Introduction to Anatomy & Physiology

Online Lab Manual

Online Laboratory Activities

Homework and Lab Assignments
st
1 Semester Academic Year 2020-2021

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 Online Anatomy and Physiology
Laboratory Activities

Table of Contents

General Laboratory Orientation . 3

Laboratory Activities & Homework Assignments
Units of Measurement & Metric System Homework 4
Module 1 The Language of Anatomy 7
Organ Systems: Overview 9
Microscopy 11
Module 2 Breathing, Exercise, and Diseases 12
Module 3 Assessing the circulatory system 14
Module 4 The digestive and endocrine system 18
Module 5 The nervous system 23
Module 6 The integumentary system and the special senses 26
Module 7 Musculoskeletal System 30
Module 8 The reproductive system 34

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 Introduction to Human Anatomy & Physiology Laboratory Orientation

The laboratory part of the course is meant to enhance the learning of the students regarding the
concepts and principles in human anatomy and physiology that were presented during the lecture
portion. With the shift of learning from face-to-face interaction to online distance learning, the
laboratory portion has shifted from actual human anatomy and physiology laboratory settings to
practical home settings, taking into consideration the safety of students in this time of the CoViD19
pandemic. When traditionally students learn thru the use of laboratory supplies and equipment, students
will enhance their knowledge by using practical resources such as downloadable 3D anatomy model
software and applications for PC, laptop, android and IOS phones and tablets. When deemed
appropriate, students shall also apply these laboratory activities with their family members living with
them at home.

At times, students shall be working individually but they may also ask the help of their
classmates and peers via online discussion. Each activity is structured to begin with a short introduction
to the exercises, highlighting the activity, the learning resource materials needed and the procedure.
While the activities are designed to be self-directed learning, collaboration with other students is highly
encouraged. While instructions are meant to be easily understood, students may contact the instructor
for further clarification.

The activities were developed in such a way that it is possible to accomplish everything at
home, with minimal supervision using resources that can be found in books, e-books, and electronic
sources such as software application from the internet. Students may also need to download and watch
videos from Youtube and other similar online sources to learn some skills related to the study of human
anatomy and physiology. Students are also advised to download the following:

1. E-book or pdf file on Atlas of Human Anatomy and Physiology;

2. Software applications on human anatomy and physiology for laptop, smart phones and tablets;
3. Online Human Anatomy and Physiology Laboratory Manual

General Rules:

1. Read the laboratory activity sheet before attempting to perform the tasks and answering the
questions. While the instructor will brief the class as to the objectives of the activity, as well as the
procedures, students will be basically working on their own, with little supervision.
2. Write your answers in the worksheets. Submit your worksheets in the FB Group Page created for the
course.
3. Ensure safety always. Students shall be responsible in ensuring for their own safety practices such as
hand hygiene, social distancing and wearing of personal protective equipment when dealing with
others.

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Units of Measurement and the Metric System

Laboratory & Homework Activities
(Ziser, 2018)

Resource Materials Needed:

a. meter sticks
b. metric rulers
c. calculators

It is essential that people working in scientific and medical fields develop some facility with units
of measurement including the ability to convert between different systems of measurement. Unlike the
English (Apothecaries) system, conversions within the metric system are relatively easy; all being
based on increments of 10.

Quantity Metric Unit Symbol Approximate Equivalents

Length Millimeter mm Thickness of centavos coin or paper clip wire
Centimeter cm Width of a paper clip
Meter m 1 yard or 3 feet
Height of door is about 2 m
Kilometer Km 0.6 miles
Distance you can walk in 12 minutes
Area Square centimeter cm2
Square meter m2 Area of a card table top
Hectare ha Area of a football field including the end zones
Volume Milliliter ml A teaspoon holds about 5 ml
Liter L A quart
Cubic centimeter cm3
Cubic meter m3 A cubic yard
Mass Milligram mg A grain of salt
Gram g 3 small paperclips
Kilogram kg 2.2 lbs
Weight of Webster’s Collegiate Dictionary
Metric tonne mt or tonne A Volkswagen beetle
1.1 tons
0
Energy Centigrade C 00 C= 32 0F; 1000C = 212 0F
Calorie Cal 1 lb of fat stores 3500 calories of food energy

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The Metric System

Homework Sheet
(Ziser, 2018)

The following activities will help to familiarize you with units of the metric system, use your text or lab
manual to answer each:

1.What is the metric prefix that means:

one thousand ___________________ one thousandth ___________________

one hundred ___________________ one hundredth ___________________

2.Complete the following sentences with the correct word (not abbreviation).

One thousand grams is a _____________________

One one thousandth of a gram is a _____________________

One thousand meters is a _____________________

One one thousandth of a meter is a _____________________

One one hundreth of a meter is a _____________________

3. Convert the following:

.45 liters = ________ml 670 cm = ________m

1250 ml = ________ l 1250 g = ________kg

0.065 mg = ________g 0.15 liters = ________ml

3.7 km = ________m 120 mm = ________cm

3.6 kg = ________g 5000 m = ________km

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4. Make a diagram of your textbook, below, use arrows to indicated how the terms below apply, then
measure and record these dimensions of your textbook in centimeters below:

“superior” to “inferior” __________

“medial” to “lateral” __________

“anterior” to “posterior” __________

“dorsal” to “ventral”__________

5. What is the average normal body temperature in degrees Fahrenheit and Celsius (show your work,
or formula used)?

6. What was yesterday’s high and low temperature in degrees Celsius (show your work or formula
used):

high:__________ low: ___________

7. If someone weighs 154 lbs how much do they weigh in kilograms (show your work):

8. When you leave the SPUS Basic Education Campus/Gaisano Capital parking lot and have driven
one kilometer, where are you (be specific)?

9. Find and describe and attach an picture of an everyday object not mentioned in this exercise, the
textbook, or the lab manual that measures approximately:

one meter: ____________________________________

one centimeter ____________________________________
one millimeter ____________________________________
one liter ____________________________________
one gram ____________________________________
one kilogram ____________________________________

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Module 1
The Language of Anatomy
[Landmarks, Cavities, Planes, Organ Systems]
(Ziser, 2018)

Learning Materials Needed:

a. Pictures, drawings, illustrations of male & female surface landmarks models
b. Various models from the internet
c. Ask the help of a family member or a friend who can stand as a model for this activity
d. Visual free Anatomy (download free app) or visit the websites https://human.biodigital.com/
e. Color Atlas of Human Anatomy pdf

Lab Activities:

1. Define and give examples of the following directional terms:

a. superior/ inferior
b. anterior/ posterior
c. medial/ lateral
d. dorsal/ventral
e. proximal/ distal
f. superficial/deep

2. Use the models above to find and describe the location of common surface landmarks listed below

a. axial region
b. appendicular region
c. head, neck, thorax, abdomen, pelvis
d. nasal, orbital, oral, buccal, occipital, cervical, axillary, thoracic, umbilical, lumbar, sacral,
gluteal, brachial, pelvic, abdominal, pubic, inguinal, femoral, patellar, calcaneal

2. Draw, describe and recognize the variety of sections on all models in the lab that show various types
of sections.

a. sagittal plane
b. frontal plane
c. transverse plane

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4. List the major body cavities and name organs found in each

a. Dorsal
b. Cranial
c. Spinal
d. Ventral
e. Thoracic
f. Abdominopelvic
g. Abdominal
h. Pelvic

5. Study torso models and illustrations to be able to name which abdominal quadrants or regions
various organs are found in. Draw, illustrate or post pictures of the landmarks, cavities, planes,
organ system being discussed. Label and identify the pictures, illustrations as indicated below.

a. upper right and left quadrate; lower right and left quadrate epigastric hypogastric,
umbilical
b. rt & lft hypochondriac, rt & lft lumbar, rt & lft inguinal

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Organ Systems Overview

(Ziser, 2018)

Learning Materials Needed:

1. Tables and Illustrations

2. Torso Models
3. Pictures, drawings, illustrations of male & female surface landmarks models
4. Various models from the internet
5. Ask the help of a family member or a friend who can stand as a model for this activity
6. Visual free Anatomy (download free app) or visit the websites https://human.biodigital.com/

Lab Activities:

1. Use models and charts to learn the major systems and some of the major organs of each organ
system listed below. Draw, illustrate or post pictures of the corresponding

a. Integumentary System
 [the skin can be considered a membrane, a single organ or an organ system]

b. Skeletal System
 each individual bone is a separate organ of the skeletal system (eg. humerus, radius, femur,
etc. )

c. Muscular System
 each individual muscle is a separate organ of the muscular system (eg. biceps, triceps,
gastrocnemius. etc.)

d. Nervous System
 brain, spinal cord, each cranial nerve, each spinal nerve

e. Endocrine System
 anterior pituitary gland, posterior pituitary gland, thyroid gland, pancreas, adrenal cortex,
adrenal medulla, ovaries, testes

f. Circulatory System
 heart, each individual artery and vein is a separate organ of the circulatory system (eg.
aorta, pulmonary artery, hepatic portal vein, etc.)

g. Lymphatic System
 right lymphatic duct, thoracic duct, tonsils, spleen, lymph nodes

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h. Immune System
 [Specific cells and chemicals in virtually every body organ help to protect the body from
pathogens]

i. Respiratory System
 nose, pharynx, larynx, trachea, bronchi, lungs, diaphragm

j. Digestive System
 mouth, pharynx, esophagus, stomach, small intestine, large intestine, liver, gall bladder,
pancreas, mesenteries, teeth, salivary glands

k. Urinary System
 kidneys, ureters, urinary bladder, urethra

l. Reproductive System
 male: penis, scrotum, testes, epididymus, vas deferens, ejaculatory duct, urethra, seminal
vesicles, prostate gland, bulbourethral glands
 female: vulva, , mammary glands , ovaries, oviducts, uterus, cervix, vagina

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The Microscope
Laboratory Activities
(Ziser, 2018)
Learning Materials Needed:

1. Download and watch the youtube video on Microscope: Types, Parts and Function
https://www.youtube.com/watch?v=RdfqcWY4E08
2. Download a picture of a microscope.

Lab Activities:

1. Identify the major parts of the microscope and know the functions of each:

ocular lens, objective lenses, nosepiece, power switch, light control switch, mechanical stage,
condenser, iris diaphragm, coarse & fine focus , pointer

2. Define and explain the following terms related to microscopy:

magnification, resolution, contrast

compound microscope, dissecting microscope

3. Distinguish between the scanning, low power, high power, and oil immersion objectives.

4. Watch and learn the proper focusing techniques and light adjustments at all magnifications and
determine the total magnification you are using when viewing the two slides listed above

5. Watch and learn how to properly handle, use and care of the microscope and of prepared slides.

6. Learn the meanings of the abbreviations below that are used on prepared slides:

wm = whole mount
sec = section of an organ or tissue; no specific kind of section designated
cs = cross section
ls = longitudinal section
sag = sagittal section
sm = smear  cells are spread out in a single layer across the slide
ts = teased  individual cells are pulled apart from each other on the slide

7. Draw, illustrate a light microscope. Label the parts.

8. Make a summary of how you should be handle and use the microscope

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Module 2
Breathing, Exercise, and Diseases

Normal breathing rates ranges from 12-25 times per minute. In this activity, you will compare
the breathing rate of three (3) family members immediately upon waking up, at rest and after
performing exercises. When counting the breathing rate of your subjects, a complete cycle involves
inspiration and expiration of air, which is counted as one cycle. You complete the counting the
breathing rate for one full minute.

Procedure:
1. Download and watch the youtube videos on normal and abnormal breath sounds and on how to
assess the breathing rate.
2. Ask first the permission from your family member if they can participate in your laboratory
exercise. Inform your subject that you will be observing their breathing upon waking up, during
resting and after exercising. A consent is important to gain the full cooperation of your subjects.
Please ensure the safety of your subject and that they can still be able to perform the jumping
jacks without difficulty.
3. Count the breathing rate of your family member in three different circumstances: immediately
after waking up, after a 5-minute rest, and immediately after performing a 3-minute jumping
jacks. Ensure that you count the breathing rate for one full minute. Do observe your subjects for
three consecutive days.
4. Record your observations in the table below and answer the questions.

Observations:
Name, age and sex of the participants

Activity
Average

Average

Average
Day 1

Day 2

Day 3

Day 1

Day 2

Day 3

Day 1

Day 2

Day 3

Immediately after
waking up

After 5 minutes rest

Immediately after
performing a 3-minute
jumping jacks

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Analysis:
1. What observations can you make with the breathing rate of your participants under different
activities? How will you explain your observations?

2. How did exercise affect the breathing rate? Explain why this happens.

3. What other factors besides exercise might influence your normal breathing rate?

4. Have you noticed any other way the breathing changed with exercise? Give possible reasons for
this changes.

5. Discuss the different normal and abnormal breath sounds as to their descriptions, characteristics
and location.
a. Normal breath sounds
i. Vesicular

ii. Bronchovesicular

iii. Bronchial

b. Abnormal breath sounds

i. Wheezing

ii. Stridor

iii. Crackles

iv. Rhonchi

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Module 3
Assessing the circulatory system

In this activity, you will learn how to make measurements of your pulse and understand how
blood pressure is monitored. You will then compare the pulse rate and blood pressure before and after
physical activity.

Each beat of the heart sends blood through arteries, veins and capillaries. Day and night the
heart’s rhythmic contractions send blood to all parts of the body. The blood brings nutrients and oxygen
to body tissues, and picks up wastes and carbon dioxide otherwise cells and tissues die if circulation
stops for even a short period of time.

Every time that your heart contracts, blood is forced out of your heart and into your arteries.
This force pushes blood through your arteries in spurts. With each spurt, a beat can be felt. This beat is
called a pulse. When the heartbeat is felt in the radial artery of the wrist, it is called the radial pulse.
When the heartbeat is found in the carotid artery in your neck, it is called the carotid pulse.

How fast does your heart beat? It depends on several things such as age, activity level or how
calm or excited you are. When body movement increases, the cells need more nutrients and oxygen. As
a result, the heart will beat faster to keep up with the demand. When body movement decreases, the
heart rate will decrease.

Regular intense exercise will increase the size of the heart muscle. A larger heart works more
efficiently than a smaller one because it holds more blood and each pump delivers more blood to the
body. It therefore takes fewer heartbeats to circulate the blood through the body.

There are two parts to a heartbeat. The part where the heart is contracting is called systole. The
part where the heart is relaxing is called diastole. Blood pressure is a measure of the force of the blood
on the arteries. When the heart is contracting (during systole) the blood pressure is higher than when the
heart is relaxing (during diastole). A sphygmomanometer, also known as a blood pressure monitor, is
an instrument used to measure blood pressure.

Procedure:
1. Download and watch the youtube videos on normal and abnormal heart sounds and on how to
assess the pulse rate and the blood pressure.
2. Ask first the permission from your family member if they can participate in your laboratory
exercise. Inform your participants that you will be assessing their pulse rate upon waking up,
during resting and after exercising. A consent is important to gain the full cooperation of your
subjects. Please ensure the safety of your subject and that they can still be able to perform the
jumping jacks without difficulty.
3. Count the pulse rate of your family member in four (4) different circumstances: during sleep,
immediately after waking up, after a 5-minute rest, and immediately after performing a 3-
minute jumping jacks. Ensure that you count the pulse rate for one full minute. Do observe your
subjects for three consecutive days.
4. Record your observations in the table below and answer the questions.

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 5. Ask your participants if they have already experienced having their blood pressure taken. If so,
ask them about the their previous blood pressure measurements. If they have not experienced it,
ask for somebody else’s blood pressure. Record the BP reading below

Pulse Rate Observations:

Name, age and sex of the participants

Activity

Average

Average

Average
Day 1

Day 2

Day 3

Day 1

Day 2

Day 3

Day 1

Day 2

Day 3
During sleep

Immediately after
waking up

After 5 minutes rest

Immediately after
performing a 3-minute
jumping jacks

Blood Pressure Measurements

Name, age and sex of the participants

Activity

Day 1 Day 2 Day 3 Average

Systolic pressure

Diastolic pressure

Mean arterial pressure

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Analysis:
1. What observations can you make with the pulse rate of your participants under different
activities? How will you explain your observations?

2. How did exercise affect the pulse rate? Explain why this happens.

3. What other factors besides exercise might influence your normal pulse rate?

4. Have you noticed any other way the pulse rate changes with exercise? Give possible reasons for
this changes.

5. What do you call the pulse site that you have checked for this activity? What other locations of
the peripheral pulses can you find to assess the pulses of your future patient?

6. Discuss the different normal and abnormal breath sounds as to their descriptions, characteristics
and location.
a. Normal heart sounds
i. S1

ii. S2

iii. S3

iv. S4

b. Abnormal heart sounds

v. Murmur

vi. Pericardial friction rub

7. What observations can you say about the blood pressure of your participants?

8. What do you think will happen to the blood pressure of your participants during sleeping, and
during exercise? Explain your answer.

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Answer the following:
1. Define the following terms:
a. Pulse

b. Radial pulse

c. Carotid pulse

d. Blood pressure

e. Sphygmomanoter

f. Systolic pressure

g. Diastolic pressure

h. Mean arterial pressure

2. Why do you think that high blood pressure is not a good thing for a person?

3. Why do you think that a low blood pressure is not good for a person?

4. What are the factors that can contribute to the blood pressure of a person?

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Module 4
The digestive and endocrine system

Label the diagram 1

Label the diagram using the following list of words:

Parotid gland (salivary gland), Submandibular gland (salivary gland), Oesophagus, Liver,
Duodenum, Gallbladder, Jejunum, Ileum, Ascending colon, Caecum, Appendix, Mouth (oral
cavity), Sublingual gland (salivary gland), Pharynx, Stomach, Pancreas, Transverse colon,
Descending colon, Sigmoid colon, Rectum, Anus

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Label the diagram 2

Label the diagram using the following list of words:

Pylorus, Duodenum, Jejunum, Ileum, Ileocaecal value, Stomach, Large intestine

Crossword puzzle
Directions: Complete the crossword by filling in a word that fits each clue.

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Fill in the blanks
Fill in the missing concept/terminology referring to the anatomy and physiology of the
digestive system. Choose the appropriate word from the choices below:
mechanical, lysozyme, alimentary, lipase, hydrochloric acid, chemical, amylase,
parietal, protein, bile

The digestive system is also known as the __________ canal. The action of enzymes on
ingested food is known as __________ digestion. The churning of ingested food by the
muscular activity of the digestive system is known as __________ digestion. The digestive
system is protected from invading pathogens by the presence of __________ in salivary
amylase and __________ __________ produced by the __________ cells of the stomach.
Digestion of __________ begins in the stomach. __________ is the name of the enzyme
involved in the breakdown of carbohydrates. Fat digestion relies on the presence of
__________ and __________.

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Label the diagram 3

Label the diagram using the following list of words:

Parathyroid glands (behind thyroid gland), Pineal gland, Skin, Lung, Liver, Adrenal glands,
Pancreas, Small intestine, Scrotum, Hypothalamus, Pituitary gland, Thyroid gland, Trachea,
Thymus, Heart, Stomach, Kidney, Uterus, Ovary, Testes

Label the diagram 4

Label the diagram using the following list of words:

Larynx, Thyroid gland, Epiglottis, Hyoid bone, Thyroid cartilage (Adam’s apple), Cricoid
cartilage,Thyroid gland, Parathyroid glands (4), Tracheal cartilage

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Find out more. Answer the following questions.

1. What effect does insulin have on lipid metabolism?

2. What is the most common form of thyroid hormone?

3. Name three cell types in the pancreas?

4. What gland is often referred to as the size of a pea?

5. What differentiates diabetes insipidus from diabetes mellitus?

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Module 5
The nervous system

Label the diagram 1

Label the diagram using the following list of words:

Axon collateral, AXON, Axon, Axoplasm, Axolemma, Axon terminal, Synaptic end bulb,
Nucleus of Schwann cell, Schwann cell, Cytoplasm, Myelin sheath, Neurolemma, Node of
Ranvier, Neurofibril, Initial segment, Axon hillock, Mitochondrion, Cytoplasm, Nissl bodies,
DENDRITES, CELL BODY, Neurofibril, Nucleus, Dendrite, Neuroglial cell, Cell body, Axon

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Label the diagram 2

Label the diagram using the following list of words:

DIENCEPHALON, Thalamus, Hypothalamus, Pineal gland (part of epithalamus),
BRAINSTEM, Midbrain, Pons, Medulla oblongata, CEREBELLUM, Spinal cord, POSTERIOR,
CEREBRUM, Pituitary gland, ANTERIOR

Crossword puzzle
Directions: Complete the crossword by filling in a word that fits each clue.

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Find out more
1. Name the two major divisions of the nervous system.
2. Differentiate between the parasympathetic nervous system and the sympathetic
nervous system.
3. Identify the functions of the neuroglia.
4. Describe the action potential.
5. Identify the functions of the different regions of the brain.
6. Describe to a patient’s relative what the acronym FAST in relation to stoke means.
7. Explain the difference between stroke and transient attacks.
8. Define the term saltatory conduction.
9. What is the difference between the term afferent and efferent?
10. What is the function of brainstem?

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Module 6
The integumentary system and the special senses

Label the diagram 1

Label the diagram using the following list of words:

Superficial, Deep, Epidermis, Stratum corneum, Stratum lucidum, Stratum granulosum,
Stratum spinosum, Stratum basale, Dermis

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Label the diagram 2

Label the diagram using the following list of words:

Hair, Skin surface, Sebum, Follicle, Sebaceous gland

Fill in the blanks

Fill in the blanks the correct concept that is being sought for. Choose among the words listed
below for the missing word.
1–2 months, capillaries, cell division, cells, cool, dermis, die, dilate, epidermis, follicles,
glands, largest, layers, melanin, microorganisms, move towards the surface, outside, surface,
sweat, thermoregulation, two layers, ultraviolet, flattened, keratin, flat dead cells, continually,
friction, oil, glands, waterproof

The skin has __________. The outer layer is called the __________ and the inner layer is the
__________. The dermal layer contains hair __________, sebaceous __________, small
blood vessels called __________ and a pigment called __________ that helps to protect
against __________ light. The skin has a number of functions, and one of those functions is
related to heat control; this is called __________. The skin can also protect from __________
invading the body. The skin is the __________ organ of the body. When a person becomes
hot the blood vessels on the __________ of the skin __________. __________ when
released helps a person to __________ down. The epidermis is situated on the __________
of the skin and is made from __________ of __________ with a basal layer. This layer drives
through __________. The newly divided cells gradually __________; this can take about
__________. As the cells gradually __________ they become __________, and __________,
the outermost layer of __________, is being __________ eroded by __________. The keratin
and __________ from the sebaceous __________ assist in making the skin __________.

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Label the diagram 3

Label the diagram using the following list of words:

Eyelash, Eyebrow, Pupil, Iris, Upper eyelid (palpebra), Lacrimal caruncle, Lateral commissure,
Palpebral fissure, Lower eyelid (palpebra), Conjunctiva (over sclera), Medial commissure

Crossword puzzle
Directions: Complete the crossword by filling in a word that fits each clue.

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Fill in the blanks

membrane, ear drum, connective, waves, external, vibrate, mucosa, auditory

Sound waves entering the external __________ canal travel along until they reach the
tympanic membrane (__________), a thin translucent __________ tissue membrane covered
by skin on its __________ surface and internally by __________, and shaped like a flattened
cone protruding into the middle ear. Sound __________ that reach the tympanic __________
make it __________ and this vibration is transmitted to the bones of the middle ear.

Look at the diagrams

1. Which of the diagrams shows an eye with myopia?
2. Which of the diagrams shows an eye with corrected myopia (using a lens)?
3. Which of the diagrams shows an eye with hyperopia?
4. Which of the diagrams shows an eye with corrected hyperopia (using a lens)?

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Module 7
Musculoskeletal System

Label the diagram 1

Label the diagram using the following list of words:
Head, Greater trochanter, Neck, Lesser trochanter, Body, Medial epicondyle, Medial condyle,
Lateral epicondyle, Lateral condyle

Label the diagram 2

Label the diagram using the following list of words:
Femur, Tibia, Patella

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Fill in the blanks

carpals, distal, five, greater, head, humerus, joined, largest, lesser, long, longer, longest,
metatarsal, neck, proximal, rounded, shaft, two, upper

The ___________ is the ___________ and ___________ bone of the ___________ arm. The
head of the humerus is ___________ and ___________ to the rest of the bone by the
anatomic ___________. The upper aspect of the bone has two prominences: the
___________ and ___________ tubercles. The ulna is ___________ than the radius. The
bones of the wrists are called the ___________; they are arranged in ___________ rows of
four each. The palms of the hands are made up of the ___________ ___________ bones.
Metatarsals are small ___________ bones; they each have a ___________ and a
___________. The thumb has only a ___________ and ___________ phalanx.

Find out more

1. Why do healthy bones require exercise?
2. Describe the composition of bone.
3. How does the skeletal system help to maintain homeostasis?
4. In bone remodelling how do osteoblasts and osteoclasts work together?
5. What happens to bone as we age?
6. What is synovial fluid?
7. Describe the healing that occurs after a fracture has been sustained.
8. Discuss intramembranous ossification.
9. What factors are essential for bone remodelling?
10. Where in the body are the two sesamoid bones and what are they called?

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Label the diagram 3
Label the diagram using the following list of words:
Muscle glycogen, From blood, Glucose, Glycolysis, 2 ATP (net gain), 2 Pyruvic acid, 2 Lactic
acid, Into blood

Label the diagram 4

Label the diagram using the following list of words:
Serratus anterior, External oblique, Aponeurosis of external oblique, Linea alba (midline band
of dense connective tissue), External intercostal, External oblique (cut), Rectus abdominis,
Internal oblique

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Crossword puzzle
Directions: Complete the crossword by filling in a word that fits each clue.

Find out more

1. Name and describe the three forms of human muscle tissue and list where they are found
in the body.
2. Outline how ATP is supplied to muscles.
3. Describe the processes that enable a muscle to contract.
4. Explain how ageing affects skeletal muscle.
5. Describe a neuromuscular junction.
6. Why does skeletal muscle appear striated when looked at under the microscope?
7. What role does calcium play in the muscle?
8. What do anabolic and catabolic mean?
9. What does myalgia mean?
10. What is the other name for the collarbone?

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Module 8
The reproductive system

Label the diagram 1

Label the diagram using the following list of words:
Sagittal plane, Sacrum, Seminal vesicle, Vesicorectal pouch, Coccyx, Rectum, Ampulla of
ductus (vas) deferens, Ejaculatory duct, Prostatic urethra, Membranous urethra, Anus, Bulb of
penis, Epididymis, Testis, Scrotum, Peritoneum, Urinary bladder, Ductus (vas) deferens,
Suspensory ligament of penis, Public symphysis, Prostate, Deep muscles of perineum,
Bulbourethral (Cowper’s) gland, Corpora cavernosum penis, Spongy (penile) urethra, Penis,
Corpus spongiosum penis, Corona, Glans penis, Prepuce (foreskin), External urethral orifice

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Label the diagram 2
Label the diagram using the following list of words:
Sagittal plane, Sacrum, Uterosacral ligament, Posterior fornix of vagina, Rectouterine pouch
(pouch of Douglas), Vesicouterine pouch, Coccyx, Rectum, Vagina, Anus, Uterine (fallopian)
tube, Fimbriae, Ovary, Uterus, Round ligament of uterus, Cervix, Urinary bladder, Pubic
symphysis, Mons pubis, Clitoris, Urethra, Labium majus, External urethral orifice, Labium
minus

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Fill in the blanks 1
Menstruation, or __________, is normal __________ bleeding that occurs as part of a
woman’s __________ cycle. Every month, the woman’s body __________ for __________. If
no pregnancy occurs, the __________, (also known as the __________), __________ its
lining. The menstrual blood is partly __________ and partly __________ from __________
the uterus. It passes __________ of the body through the __________.

vaginal, monthly, pregnancy, lining, tissue, prepares, period, blood, womb, inside, sheds,
uterus, inside, outside

Fill in the blanks 2

Menopause is a __________ of life in women that __________ the end of their __________
period. It __________ the end of __________. This means that the __________ of the
women __________ producing an __________ every four __________ and there is no
__________ period. Beyond __________ a woman will no __________ be able to have
__________.

phase, signifies, reproductive, signifies, menstruation, ovaries, stop, egg, weeks, monthly,
menopause, children, longer

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Bibliography

- Rizzo, D.C. (2016). Fundamentals of Anatomy and Physiology, 4 th edition. Philippines:

Cengage Learning Asia Pte Ltd.
- Rizzo, D.C. (2016). Study Guide to Accompany Fundamentals of Anatomy and Physiology,
4th edition. Philippines: Cengage Learning Asia Pte Ltd.
- Jankowski, C. (2008). Investigating the Human Body. Huntington Beach, California:
Teacher Created Materials.
- Longenbaker, S. N. (2008). Mader's Understanding Human Anatomy & Physiology.
Dubuque, I.A.: McGraw-Hill.
- Marieb, E. (2008) Essentials of Human Anatomy and Physiology Coloring Workbook, 9th
edition.
- Saladin, K. S. (2012). Anatomy & Physiology: The Unity of Form & Function. New York:
McGraw-Hill.
- Shier, D., Butler, J., & Lewis, R. (2009). Hole's Essentials of Human Anatomy &
Physiology. Boston: McGraw-Hill Higher Education.
- Tate, P. (2009). Seeley's Principles of Anatomy & Physiology. Dubuque, I.A.: McGraw-Hill
- Peate, I., & Nair, M. (2017). Fundamentals of Anatomy and Physiology for Nursing and
Healthcare Students. India: Blackwell Publishing Ltd..

Electronic sources
- http://www.fundamentalsofanatomy.com/
- http://www.all-science-fair-projects.com/category40.html
- http://www.getbodysmart.com/
- http://www.innerbody.com/
- http://anatomyphysiologystudyguide.com/
- https://www.pdfdrive.com/anatomy-and-physiology-books.html

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