Compendium 1 ANSWERS

Compendium 1 INT - What is life?
1.0 Compendium 1 – What is life?

1.1 Outcomes
1. Define the levels of organisation in the body.
2. Define the characteristics of living things.
3. Use appropriate anatomical terminology to describe orientation and location of body parts
and anatomical relations.
4. Describe the major trunk cavities and their divisions.
5. Identify the major organs in each abdominal quadrant/region
6. Describe the location and function of serous membranes.
1.2 Key terms

These are terms you will encounter during your Compendium 1 activities.
Human biology, anatomy, physiology, macroscopic, microscopic, molecule, cell, tissue, organ,
organ system, organism, organisation, metabolism, responsiveness, growth, development,
reproduction, homeostasis, anatomical position, body cavity, prone, supine, sagittal, coronal,
frontal, horizontal, superior, inferior, proximal, distal, cranial, caudal, superficial, deep, medial,
lateral, anterior, posterior, dorsal, ventral, diaphragm.
1.3 Questions
After completion of this Compendium you should be able to answer the following questions:
1. What is the purpose of the anatomical reference position?
2. What characteristics are used to assess whether something is alive or not?
3. What are the 6 levels of organisation of the human body and give examples of each.
4. Anatomical directional terms for the body – use each one in a sentence.
5. What are the three planes in which the body or organs can be divided?
6. What are the three anterior cavities of the trunk?
7. Why do we divide the abdomen into quadrants or regions? What are they?
8. Why do we need serous membranes lining body cavities?
2.0 Preparation
The following tasks need to be completed before attending the week one workshop.
2.1 Register on Connect

The first thing you need to do is to register your details on Connect, the online learning resource
from McGraw Hill, who are the publishers for the Seeley’s Anatomy and Physiology textbook.
1. Copy and paste the URL below and bookmark it so it is easy to return to. This is the URL
that you will always use to access Connect.
http://connect.mheducation.com/class/a-arulpragasam-hsf---dr-ajanthy-arulpragasam---semester-2-
2016
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29 July 2016 CRICOS Provider Code
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2. Under the Unit Information tab on Blackboard there is a PDF document with a step-by-
step guide to help students register on Connect. You can use the complementary
registration code which can be found inside the front cover of the 10th edition of textbook or
purchase access separately for approximately $40. Alternatively Connect is free to all
students for the first two weeks of semester if you want to try-before-you-buy.
2.2 Listen to the iLectures

 The human body
 Anatomical terminology
 Serous membranes
2.3 Read the following pages of your textbook

 VanPutte, C. L., Regan, J. L. & Russo, A. F. (2014). Seeley’s Anatomy and Physiology (10th
edition). New York, USA: McGraw-Hill
o Chapter 1: pages 1-9 and 13-21
 VanPutte, C. L., Regan, J. L. & Russo, A. F. (2010). Seeley’s Anatomy and Physiology (9th
edition). New York, USA: McGraw-Hill
o Chapter 1: pages 1-9 and 13-21

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2.4 Risk assessment

A risk assessment for the Compendium 1 workshop has been carried out and there are no obvious
immediate risks associated with this workshop. Therefore students and tutors are not required to
wear safety glasses or laboratory coats for this workshop. For more information on Safety and
Health at Curtin University please visit: http://healthandsafety.curtin.edu.au/
2.5 Pre-workshop activity: dead or alive

Refer to the information presented in the What is life iLecture to answer the following questions.
1. How do you know when a person is dead? Is it when they’re not moving ... or breathing ... or
when they have no pulse ... or is brain dead? It’s not always easy to decide whether things are
living, dead or were never living. You have been provided with a list of 6 non-human items to
help examine your ideas of life and death. Decide whether they are living, dead or never living
and state the reason for your decision in Table 1 below.
Table 1 – Dead or alive

Items Living, dead or never living Reasons for decision
1. Lemon bought from the supermarket Your own answers
2. A snail from the garden
3. A virus
4. A flower with no roots
5. A flower with roots
6. A USB stick
2. Decide on the factors which living things have in common and list them below.
You could have used the one or more of the 6 main characteristics of life:
1. Organisation
2. Metabolism
3. Responsiveness
4. Growth
5. Development (differentiation and morphogenesis)
6. Reproduction

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3. The human body is organised in a very specific manner. List the six levels of organisation and
give two examples of each. The first level has been done for you.
Level of organisation Example(s)
1. Molecular DNA, RNA, protein, hormone, lipid, organelles
2. Cell Smooth muscle cell, red blood cell, neuron
3. Tissue Nervous, connective, muscle, epithelial tissue
4. Organ Lung, stomach, brain, heart
5. Organ system Respiratory system, renal system, cardiovascular
6. Organism Human, elephant, ladybug
3.0 Workshop
3.1 Getting to know you!
The tutors employed by Curtin University to teach HSF come from a very wide range of health
science professions, with various degrees, qualifications and interests. Please write down the
names and job / qualifications of your tutors. Most importantly please write down their contact
details.
Name Job / Qualifications Email Phone
The weekly workshops that you attend this semester include students from a variety of Schools
within the Faculty of Health Sciences who are studying different degrees. This provides you with
an excellent opportunity to learn with students whose interests may be different from yours. Before
we begin today’s workshop, spend a few minutes talking with the group that you are currently
sitting with. Find out the following about each person and write their details in the table below.
 Name
 Degree enrolled in
 Past experience or knowledge in the subject of Human Biology (HB)
Name Degree enrolled in HB subject experience

Your own answers

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3.2 Homeostasis: Georgia Grace & the safety pin.

Georgia Grace, an 8 month old baby, has been unwell and sleeping poorly for a few days.
Georgia has a ‘wet’ cough, her parent’s suspect she has a chest infection and take her to see their
family GP. Georgia is examined by the GP, weighed and measured by the practice nurses and
given a 10 day script for antibiotics. Two weeks later the cough is still persisting, and along with
vomiting after eating Georgia now has a very high temperature, the practice nurses note that
Georgia has not gained any weight over the last three weeks. The GP writes a referral for a chest
X-ray, to check for fistulas and airway conductivity, and Georgia’s parents take her to the local
radiography clinic – where they get a nasty surprise!
The X-Ray shows that Georgia has

swallowed a safety pin. The
radiographers call an ambulance and
Georgia is transported immediately
with her parents to the children’s
hospital emergency department.
Georgia is kept under observation by
the nurses and doctors in the
emergency ward until the Ear Nose
and Throat (ENT) specialist arrives.
The ENT specialist decides that
Georgia will undergo surgery that
afternoon to remove the pin.
It is unclear from the X-Ray if the pin is located in Georgia’s esophagus or trachea, or how close it
is to vocal chords, large blood vessels and nerves, so Georgia must undergo a CT scan before the
pin can be surgically removed. Georgia is placed under gaseous anaesthesia, a catheter is
inserted into her hand and a nasogastric tube is inserted, she is then taken into surgery.
After a couple of hours the pin has been successfully removed and Georgia is back with her
parents in the recovery ward. The nurses on the ward give Georgia pain relief & antibiotics through
her catheter, a phlebotomist draws a blood sample to check her immune response, and she is fed
through a nasogastric tube. After several days in the hospital Georgia is able to return home. She
continues to take her course of oral antibiotics (Augmentin Duo) and has a follow-up appointment
with the ENT surgeon where she is given the ‘all clear’. Georgia Grace is a very lucky little girl.
In your groups answer the following questions:
1. What roles will different health professionals play in Georgia’s care and recovery and in the
subsequent prevention of these types of incidents?
This is very open ended. By the time you’ve listed all possibilities from radiographers, ambulance
officers to therapists, phlebotomists, lab med scientists, nurses, various types of doctors (e.g. ENT
surgeon), pharmacist, psychologists and health educators, medical research personnel, there will
be few left out.
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2. List any health professionals who would not be involved in Georgia’s care at any point.
Mortuary attendants, gynaecologists, oncologists, midwife, obstetrician, etc
3. Which degree are you enrolled in? How could someone in your future profession help Georgia?
Your own answer.
Georgia was in serious danger of a number of potentially fatal complications resulting from the
safety pin. These include:
1. Choking – caused by a physical obstruction of Georgia’s airways.
2. Infection - due to an internal wound in the wall of her esophagus or trachea, if this infection
moved out into the chest cavity or to the heart it could be fatal.
3. Cardiovascular shock – if the safety pin had punctured a major blood vessel, massive blood
loss could have occurred.
Georgia suffered a major disturbance to body homeostasis and she was lucky to survive.
Homeostasis relates to the existence and maintenance of a relatively constant environment
within the body.
4. What do you think is meant by minor and major disturbances of homeostasis? Include
examples in your answer.
Minor - Easy to recover from

Major - May never completely recover or return to ‘normal. Requires assistance/intervention.
Examples
Minor - Sunburn, bites, increase BP or HR with exercise
Major - third degree burns, stroke, severe brain injury, presence of a foreign body in the
respiratory or digestive system, cancer.
5. What treatments did/would Georgia receive to help her homeostatic mechanisms cope (what
did she need most, to reduce the risks above)?
CT scan to find exact location of the pin before surgery.

Surgery to remove the safety pin (anaesthesia)
Antibiotics to prevent infection
Pain relief
Fluids and feeding through a NG tube

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3.3 Anatomical position and the body building exercise

When studying the human body, it is assumed to be in a stance called anatomical position to
provide a standard point of reference. This allows health professionals to describe the orientation
and location of body parts in a standardised manner.
The features of anatomical position are:

1) Standing erect/upright
2) Head and eyes are facing forward
3) The feet are flat on the ground facing forward
4) The arms are straight by the side and forearms are supinated (palms facing forward).
Before attempting the body building activity, attempt to stand in the ‘anatomical position’.
During the following exercise you will be drawing a body outline of someone within your group who
will be positioned in the anatomical position except for standing upright.
Your team task is to draw a body outline and draw in the eight organs listed below:
Stomach, brain, liver, heart, urinary bladder, left kidney, diaphragm, lungs
1. You have 5 minutes planning and outline time. Choose the role each person will play.
The participants:
 Body model
 Artist - draws an outline of the body model lying in a supine position on butcher paper:
lying on the back, upper and lower limbs extended (straight) and palms supinated (facing
up). Use the thick outline pens provided.
 Whole body expert - examines the torso model to determine the position of the organs
and communicates the information to the artist.
 Organ specialist - examines the individual organs to determine their shape and size, and
communicates the information to the artist.
2. Once you have decided the role each person will pay, you have 10 minutes building time.
 Only the artist and body model can draw in the organs.
 The whole body expert and organ specialist must describe position, size and shape of
the organs to the artist and model.
 The artist and model must pretend they don’t know any anatomy and must rely on the
information given to them by the whole body expert and organ specialist.
3. After you have completed the task, discuss how you worked as a team. Write down what you
and your other group members think are important attributes of a successful harmonious group.
Your answers

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4. Accurately draw the following organs on the figure below. You can use your textbook or lecture
notes to help you. Add in as many labels as possible. Stomach, brain, liver, heart, urinary
bladder, left kidney, diaphragm and lungs.
3.4 Introducing the Anatomage table
Curtin University has two Anatomage tables for learning anatomy. Curtin is one of only two
universities in Australia to have the tables and HSF is the first unit at Curtin to use them.
The Anatomage is essentially a giant iPad on legs with

very detailed anatomy software. Needless to say it is very
expensive and like all laboratory resources, it must be
treated with respect at all times.
Your tutors will now give you a brief introduction on

how to use the Anatomage table.

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3.5 Introduction to anatomy and the anatomical referencing system

You will now make your way around three stations in the room, using the models and resources
provided to answer the questions below. Spend approximately 15 minutes per station. Begin at the
station you are already sitting at and try and complete all the activities requiring the specimens
while you are at the station. The other questions can be answered at home using your textbook
and lecture notes.
Station 1A – Directional terms

We use specific directional terms to allow us to refer to and compare the position of different parts
of the body relative to each other. The following terms will be used repeatedly throughout
semester.
Directional term Definition

Superior Structure above another/higher
Inferior Structure below another/lower
Anterior The front of the body
Posterior The back of the body
Dorsal Towards the back
Ventral Towards the belly
Medial Towards the midline of the body
Lateral Away from the midline of the body
Proximal Used for limbs - Closer to the point of
attachment
Distal Used for limbs - Farther from the point of
attachment
Superficial Toward or on the surface
Deep Away from the surface, internal
Caudal Closer to the tail
Cranial Closer to the cranium/head
1. Use the above terms to describe the relative position of the following (the first one is completed
for you):
The liver is superior to the urinary bladder
The stomach is superior to the urinary bladder
The sternum is anterior to the heart
The right kidney is inferior and posterior to the liver
The sacrum is posterior to the urinary bladder
The diaphragm is inferior to the heart
The elbow is distal to the shoulder
The knee is proximal to the ankle

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The heart is medial to the lungs
The thumb is lateral to the little finger (5th digit)
The kidneys are lateral and superior to the urinary bladder
Station 1B – Trunk cavities
The body contains many cavities, such as the nasal cavity, which opens directly to the outside of
the body but others, such as the trunk, do not.
1. List the 3 main cavities of the trunk.

Thoracic cavity
Abdominal cavity
Pelvic cavity
2. What structure (muscle) separates the thoracic cavity from the abdominal cavity?
Diaphragm
3. The left and right sides of the thoracic cavity are separated by an area in the middle – what is
this area called?
Mediastinum
4. What does the mediastinum contain?

The heart, thymus, esophagus and trachea.
Blood vessels
Nerves
5. The abdominal cavity and the pelvic cavity are not physically separated and are often referred to
as the abdominopelvic cavity. What structures enclose each cavity and what organs are found in
each?
Abdominal cavity – enclosed anteriorly by the abdominal muscles, contains the stomach,
intestines, liver, pancreas, spleen and kidneys.
Pelvic cavity – enclosed by the pelvic bones, contains the urinary bladder, parts of the large
intestine and the internal reproductive organs.

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Station 2A – Quadrants of the abdominopelvic cavity
When describing positions of abdominal and pelvic organs, it is helpful to divide the
abdominopelvic cavity into four quadrants or nine regions.
1. Label these quadrants and regions on the figure below.
2. In which quadrant does the appendix lie?
Right lower quadrant
3. In which quadrant is the spleen located?
Left upper quadrant
4. In which quadrant(s) is the urinary bladder located?
Left and right lower quadrants
Station 2B – Regions of the abdominopelvic cavity

1. In which region(s) is the liver found?
Right hypochondriac and epigastric

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2. In which region(s) is the urinary bladder found?
Hypogastric region
3. Which of the appendix, stomach, liver, and large intestine would be found in the left iliac region?
Large intestine
4. Can you think of any conditions in which various organs may move to a different location within
the abdominopelvic cavity?
Pregnancy, central abdominal obesity, abdominal tumour growth.
5. A man is stabbed with a knife in the epigastric region – which organs may be damaged?
Liver, stomach, pancreas, major blood vessels.
Station 3A - Anatomage table
1. Use the Preset button to select Preset screen 1. Slide one finger across the screen to rotate
the cadaver around. Pinch in and out using two fingers to zoom. Return the image to full size with
the 1:1 Lifesize tool.
2. The cadaver can be rotated and viewed at different angles or planes. Use the orientation tools
to view the cadaver in 3 different orientations: axial (1), sagittal (2) and coronal (3).

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3. We use a number of standard planes to slice or section the body or parts of the body. These can
be used to view the spatial arrangements and connections between particular internal organs.
Orientate the body in the frontal plane (image below) and use the plane selection tool to section
the body in the frontal plane. Use the slider bar to move the section through the body.
4. The labels at the top of the screen will show you where the organs are (a lead line will appear)
as you move the slice through the body.
5. Make sure the cadaver is set to 1:1 lifesize. Select the measurement tool, then select the
ruler. Tap 2 points either side of an organ on the table to measure the size of the organ. To clear
the measurements from the screen select the clear all icon from the ruler tab.

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6. Select Preset 2 and orientate the body in the frontal plane.

Select the knife tool and slice the cadaver into a transverse / horizontal plane (i.e. use the knife to
draw a line straight across the trunk of the cadaver separating it into a top and bottom half).
Rotate the cadaver picture so that you can see the organs inside the body. You can also use the
axial orientation icon.
Use the slider bar to change the position of your slice up and down the cadaver.
If you would like to make your section again use the reset icon to remove the slice.
7. Choose an interesting slice level in the transverse plane and draw or describe the
organs/features you can see. Remember to include some reference labels (e.g. anterior or
posterior and right or left).
Your answers
8. Select Preset screen 3 and select the frontal body orientation.

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Select the knife tool and slice the cadaver into a sagittal plane (i.e. use the knife to draw a line
straight down the middle of the cadaver separating it into a left and right half). You can also use
the plane selection tool and select the sagittal plane.
Rotate the cadaver picture so that you can see the organs inside the body. Use the slider bar to
change the position of your slice up and down the cadaver to find the lead lines for the labels.
Find the diaphragm and follow this through the body.
9. What two cavities does the diaphragm separate?
Thoracic and abdominal cavities
Station 3B – Anatomical planes

Describe the two parts formed by the following sections:
1. Frontal or coronal plane
A vertical plane that separates the body into anterior and posterior portions.
2. Horizontal or transverse plane
A horizontal (transverse) plane that separates the body into superior and inferior portions. A
horizontal (transverse) plane runs parallel to the ground
3. Sagittal plane (including mid-sagittal)
A vertical plane that separates the body into left and right halves. A mid-sagittal plane will
divide the body into two equal halves (e.g. through the nose). A parasagittal plane will divide
the body into unequal halves (e.g. through a shoulder).

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4. Label the following plane(s) and name the segments they divide the body into.
A. Transverse or horizontal plane.

Divides the body into a superior (top)
and an inferior (bottom) segment.
B. Frontal or Coronal plane. Divides the

body into an anterior/ventral (front) and a
posterior/dorsal (back) segment
C. Sagittal plane. Divides the body into

a left and right segment.
A mid-sagittal (median) plane goes

directly through the midline of the body
and divides the body into equal left and
right halves.

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5. Which standard plane(s) would you expect to pass through each of the following structures?
Please note there may be more than one correct answer.
The brain and nasal septum Mid-sagittal, horizontal and/or frontal planes
Both eyes Horizontal and frontal planes
The heart and the liver Frontal and sagittal
The knee and hip joints Para-sagittal (one leg only) and frontal planes
Both knees Horizontal and frontal
The brain and right shoulder Frontal only
The sternum and spinal cord Horizontal and mid-sagittal
4.0 Follow up
4.1 Location of serous membranes
Serous membranes line the trunk cavities and the organs that lie within the cavities. Visceral
serous membranes cover the organs and parietal serous membranes line the cavities. Label the
organs and serous membranes on the diagram below.
Copyright © The McGraw-Hill Companies, Inc.
Permission required for reproduction or display.
1. Visceral pericardium
2. Pericardial cavity (containing fluid)
3. Parietal pericardium
4. Heart
5. Diaphragm
6. Visceral pleura
7. Pleural cavity
8. Parietal pleura
9. Lung
10. Diaphragm

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4.2 Anatomical terms revision

Use the terms listed in Activity 3.5, Station 1A to describe the relative position of the following (the
first one is completed for you):
The liver is superior to the urinary bladder
The lungs are superior to the diaphragm
The sternum is anterior / ventral to the spinal column
The left kidney is superior / posterior to the hip joint
The body organs are deep to the skin
The diaphragm is inferior to the brain
The ankle is distal to the knee
The elbow is proximal to the wrist
The ears are lateral / superior to the mouth
The little finger (5th digit) is medial to the thumb
The urinary bladder is medial / inferior to the kidneys
4.3 Connect activities

There are two online activities on Connect for you to attempt in order for you to get some feedback
on how much of the iLecture and workshop you have understood and remembered. You can do
these activities as many times as you like. Timing yourself will also be excellent practice for the
tests you will be doing during this semester in the Assessment centre. The tests can be found in
the folder titled ‘Week 1: What is life?’ There is a quiz and a LearnSmart activity for you to attempt.

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Compendium 1 ANSWERS

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Compendium 1 INT - What is life?

1.0 Compendium 1 – What is life?

1.2 Key terms

2.1 Register on Connect

HUMB1000 Human Structure and Function Page 1 of 18

2.2 Listen to the iLectures

2.3 Read the following pages of your textbook

HUMB1000 Human Structure and Function Page 2 of 18

2.4 Risk assessment

2.5 Pre-workshop activity: dead or alive

Table 1 – Dead or alive

1. Lemon bought from the supermarket Your own answers

2. A snail from the garden

4. A flower with no roots

5. A flower with roots

HUMB1000 Human Structure and Function Page 3 of 18

Name Job / Qualifications Email Phone

Name Degree enrolled in HB subject experience

HUMB1000 Human Structure and Function Page 4 of 18

3.2 Homeostasis: Georgia Grace & the safety pin.

The X-Ray shows that Georgia has

In your groups answer the following questions:

Mortuary attendants, gynaecologists, oncologists, midwife, obstetrician, etc

Your own answer.

Minor - Easy to recover from

CT scan to find exact location of the pin before surgery.

HUMB1000 Human Structure and Function Page 6 of 18

3.3 Anatomical position and the body building exercise

The features of anatomical position are:

HUMB1000 Human Structure and Function Page 7 of 18

3.4 Introducing the Anatomage table

The Anatomage is essentially a giant iPad on legs with

Your tutors will now give you a brief introduction on

HUMB1000 Human Structure and Function Page 8 of 18

3.5 Introduction to anatomy and the anatomical referencing system

Station 1A – Directional terms

Directional term Definition

The liver is superior to the urinary bladder

The stomach is superior to the urinary bladder

The sternum is anterior to the heart

The right kidney is inferior and posterior to the liver

The sacrum is posterior to the urinary bladder

The diaphragm is inferior to the heart

The elbow is distal to the shoulder

The knee is proximal to the ankle

HUMB1000 Human Structure and Function Page 9 of 18

The heart is medial to the lungs

The thumb is lateral to the little finger (5th digit)

The kidneys are lateral and superior to the urinary bladder

Station 1B – Trunk cavities

1. List the 3 main cavities of the trunk.

4. What does the mediastinum contain?

HUMB1000 Human Structure and Function Page 10 of 18

Station 2A – Quadrants of the abdominopelvic cavity

2. In which quadrant does the appendix lie?

Right lower quadrant

3. In which quadrant is the spleen located?

Left upper quadrant

4. In which quadrant(s) is the urinary bladder located?

Left and right lower quadrants

Station 2B – Regions of the abdominopelvic cavity

Right hypochondriac and epigastric

HUMB1000 Human Structure and Function Page 11 of 18

2. In which region(s) is the urinary bladder found?