BACHELOR OF SCIENCE IN NURSING

ANPH 111 (Anatomy and Physiology)

COURSE MODULE COURSE UNIT WEEK
1 1 1
The Human Body

ü Read course and unit objectives

ü Read study guide prior to class attendance
ü Read required learning resources; refer to unit terminologies for jargons
ü Proactively participate in classroom discussions
ü Participate in weekly discussion board (Canvas)
ü Answer and submit course unit tasks.

VanPutte, Cinnamon. Regan, Jennifer. Russo, Andrew (2016). Seeley’s Essentials of Anatomy &
Physiology Penn Plaza, New York, New York, McGraw-Hill Education, 10th Edition

Computer device or smartphone with internet access (at least 54 kbps; average data
subscription will suffice)
At the end of the course unit (CM), learners will be able to:

Cognitive
• Define anatomy and describe the levels at which anatomy can be studied.
• Explain the importance of the relationship between structure and function.
• Ascertain two major goals of physiology
• Describe the six levels of organization of the body, and describe the major characteristics
of each level.
• List the eleven organ systems, identify their components, and describe the major
functions of each system.
• Relate the six different characteristics of life
• Define homeostasis, and explain why it is important for proper body function.
• Describe a negative-feedback mechanism and positive-feedback mechanism and give an
example for each.
• Describe a person in anatomical position. Define the directional terms for the human
body, and use them to locate specific body structures.

Affective
• Listen attentively during class discussions
• Demonstrate tact and respect of other students’ opinions and ideas
• Accept comments and reactions of classmates openly

Psychomotor
• Participate actively during class discussions
• Follow class rules and observe compliance to Netiquette
• Use critical thinking to identify areas of care that could benefit from additional research or
application of evidence-based practices
• Integrate knowledge of trends in Anatomy and Physiology

Anatomy - study of the structures of the body

Physiology - study of the processes and functions of the body
Organelles - are the small structures that make up some cells
Organism - any living thing considered as a whole, whether composed of one cell, such as a
bacterium, or of trillions of cells, such as a human
Metabolism - is the ability to use energy to perform vital functions, such as growth, movement,
and reproduction
Growth - refers to an increase in size of all or part of the organism
Reproduction - is the formation of new cells or new organisms
1.1 ANATOMY
Anatomy is the scientific discipline that investigates the structure of the body. The word anatomy
means to dissect, or cut apart and separate, the parts of the body for study. (VanPutte, Regan,
& Russo, 2016)

Studying anatomy involves structure of body parts, its microscopic organization, how each
develops including its relationships and functions.

There are basic approaches in anatomy namely Systemic and Regional. As the name implies,
systemic dwells on body systems such as skeletal and muscular systems. While the latter, which
is regional, reviews specific areas - head, abdomen.

Surface Anatomy and Anatomical Imaging are yet another approach to anatomists. These two
general ways examines a living person through its internal structures. For instance, Surface
anatomy focuses study of external features like bony projections. On the other hand, Anatomical
imaging utilizes different imaging samples like ultrasound and X-rays to evaluate internal
structures.

1.2 PHYSIOLOGY
As VanPutte, Regan, & Russo (2016) notes, Physiology deals with processes or functions of
living things as an ever-changing organism. This is to aid in predicting body’s responses to
different stimuli and to understand how the body maintains homeostasis. Therefore, physiology
is the science of body functions. (Tortora & Freudenrich, 2011)

Moreover, there are subdivisions of physiology that focuses on different organizational level
such as cellular physiology and systemic physiology. For the human as a specific organism, the
study is called Human Physiology. (VanPutte, Regan, & Russo, 2016)

1.3 STRUCTURAL AND FUNCTIONAL ORGANIZATON OF THE

HUMAN BODY
There are six structural levels that our body can be studied and these are chemical, cell, tissue,
organ, organ system and organism as shown below in figure 1.
 Figure 1.1 Levels of Organization for the Human Body
*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

The Chemical Level of organization deals with how different atoms like hydrogen and carbon
interact to form molecules. In the Cell Level, which is the basic unit of organisms, we try to
correlate how a molecular substance affects a living organism. For example, our cells contains
nucleus that contains hereditary information. And though cells differ in structure and function,
knowledge of these differences would greatly help in grasping concepts of anatomy and
physiology. Tissues on the other hand are combined cells that are similar. Their similarity in
characteristics and surrounding materials determines its functions. As an overview, we have
epithelial, connective, muscle and nerve tissues. When two or more tissue types work together
to perform one or more functions, this will be called Organ. Examples of which includes our
heart and stomach , even our brain (figure 1.2).

Figure 1.2 Major Organs Human Body

*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

The next level would be the Organ System. This pertains to group of organs working together to
sustain a specific function. The works of the kidneys, urinary bladder, ureter and urethra is an
example displaying coordinated function for the urinary system to be efficient in its purpose. But
though this system has specific roles to perform, remember that all systems are interrelated. A
problem on one organ system may have serious effects on other systems. Figure 1.3 provides
an illustration of the different organ systems in the human body.
The last level is the Organism Level as a living thing considered as a whole, whether
composed of only one cell such as bacterium, or one that is made of trillions of cells like us
human.
 Figure 1.3 Organs Systems of the Body
*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)
1.4 CHARACTERISTICS OF LIFE
Aren’t you wondering whether humans like us share one or many characteristics with other
organism? If there are, what are the different characteristics of life? Let’s take a review at these
characteristics of life, according to VanPutte, Regan, & Russo, (2016).
1.4.1 Organization – living things are highly organized. They have specific
interrelationships for it to perform functions essential for the living organism to
thrive. In effect, any problems that affects its organization will greatly disrupt its
function.
1.4.2 Metabolism - is all of the chemical reactions taking place in an organism. It
includes the ability of an organism to break down food molecules, which are used
as a source of energy and raw materials to synthesize the organism’s own
molecules. It is the ability of the organism to use energy to perform functions
essential to growth, movement and even reproduction.
1.4.3 Responsiveness – is simply the capability to react or adjust to whether a stimulus
or a change. For instance, our body perspires a lot whenever our temperature rises
during hot weather.
1.4.4 Growth – an increase in number or length. In the human body, growth is an
evidence when bones become larger as the number of bone cells increases.
1.4.5 Development – occurs when an organism changes through time. Like the
developmental changes happening before birth, a human being changes through
time. Though growth signifies development, differentiation also embodies
development. Differentiation can be seen as a change in structure and function
from a generalized to a specialized structures. For example, following fertilization,
generalized cells specialize to become specific cell types, such as skin, bone,
muscle, or nerve cells. These differentiated cells form tissues and organs.
1.4.6 Reproduction - is the ability to form new organism, giving possibility to tissue
repairs and continuity.

1.5 HOMEOSTASIS
Homeostasis (h ′m - -st ′sis; homeo-, the same), according to VanPutte, Regan, & Russo, (2016)
is the ability to maintain balance despite changes in the internal and external environment. Like
temperature regulation as an example, our body produces sweat (as water) in attempt to lower
down body temperature caused by the external environment. And since homeostasis involves
complex mechanisms, these regulations are also affected by different variables. Variables are
conditions like volume, chemical content and in this case, temperature. Their values may easily
change and so does the response of the organism.

In the given example, sweating aids in the regulation, maintaining the body temperature near
the ideal normal value. If temperature was the variable, the sweating is considered as the
Homeostatic mechanism. Most homeostatic mechanisms are governed by the nervous system
or the endocrine system. Note that homeostatic mechanisms are not able to maintain body
temperature precisely at the set point (figure 1.4). Instead, body temperature increases and
decreases slightly around the set point, producing a normal range of values. As long as body
temperatures remain within this normal range, homeostasis is maintained. (VanPutte, Regan, &
Russo, 2016)

Figure 1.4 Homeostasis

Homeostasis is the maintenance of the carriable, such as temperature around an ideal normal value or set point.
*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

Homeostasis is maintained by many feedback systems. Each monitored condition in a feedback

system, or feedback loop, is termed a controlled condition. Any disruption that causes a change
in a controlled condition is called a stimulus. Some stimuli come from outside the body, while
others come from within. In addition to the controlled condition and the stimulus, feedback
systems have three other components:

1. A receptor monitors the controlled condition and sends information (input) to a control
center.
2. A control center receives the input, compares it to a set of values that the controlled
condition should have (set point) and sends output commands (nerve impulses or
chemical signals) to an effector.
3. An effector receives output commands and produces a response that changes the
controlled condition.

If a feedback system reverses the change in the controlled condition to restore it to the set point,
this is a negative feedback system. For example, a negative feedback system controls blood
pressure. However, if a feedback system further strengthens a change in the controlled
condition, this is a positive feedback system. For instance, childbirth is an example of positive
feedback. During labor, uterine contractions force the baby’s head into the cervix, which
stretches. The stretching causes the hypothalamus to secrete a hormone called oxytocin, which
induces more uterine contractions. Negative feedback systems tend to maintain stable
conditions, whereas positive feedback systems tend to be unstable and must be shut off by
some event that is outside the feedback loop, such as the delivery of the child.
1.6 TERMINOLOGY AND THE BODY PLAN

Body Positions
Descriptions of any part of the human body assume that the body is in a specific stance called
the anatomical position. In the anatomical position, the body is upright. This means that the
subject stands erect with the head level, eyes facing forward, feet at on the floor, and directed
forward, and arms at the sides, with the palms turned forward. However, two terms describe a
reclining body. If the body is lying face down, it is in the prone position. If the body is lying face
up, it is in the supine position. (VanPutte, Regan, & Russo, 2016)

Directional Terms
Directional terms describe parts of the body relative to each other. Directional terms are
generally grouped in pairs of opposites. (Thompson, 2015)

Figure 1.5 Directional terms

*taken from Understanding Anatomy and Physiology : A Visual, Auditory, Interactive Approach by Gale Sloan Thompson (2015)
Body Parts and Regions

Figure 1.6 illustrates different regions in the body. This will help to properly identify specific area/s
of a patient body to be evaluated upon. As seen in the image, the central region of the body
consists of the head, neck, and trunk. The trunk can be divided into the thorax (chest),
abdomen (region between the thorax and pelvis), and pelvis (the inferior end of the trunk
associated with the hips). The upper limb is divided into the arm, forearm, wrist, and hand. The
arm extends from the shoulder to the elbow, and the forearm extends from the elbow to the
wrist.

Figure 1.6 Body Parts and Regions (anterior view)

*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

Figure 1.6 Body Parts and Regions (anterior view)

*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)
 Figure 1.6 Body Parts and Regions (posterior view)
*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

The lower limb is divided into the thigh, leg, ankle, and foot. The thigh extends from the hip to
the knee, and the leg extends from the knee to the ankle. (VanPutte, Regan, & Russo, 2016)
Make sure to familiarize because these terms would facilitate better communication between
health care providers.
Abdominal Regions and Quadrants

One portion of the body that occupies a large

area would be the abdominopelvic cavity.
Determining exact location of possible problems
concurrent to different organ/s can be difficult.
For this reason, it was subdivided further into
regions and quadrants. It is also best to
appreciate that some organs may extend over
multiple quadrants as shown in figures 1.7 and
1.8. (Thompson, 2015)

Figure 1.7 Abdominopelvic Quadrants

*taken from Visualizing Anatomy and Physiology by Freudenrich & Tortora (2011)

Figure 1.8 Abdominopelvic Regions and some Organs

found in each Region
*taken from Visualizing Anatomy and Physiology by Freudenrich & Tortora (2011)
Planes

Body planes divide the body, even organs, into sections. The following illustrations will provide
a good view of how bodily structures can be viewed.

Figure 1.9 Planes of the Body

*taken from Understanding Anatomy and Physiology : A Visual, Auditory,
Interactive Approach by Gale Sloan Thompson (2015)
 Organs are often sectioned to reveal their internal
structure (figure 1.10). A cut through the long axis of the
organ is a longitudinal section, and a cut at a right
angle to the long axis is a transverse section, or cross
section. If a cut is made across the long axis at other
than a right angle, it is called an oblique section.

Figure 1.10 Planes of Section through an Organ

*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

Body Cavities

The body contains spaces—called cavities—that house the internal organs. The two major body
cavities are the dorsal cavity and the ventral cavity. Each of these cavities is subdivided
further, as shown below.

Figure 1.11 Body Cavities

*taken from Understanding Anatomy and Physiology : A
Visual, Auditory, Interactive Approach by Gale Sloan
Thompson (2015)
Serous membranes
VanPutte, Regan, & Russo, (2016) specifies that serous membranes lines trunk cavities and cover
the organs of these cavities. They are filled with minimal fluid to lubricate its surfaces thereby
reducing friction. Figures below will depict different serous membranes found in our body

Figure 1.12 Location of Serous Membranes

*taken from Seeley’s Anatomy and Physiology by VanPutte, Regan & Russo (2016)

(a) Frontal section showing the parietal pericardium (blue), visceral pericardium (red), and pericardial cavity. (b) Frontal section showing the
parietal pleura (blue), visceral pleura (red), and pleural cavities. (c) Sagittal section through the abdominopelvic cavity showing the parietal
peritoneum (blue), visceral peritoneum (red), peritoneal cavity, mesenteries (purple), and retroperitoneal organs.
The trunk cavities are lined by serous membranes. The parietal part of a serous membrane lines
the wall of the cavity, and the visceral part covers the internal organs. The serous membranes
secrete fluid that fills the space between the parietal and visceral membranes. The serous
membranes protect organs from friction. The pericardial cavity surrounds the heart, the pleural
cavities surround the lungs, and the peritoneal cavity surrounds certain abdominal and pelvic
organs. Mesenteries are parts of the peritoneum that hold the abdominal organs in place and
provide a passageway for blood vessels and nerves to organs. Retroperitoneal organs are found
“behind” the parietal peritoneum. The kidneys, the adrenal glands, the pancreas, parts of the
intestines, and the urinary bladder are examples of retroperitoneal organs. (VanPutte, Regan, &
Russo, 2016)

Rizzo, D. C. (2016). Fundamentals of Anatomy and Physiology (Fourth ed.). Boston,

Massachussetts: Cengage Learning.
Thompson, G. S. (2015). Understanding Anatomy & Physiology: A Visual, Auditory, Interactive
Approach,2nd Edition. Philadelphia: F. A. Davis Company.
Tortora, G. J., & Freudenrich, C. C. (2011). Visualizing Anatomy & Physiology. John Wiley &
Sons, Inc. .
VanPutte, C., Regan, J., & Russo, A. (2016). Seeley's Essentials of Anatomy & Physiology. New
York, New York: McGraw-Hill Education.

To set the tone right, we will help each other in the appreciation of the initial phase of
Anatomy and Physiology by accomplishing the Course Task/s in Canvas