmonella, a pathogenic bacteria. Wear
gloves and keep your hands away from your face and mouth throughout the
dissection.
Be cautious when using sharp dissection tools.
Thoroughly wash your hands, countertop and instruments with warm, soapy
water after the dissection.
ANSWER KEY:
Write a Hypothesis: Do you think the chicken wing and the human arm are
homologous structures?
If the human arm is or is not (circle one) homologous to the chicken wing, then during
the dissection I will see structures throughout the wing which are not found in the
human arm. The shape, size and structure of the bones or muscles in the wing may also
be different between the chicken wing and human arm.
Safety:
Raw chicken may
Salmonella, a
gloves and keep
your face and
investigation.
Be cautious when
be contaminated by
pathogenic bacteria. Wear
your hands away from
mouth throughout this
using sharp dissection tools.
Materials
Dissecting kit
Dissecting tray
Protective gloves
Safety goggles
Chicken wing
Procedure
1 Wash and pat chicken wing dry and place it in the dissecting pan.
Part A: Comparing the External Structure and Function
2 Sketch the external structure of the chicken wing and label the following parts:
upper wing, lower wing, and wing tip.
Characteristics
Hypodermis
(Connective tissue)
Function
Holds the outer skin layers
to the muscle, helps
facilitate movement
Dermis -contains the blood
vessels, supplies nutrients
for the muscles and bones.
Epidermis protects against
infection and injury, barrier
from the outside world.
Completely remove the rest of the skin from the upper part of the chicken wing
by pulling and using the scissors to cut the skin away from the muscle. Be careful
not the cut into the muscle, tendons, or ligaments as you remove the skin.
5 Remove the skin from the lower wing.
Part C: Examining the Muscles
6 With your fingers, gently separate the muscles from each other. Notice the layers
of loose connective tissue between the muscles.
7 Find the two groups of muscles in the upper arm. Hold the arm down at the
shoulder, and alternately pull on each muscle group. Indicate in Figure A which
muscle is the bicep and tricep and which muscle flexes and which extends the
nearest joint.
Bicep -
Figure A
Tricep -
8 Find the muscle groups of the lower arm. Hold down the arm at the elbow, and
alternately pull on each muscle. Why are there so many muscles?
The fine, detailed movements of the bones in the wing tip require a greater
number of muscles in the lower wing to control this movement.
humerus
radius
ulna
12 Observe the joints at the end of the upper wing and between the upper and lower
wing. Identify the name of the joint and the type of joint in the chart below.
End of the upper wing
Between the upper and lower wing
Joint
Shoulder
Elbow
Type
Ball and Socket
Hinge
13 Look for shiny white ligaments holding bones together at the joint. Cut the
ligaments so that the joint falls apart.
14 Observe the cartilage that covers the ends of bones. How is it different than the
bone?
Cartilage is flexible, between bones, provides a cushion so the bones to not rub on
one another. Bone is hard, providing the structure and a hard brace for muscles
to contract against and create movement. The bone acts as a lever in producing
movement.
15 Get permission from your teacher to dispose of the chicken parts.
Teachers Initials: _____
Clean Up:
Dispose of chicken parts and gloves in the garbage!
Wash your lab station and equipment with warm, soapy water. Dry with a paper
towel.
Discussion Questions:
1 Muscles are only able to pull, not push. How are complex movements possible
with this limitation?
Muscles work in pairs. While one contracts the other relaxes. The muscle pairs
which work together are often on the opposite side of the bone allowing for one
muscle to flex a joint and the other to extend a joint.
2 Explain how a wing moves using the terms muscle, bone, tendon, ligament,
connective tissue, and joint.
The bone acts as a lever, the pivot point is the joint, and the muscles provide the
effort needed to produce movement. The tendons connect the muscles to the
bone and the ligaments hold the bones together by attaching to the bone tissues
on either side of the joint. The muscle contracts causing the tendon and
ligaments attached associated bones and muscles causing movement in the next
part of the wing.
NAME: _________________
____/9pts
7 What additional information would you want to know to help you determine
whether or not the human arm and chicken wing are homologous structures?
(1pt)
Structure of the bones and muscles in the wing tip/fingers