Human Anatomy & Physiology

Laboratory Manual, Main Version, 12th

Edition, Global Edition Elaine Marieb
Visit to download the full and correct content document:
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 This is a special edition of an established title widely used by colleges and
GLOBAL universities throughout the world. Pearson published this exclusive edition
for the benefit of students outside the United States and Canada. If you
GLOBAL
EDITION purchased this book within the United States or Canada, you should be aware
MAIN VERSION
EDITION

EDITION
GLOB AL
that it has been imported without the approval of the Publisher or Author.

Marieb and Smith’s Human Anatomy & Physiology Laboratory Manual facilitates and enriches
the laboratory experience of students and teachers specializing in nursing, physical therapy,

Human Anatomy

Human Anatomy & Physiology

pharmacology, respiratory therapy, and exercise science as well as those in biology and
premedical programs. This text emphasizes the background discussions and terminology
necessary to perform all experiments and eliminates the need for students to bring a textbook

& Physiology

Laboratory Manual
into the laboratory.
The twelfth edition continues to serve as a self-contained learning aid that helps students
navigate complex exercises such as examining skeletal muscle cell anatomy, palpating skull
markings, and opening the ventral body cavity. Each laboratory exercise is preceded by a Pre-
Lab Quiz and followed by an Exercise Review Sheet, which provide students with opportunities Laboratory
Manual
to recollect and apply the most important concepts learned.

Key Features
• Homeostatic Imbalance discussions direct students’ attention to conditions representing
a loss of homeostasis and foster an integrated understanding of the human body.
TWELFTH EDITION
• Group Challenge activities enhance collaborative group learning by challenging students
to think critically, identify relationships between anatomical structures and physiological
functions, and achieve a deeper understanding of anatomy and physiology concepts.
• Clinical Application questions, newly added to each chapter’s Exercise Review Sheet,
encourage students to apply lab concepts and critical-thinking skills to real-world clinical
scenarios.
• PhysioEx™ 10.1 exercises, located at the back of the laboratory manual, offer
63 physiology lab activities that can be used to supplement wet labs.
Elaine N. Marieb

TWELFTH
EDITION
Available separately for purchase is Mastering A&P for Human Anatomy & Physiology Laboratory
Manual, the teaching and learning platform that empowers instructors to personalize learning
Lori A. Smith
for every student. Eight new Pre-Lab Video Coaching Activities focus on key concepts in
the lab activity and walk students through important procedures such as examining a long bone,
palpating superficial pulse points, and auscultating heart sounds. Expanded Dynamic Study
Modules help students study effectively on their own by continuously assessing their activity

Smith
Marieb
and performance in real time. When combined with Pearson’s trusted educational content, this
optional suite helps deliver the desired learning outcomes.

CVR_MARI2259_12_GE_CVR_Ashford.indd All Pages 05/07/22 12:21 PM

 Anatomy and Physiology The Metric System
Laboratory Safety Guidelines*
Metric to English English to metric
1.  pon entering the laboratory, locate exits, fire extinguisher, fire blanket, chemical shower,
U Measurement Unit and abbreviation Metric equivalent conversion factor conversion factor
eyewash station, first aid kit, containers for broken glass, and materials for cleaning up spills. Length 1 kilometer (km) 5 1000 (103) meters 1 km 5 0.62 mile 1 mile 5 1.61 km
2.  o not eat, drink, smoke, handle contact lenses, store food, or apply cosmetics or lip balm in
D 1 meter (m) 5 100 (102) centimeters 1 m 5 1.09 yards 1 yard 5 0.914 m
the laboratory. Restrain long hair, loose clothing, and dangling jewelry. 5 1000 millimeters 1 m 5 3.28 feet 1 foot 5 0.305 m
3. S tudents who are pregnant, are taking immunosuppressive drugs, or have any other medical 1 m 5 39.37 inches 1 foot 5 30.5 cm
1 centimeter (cm) 5 0.01 (1022) meter 1 cm 5 0.394 inch 1 inch 5 2.54 cm
conditions (e.g., diabetes, immunological defect) that might necessitate special precautions in
the laboratory must inform the instructor immediately. 1 mm 5 0.039 inch
1 millimeter (mm) 5 0.001 (1023) meter
4.  earing contact lenses in the laboratory is inadvisable because they do not provide eye
W 1 micrometer (μm) 5 0.000001 (1026) meter
protection and may trap material on the surface of the eye. Soft contact lenses may absorb [formerly micron (μ)]
volatile chemicals. If possible, wear regular eyeglasses instead. 1 nanometer (nm) 5 0.000000001 (1029)
[formerly millimicron meter
5. Use safety glasses in all experiments involving liquids, aerosols, vapors, and gases. (mμ)]
6. econtaminate work surfaces at the beginning and end of every lab period, using a
D 1 angstrom (Å) 5 0.0000000001
(10210) meter
commercially prepared disinfectant or 10% bleach solution. After labs involving dissection of
preserved material, use hot soapy water or disinfectant. Area 1 square meter (m2) 5 10,000 square 1 m2 5 1.1960 square 1 square yard 5
centimeters yards 0.8361 m2
7.  eep all liquids away from the edge of the lab bench to avoid spills. Clean up spills of viable
K
1 m2 5 10.764 square 1 square foot 5
materials using disinfectant or 10% bleach solution. feet 0.0929 m2
8. Properly label glassware and slides. 1 square centimeter 5 100 square 1 cm2 5 0.155 square 1 square inch 5
(cm2) millimeters inch 6.4516 cm2
9. Use mechanical pipetting devices; mouth pipetting is prohibited.
Mass 1 metric ton (t) 5 1000 kilograms 1 t 5 1.103 ton 1 ton 5 0.907 t
10. W
 ear disposable gloves when handling blood and other body fluids, mucous membranes, and
1 kilogram (kg) 5 1000 grams 1 kg 5 2.205 pounds 1 pound 5 0.4536 kg
nonintact skin, and when touching items or surfaces soiled with blood or other body fluids.
1 gram (g) 5 1000 milligrams 1 g 5 0.0353 ounce 1 ounce 5 28.35 g
Change gloves between procedures. Wash hands immediately after removing gloves. (Note: Cover
1 g 5 15.432 grains
open cuts or scrapes with a sterile bandage before donning gloves.) 1 milligram (mg) 5 0.001 gram 1 mg 5 approx. 0.015
11. P lace glassware and plasticware contaminated by blood and other body fluids in a disposable grain
autoclave bag for decontamination by autoclaving, or place them directly into a 10% bleach 1 microgram (μg) 5 0.000001 gram
solution before reuse or disposal. Place disposable materials such as gloves, mouthpieces, Volume 1 cubic meter (m3) 5 1,000,000 cubic 1 m3 5 1.3080 cubic 1 cubic yard 5
swabs, and toothpicks that have come into contact with body fluids into a disposable autoclave (solids) centimeters yards 0.7646 m3
bag, and decontaminate before disposal. 1 m3 5 35.315 cubic 1 cubic foot 5
feet 0.0283 m3
12. T o help prevent contamination by needlestick injuries, use only disposable needles and lancets. Do
not bend the needles and lancets. Needles and lancets should be placed promptly in a labeled, 1 cubic centimeter 5 0.000001 cubic meter 1 cm3 5 0.0610 cubic 1 cubic inch 5
puncture-resistant, leakproof container and decontaminated, preferably by autoclaving. (cm3 or cc) 5 1 milliliter inch 16.387 cm3
1 cubic millimeter (mm3) 5 0.000000001 cubic meter
13. Do not leave heat sources unattended.
Volume 1 kiloliter (kl or kL) 5 1000 liters 1 kL 5 264.17 gallons 1 gallon 5 3.785 L
14. Report all spills or accidents, no matter how minor, to the instructor. (liquids 1 liter (l or L) 5 1000 milliliters 1 L 5 0.264 gallons 1 quart 5 0.946 L
15. Never work alone in the laboratory. and gases) 1 L 5 1.057 quarts
1 milliliter (ml or mL) 5 0.001 liter 1 ml 5 0.034 fluid 1 quart 5 946 ml
16. Remove protective clothing before leaving the laboratory.
5 1 cubic centimeter ounce 1 pint 5 473 ml
1 ml 5 approx. 14 1 fluid ounce 5
*Adapted from: teaspoon 29.57 ml
Biosafety in Microbiological and Biomedical Laboratories (BMBL), Fifth Edition. 2007. U.S. Government Printing ­Office. Washington, 1 ml 5 approx. 15–16 1 teaspoon 5 approx.
D.C. www.cdc.gov/od/OHS/biosfty/bmbl5/bmbl5toc.htm drops (gtt.) 5 ml
Centers for Disease Control. 1996. “Universal Precautions for Prevention of Transmission of HIV and Other Bloodborne Infec- 1 microliter (μl or μL) 5 0.000001 liter
tions.” ­Washington, D.C. www.cdc.gov/ncidod/dhqp/bp_universal_precautions.html
Time 1 second (s or sec) 5 601 minute
Johnson, Ted, and Christine Case. 2010. Laboratory Experiments in Microbiology, Ninth Edition. San Francisco: P­ earson Benja-
min ­Cummings. 1 millisecond (ms or msec) 5 0.001 second
School Chemistry Laboratory Safety Guide. 2006. U.S. Consumer Product Safety Commission. Bethesda, MD. www.cpsc.gov/
Temperature Degrees Celsius (°C) °F 5 95 (°C) 1 32 °C 5 59 (°F 2 32)
CPSCPUB/PUBS/NIOSH2007107.pdf

CVR_MARI2259_12_GE_CVR_Ashford_IFC_IBC.indd All Pages 05/07/22 12:23 PM

 Your time is valuable. Make the most
of your time inside and outside the lab.

To help you manage your time inside and outside the A&P lab classroom, this
best-selling manual works hand-in-hand with Mastering A&P, the leading online
homework and learning program for A&P. This edition features dozens of new,
full-color figures and photos, revamped Clinical Application questions, an
expanded set of pre-lab videos, dissection videos, and more.

9
E X E R C I S E
The Axial Skeleton NEW! Mastering
A&P study tools
are highlighted on the
first page of each lab
Learning Outcomes Go to Mastering A&P™ > Study exercise, along with a
Area to improve your performance
▶▶ Name the three parts of the axial skeleton. in A&P Lab. photo preview of a
▶▶ Identify the bones of the axial skeleton, either by examining disarticulated
bones or by pointing them out on an articulated skeleton or skull, and related pre-lab video,
name the important bone markings on each.
image from Practice
▶▶ Name and describe the different types of vertebrae.
▶▶ Discuss the importance of intervertebral discs and spinal curvatures.
Anatomy Lab 3.1 (PAL),
▶▶ Identify three abnormal spinal curvatures. or animation.
▶▶ List the components of the thoracic cage.
▶▶ Identify the bones of the fetal skull by examining an articulated skull or
image. > Lab Tools > Bone & Dissection
▶▶ Define fontanelle, and discuss the function and fate of fontanelles. Videos
▶▶ Discuss important differences between the fetal and adult skulls. Instructors may assign new NEW! Mastering
Building Vocabulary coaching
activities, Pre-Lab Quiz questions, Art A&P assignments,
Pre-Lab Quiz
Instructors may assign these and other Pre-Lab
Quiz questions using Mastering A&P™
Labeling activities, related bone videos
and coaching activities, Practice
including NEW
1. The axial skeleton can be divided into the skull, the vertebral column,
Anatomy Lab Practical questions (PAL),
and more using the Mastering A&P™
Building Vocabulary
and the:
a. thoracic cage c. hip bones
Item Library. Coaching Activities,
b. femur d. humerus are signaled at
2. The bone allows the passage of the optic and Materials
trigeminal nerves. ▶▶ Intact skull and Beauchene skull appropriate points
a. occipital
3. The
b. temporal c. sphenoid
vertebrae contribute to the formation of the
▶▶ X-ray images of individuals with scoliosis,
lordosis, and kyphosis (if available) throughout the manual
pelvis. ▶▶ Articulated skeleton, articulated vertebral
column, removable intervertebral discs
to help you connect the
a. lumbar b. sacral c. coccygeal
4. The , commonly referred to as the breastbone, is a flat ▶▶ Isolated cervical, thoracic, and lumbar exercises to relevant
bone formed by the fusion of three bones: the manubrium, the body, vertebrae, sacrum, and coccyx
and the xiphoid process. ▶▶ Isolated fetal skull assignments that can
a. coccyx
5. The sagittal suture:
b. sacrum c. sternum
be auto-graded in
a. is between the two parietal bones Mastering A&P.
b. is between the frontal and temporal bones
c. is between the parietal and temporal bones
d. is between the occipital and parietal bones

T he axial skeleton (the green portion of Figure 8.1 on p. 122) can be divided into
three parts: the skull, the vertebral column, and the thoracic cage. This division
of the skeleton forms the longitudinal axis of the body and protects the brain,
spinal cord, heart, and lungs.

133

See p. 133
M09_MARI2259_12_GE_C09.indd 133 17/06/2022 15:55

A01_MARI2259_12_GE_FM.indd 1 18/07/22 07:18

 Be Prepared: Learning in A&P Lab
is an Active Process.

Before going Page

M09_MARI6358_13_SE_C09.indd into141
the lab, 3:21
11/6/17 readPM the
f-0035background information for the exercise, connect
/203/PH03335/9780134806358_MARIEB/MARIEB_HUMAN_ANATOMY_AND_PHYSIOLOG

your reading to the figures and photos, complete the pre-lab quiz, and preview the
questions in the tear-out Exercise Review Sheet. After lab, review your lab notes
to remember important concepts. To improve your performance on lab practical
M13_MARI6358_13_SE_C13.indd Page 224 11/7/17 3:44 PM f-0035 /203/PH03335/9780134806358_MARIEB/MARIEB_HUMAN_ANATOMY_AND_PHYSIOLOGY_LAB_MANUAL1 ...

exams, log into Mastering A&P, where you can watch related videos, practice with
Review Sheet 9 141
customized flashcards, and more.224 Review Sheet 13

The Fetal Skull Muscles of the Head and Neck

3. Using choices from the key at the right, correctly identify muscles provided with leader lines on the illustration.
NEW! Dozens of full-color Key:
22. Are the same skull bones seen in the adult also found in the fetal skull? _______________________________________________
figures and photos have a. buccinator
been added to the Exercise b. depressor anguli oris
23. How
Review does
Sheets, the size of the fetal face compare to its cranium? _________________________________________________________
replacing c. depressor labii inferioris
black-and-white line drawings. d. frontal belly of the epicranius
Selected____________________________________________________________________________________________________________
labeling questions
e. levator labii inferioris
are available as new Art-
LabelingHowassignments
does this compare
f. masseter
into the adult skull? ________________________________________________________________________
Mastering A&P. g. mentalis

h. occipital belly of the epicranius

____________________________________________________________________________________________________________
i. orbicularis oculi

j. orbicularis oris
____________________________________________________________________________________________________________
k. risorius

l. sternocleidomastoid
24. What are the outwardSee
conical projections on some of the fetal cranial bones? ___________________________________________
p. 242
m. zygomaticus minor and major
4. Using the key provided in question 3, identify the muscles described next.
25. What is a fontanelle? _________________________________________________________________________________________
________ 1. used in smiling ________ 6. used to form the vertical frown crease on
the forehead
________ 2. used to suck in your cheeks
What is its fate? ______________________________________________________________________________________________
________ 7. your kissing muscle
Compare to Previous Edition
________ 3. used in blinking and squinting
________ 8. prime mover of jaw closure
What is the function of the fontanelles in the
________ fetal
4. used skull?
to pout ____________________________________________________________
(pulls the
mouth downward)
corners of the
________ 9. tenses skin of the neck during shaving

________ 5. raises your eyebrows for a questioning

____________________________________________________________________________________________________________
expression

26. + Craniosynostosis is a condition in which one or more of the fontanelles is replaced by bone prematurely. Discuss the rami-
fications of this early closure.
NEW! Clinical Application Questions have been
added to the Exercise Review Sheets to help you connect
____________________________________________________________________________________________________________
lab concepts with real-world clinical scenarios.

____________________________________________________________________________________________________________

27. + As we age, we often become shorter. Explain why this might occur. ______________________________________________

See p.____________________________________________________________________________________________________________
159

____________________________________________________________________________________________________________
NEW! Building Vocabulary Coaching Activities are a fun way to learn word
roots +A&P
28.and Theterminology while
xiphoid process building
is often and
missing practicing
from important
the sternum in bone language
collections.skills.
Hypothesize why it might be missing. __________

____________________________________________________________________________________________________________

A01_MARI2259_12_GE_FM.indd 2 18/07/22 07:18

 Get 24/7 videos, coaching, and practice
with Mastering A&P.

EXPANDED! 8 new Pre-Lab Video

Coaching Activities in Mastering A&P
(for a total of 18) focus on key
concepts in the lab activity and walk
you through important procedures.
New pre-lab video topics include
Preparing and Observing a Wet
Mount, Examining a Long Bone,
Initiating Pupillary Reflexes, Palpating
Superficial Pulse Points, Auscultating
Heart Sounds, and more.

NEW! Cat and Fetal Pig

Dissection Video Coaching
Activities help you prepare for
dissection by previewing key
anatomical structures. Each video
includes one to two comparisons
to human structures.

NEW! Customizable Practice

Anatomy Lab (PAL) Flashcards
allow you to create a personalized,
mobile-friendly deck of flashcards and
quizzes using images from PAL 3.1. You
can generate flashcards using only the
structures that your instructor has
emphasized in lecture or lab.

IMPROVED! The Pearson eText mobile

app allows you to access the complete
lab manual online or offline, along
with all of the videos described above.

A01_MARI2259_12_GE_FM.indd 3 18/07/22 07:18

 Additional Support for
Students & Instructors

Mastering A&P offers thousands of tutorials, activities, and questions that can be
assigned for homework and practice. Highlights of popular assignment options
include the following:

PhysioEx™ 10.0 is an easy-to-use lab simulation program
that consists of 12 exercises containing 63 physiology lab
activities that can be used to supplement or substitute for
wet labs.
IMPROVED! Practice Anatomy Lab 3.1 is
now accessible on all mobile devices to give students
24/7 access to the most widely used lab specimens,
including human cadaver, anatomical models,
histology slides, cat, and fetal pig.
Dynamic Study Modules are manageable,
mobile-friendly sets of questions with
extensive feedback for students to test, learn,
and retest until they master basic concepts.
• NEW! Instructors can select or deselect
specific questions to customize
assignments.
• EXPANDED! The Lab Manual Mastering
A&P course now offers over 3,000
Dynamic Study Module questions, shared
with Marieb/Hoehn’s Human Anatomy &
Physiology, 12th Edition, Global Edition.

The Mastering A&P Instructor Resources Area includes the following downloadable tools:
• Customizable PowerPoint® lecture outlines include customizable images and provide a springboard
for lab prep.
• All of the figures, photos, and tables from the manual are available in JPEG and PowerPoint® formats,
in labeled and unlabeled versions, and with customizable labels and leader lines.
• Test bank provides thousands of customizable questions across Bloom’s taxonomy levels and includes all
lab practical and quiz questions from Practice Anatomy Lab 3.1. Each question is tagged to chapter
learning outcomes that can also be tracked within Mastering A&P assessments. Available in Microsoft®
Word and TestGen® formats.
• Animations and videos bring A&P concepts to life and include pre-lab videos, bone videos, and
dissection videos.
• A comprehensive Instructor’s Guide, co-authored by Elaine Marieb and Lori Smith, includes prep instructions
for each exercise, along with answer keys for all of the Exercise Review Sheets.

A01_MARI2259_12_GE_FM.indd 4 18/07/22 07:18

 GLOBAL
MAIN VERSION
EDITION
EDITION
GLOB AL

Human Anatomy
Human Anatomy & Physiology

& Physiology
Laboratory Manual

Laboratory
Manual
TWELFTH EDITION
TWELFTH

Elaine N. Marieb, R.N., Ph.D.

EDITION

PhysioEx™ Version 10.0

Holyoke Community College authored by

Lori A. Smith, Ph.D. Peter Z. Zao

North Idaho College
American River College
Timothy Stabler, Ph.D.
Indiana University Northwest

Lori A. Smith, Ph.D.

Smith
Marieb

American River College

Andrew Lokuta, Ph.D.

University of Wisconsin–Madison

Edwin Griff, Ph.D.

University of Cincinnati

05/07/22 12:21 PM
A01_MARI2259_12_GE_FM.indd 5 18/07/22 07:18
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Authorized adaptation from the United States edition, entitled Human Anatomy and Physiology Laboratory Manual, Main Version, 12th
Edition, ISBN 978-0-13-480635-8 by Elaine N. Marieb and Lori A. Smith published by Pearson Education © 2019.

Acknowledgments of third-party content appear on page C-1, which constitutes an extension of this copyright page.

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 About the Authors
Elaine N. Marieb
After receiving her Ph.D. in zoology from the University of
­Massachusetts at Amherst, Elaine N. Marieb joined the faculty of
the Biological Science Division of Holyoke Community College.
While teaching at Holyoke Community College, where many of
her students were pursuing nursing degrees, she developed a
desire to better understand the relationship between the scien-
tific study of the human body and the clinical aspects of the nurs-
ing practice. To that end, while continuing to teach full time, Dr.
Marieb pursued her nursing education, which culminated in a
Master of Science degree with a clinical specialization in geron-
tology from the University of Massachusetts. It was this experi-
ence that informed the development of the unique perspective
and accessibility for which her publications are known.
Dr. Marieb gave generously to provide opportunities for students to further
their education. She funded the E. N. Marieb Science Research Awards at Mount
Holyoke College, which promotes research by undergraduate science majors, and
underwrote renovation of the biology labs in Clapp Laboratory at that college.
Dr. Marieb also contributed to the University of Massachusetts at Amherst, where
she provided funding for reconstruction and instrumentation of a cutting-edge
cytology research laboratory. Recognizing the severe national shortage of nursing
faculty, she underwrote the Nursing Scholars of the Future Grant Program at the
university.
In 2012 and 2017, Dr. Marieb gave generous philanthropic support to Florida
Gulf Coast University as a long-term investment in education, research, and train-
ing for healthcare and human services professionals in the local community. In
honor of her contributions, the university is now home to the Elaine Nicpon
Marieb College of Health and Human Services.

Lori A. Smith
Lori A. Smith received her Ph.D. in biochemistry from the
­University of California at Davis. Before discovering her pas-
sion for teaching, she worked as a research scientist and project
leader in the medical diagnostics industry. In 1999, she joined
the faculty at American River College in the Biology Depart-
ment, where she teaches anatomy and physiology and microbi-
ology to students preparing for nursing or other allied health
careers. Since 2005, she has coauthored Pearson’s PhysioEx™:
Laboratory Simulations in Physiology and has continued to
coauthor several Pearson lab manuals. Dr. Smith has been
­
named Instructor of the Year by the American River College
Associated Student Body, and she is a member of the Human
Anatomy and Physiology Society (HAPS) and California
Academy of Sciences. When not teaching or writing, she enjoys
spending time with her family: hiking, cycling, and kayaking.

A01_MARI2259_12_GE_FM.indd 7 18/07/22 07:18

 Preface to the Instructor
The philosophy behind the revision of this manual mirrors that
of all earlier editions. It reflects a still developing sensibility for
the way teachers teach and students learn, informed by years
of teaching the subject and by collecting suggestions from
other instructors as well as from students enrolled in multifac-
eted healthcare programs. Human Anatomy & Physiology
Laboratory Manual was originally developed to facilitate and
enrich the laboratory experience for both teachers and stu-
dents. This edition retains those same goals.
This manual, intended for students in introductory human
anatomy and physiology courses, presents a wide range of lab-
oratory experiences for students concentrating in nursing,
physical therapy, pharmacology, respiratory therapy, and exer-
cise science, as well as biology and premedical programs. The
manual’s coverage is intentionally broad, allowing it to serve
both one- and two-semester courses, and it is also available in
versions that contain detailed guidelines for dissecting a cat or
fetal pig laboratory specimen.
Basic Approach and Features
The generous variety of experiments in this manual provides
flexibility that enables instructors to gear their laboratory
approach to specific academic programs or to their own teach-
ing preferences. The manual remains independent of any text-
book, so it contains the background discussions and
terminology necessary to perform all experiments. Such a self-
contained learning aid eliminates the need for students to
bring a textbook into the laboratory.
Each of the 46 exercises leads students toward a coherent
understanding of the structure and function of the human body.
The manual begins with anatomical terminology and an orienta-
tion to the body, which together provide the necessary tools for
studying the various body systems. The exercises that follow
reflect the dual focus of the manual—both anatomical and phys-
iological aspects receive considerable attention. As the various
organ systems of the body are introduced, the initial exercises
focus on organization, from the cellular to the organ system level.
As indicated by the table of contents, the anatomical exercises
are usually followed by physiological experiments that familiar-
ize students with various aspects of body functioning and pro-
mote the critical understanding that function follows structure.
The numerous physiological experiments for each organ system
range from simple experiments that can be performed without
specialized tools to more complex experiments using laboratory
equipment, computers, and instrumentation techniques.
Features
The dissection scissors icon appears at the beginning of
activities that entail the dissection of isolated animal
organs. In addition to the figures, isolated animal
organs, such as the sheep heart and pig kidney, are employed to
study anatomy because of their exceptional similarity to
human organs.
Homeostasis is continually emphasized as a require-
ment for optimal health. Pathological conditions
8
A01_MARI2259_12_GE_FM.indd 8
are viewed as a loss of homeostasis; these discussions can be
recognized by the homeostatic imbalance logo within the
descriptive material of each exercise. This holistic approach
encourages an integrated understanding of the human body.
The homeostatic imbalance icon directs the student’s atten-
tion to conditions representing a loss of homeostasis.
A safety icon notifies students that specific safety pre-
! cautions must be observed when using certain equip-
ment or conducting particular lab procedures. For example,
when working with ether, students are to use a hood; and when
handling body fluids such as blood, urine, or saliva, students are
to wear gloves. All exercises involving body fluids (blood,
urine, saliva) incorporate current Centers for Disease Control
and Prevention (CDC) guidelines for handling human body
fluids. Because it is important that nursing students in particu-
lar learn how to safely handle bloodstained articles, the manual
has retained the option to use human blood in the laboratory.
However, the decision to allow testing of human (student)
blood or to use animal blood in the laboratory is left to the
discretion of the instructor in accordance with institutional
guidelines. The CDC guidelines for handling body fluids are
reinforced by the laboratory safety procedures described on
the inside front cover of this text, in Exercise 29: Blood, and in
the Instructor’s Guide. You can photocopy the inside front
cover and post it in the lab to help students become well versed
in laboratory safety.
Group Challenge activities are designed to enhance col-
laborative group learning and to challenge students to
think critically, identify relationships between anatomi-
cal structures and physiological functions, and achieve a deeper
understanding of anatomy and physiology concepts.
The BIOPAC® icon in a relevant exercise mate-
BIOPAC
®
rials list signals the use of the BIOPAC® Student
Lab System and alerts you to the equipment needed. BIOPAC®
is used in Exercises 14, 18, 20, 21, 31, 33, 34, and 37. The instruc-
tions in the lab manual are for use with the BIOPAC® MP36/35
and MP45 data acquisition unit. Note that some exercises are
not compatible with the MP45 data acquisition unit. For those
exercises, the MP45 will not be listed in the Materials section.
In this edition, the lab manual instructions are for use with
BSL software 4.0.1 and above for Windows 10/8.x/7 or Mac
OS X10.9–10.12. Refer to the Materials section in each exer-
cise for the applicable software version. The Instructor
Resources area of Mastering A&P provides the following addi-
tional support for alternative data acquisitions systems, includ-
ing exercises that can be distributed to students:
• BIOPAC® Instructions for the MP36 (or MP35/30) data
acquisition unit using BSL software versions earlier
than 4.0.1 (for Windows and Mac) for Exercises 14, 18,
20, 21, 31, and 34
• Powerlab® Instructions for Exercises 14, 21, 31, 33, 34,
and 37
• iWorx® Instructions for Exercises 14, 18, 21, 31, 33, 34,
and 37
• Intelitool® Instructions for Exercises 14i, 21i, 31i, and 37i
18/07/22 07:18

• Exercise Review Sheets follow each laboratory exercise and
provide space for recording and interpreting experimental
results and require students to label diagrams and answer
matching and short-answer questions. Selected questions
can be assigned and automatically graded in Mastering A&P.
• PhysioEx™ 10.0 Exercises, located in the back of the lab
manual and accessible through a subscription to Master-
ing A&P, are easy-to-use computer simulations that sup-
plement or take the place of traditional wet labs safely
and cost-effectively. These 12 exercises contain a total of
63 physiology laboratory activities that allow learners to
change variables and test out various hypotheses for the
experiments. PhysioEx™ allows students to repeat labs as
often as they like, perform experiments without harming
live animals, and conduct experiments that are difficult to
perform because of time, cost, or safety concerns.
Updated Content in This Edition
of the Lab Manual
Throughout the manual, the narrative text has been stream-
lined and updated to make the language more understandable
and to better meet the needs of today’s students. Additional
highlights include the following:
• Dozens of new full-color figures and photos replace black-
and-white line drawings in the Exercise Review Sheets.
Selected labeling questions in the manual can be assigned
in Mastering A&P.
• New Clinical Application questions have been added to
the Exercise Review Sheets and challenge students to
apply lab concepts and critical-thinking skills to real-world
clinical scenarios.
• Updated BIOPAC® procedures are included in the man-
ual for eight lab exercises for the BIOPAC® 4.0 software
upgrade. Procedures for Intelitool®, PowerLab®, and
iWorx® remain available in the Instructor Resources area
of Mastering A&P.
• New Mastering A&P visual previews appear on the first
page of each lab exercise, highlighting a recommended
pre-lab video, a related image from Practice Anatomy Lab
3.1 (PAL 3.1), or a helpful animation.
• New Mastering A&P assignment recommendations are
signaled at appropriate points throughout the manual to
help instructors assign related auto-graded activities and
assessments.
• Extensive updates and improvements have been made to
each of the 46 laboratory exercises in the manual to
increase clarity and reduce ambiguity for students. Art
within the exercises, the narrative, as well as the questions
and figures within the Review Sheets have been updated.
For a complete list of content updates, please refer to the
Instructor’s Guide for Human Anatomy & Physiology
Laboratory Manual 13/e (in the Instructor Resources area
of Mastering A&P).
Highlights of Updated Content
in Mastering A&P
Mastering A&P, the leading online homework, tutorial, and
assessment system is designed to engage students and improve
results by helping them stay on track in the course and quickly
A01_MARI2259_12_GE_FM.indd 9
Preface to the Instructor 9
master challenging anatomy and physiology concepts. Master-
ing A&P assignments support interactive features in the lab
manual, including pre-lab video coaching activities; bone, mus-
cle, and dissection videos; Dynamic Study Modules; Get Ready
for A&P; plus a variety of Art Labeling questions, Clinical
Application questions, and more. Highlights for this edition
include the following:
• 8 new Pre-Lab Video Coaching Activities in Mastering
A&P (for a total of 18) focus on key concepts in the lab
activity and walk students through important procedures.
New pre-lab video titles include Preparing and Observing
a Wet Mount, Examining a Long Bone, Initiating Pupillary
Reflexes, Palpating Superficial Pulse Points, Auscultating
Heart Sounds, and more.
• New Cat and Fetal Pig Dissection Video Coaching
­Activities help students prepare for dissection by preview-
ing key anatomical structures. Each video includes one to
two comparisons to human structures.
• IMPROVED! Practice Anatomy Lab™ (PAL™ 3.1) is
now fully accessible on all mobile devices, including smart-
phones, tablets, and laptops. PAL is an indispensable vir-
tual anatomy study and practice tool that gives students
24/7 access to the most widely used lab specimens, includ-
ing human cadaver; anatomical models from leading man-
ufacturers such as 3B Scientific, SOMSO, Denoyer-
Geppert, Frey Scientific/Nystrom, Altay Scientific, and
Ward’s; histology; cat; and fetal pig. PAL 3.1 is easy to use
and includes built-in audio pronunciations, rotatable
bones, and simulated fill-in-the-blank lab practical exams.
• New Customizable Practice Anatomy Lab (PAL) Flash-
cards enable students to create a personalized, mobile-
friendly deck of flashcards and quizzes using images from
PAL 3.1. Students can generate flashcards using only the
structures that their instructor emphasizes in lecture
or lab.
• New Building Vocabulary Coaching Activities are a fun
way for students to learn word roots and A&P terminol-
ogy while building and practicing important language
skills.
• Expanded Dynamic Study Modules help students study
effectively on their own by continuously assessing their
activity and performance in real time. Students complete a
set of questions and indicate their level of confidence in
their answer. Questions repeat until the student can
answer them all correctly and confidently. These are avail-
able as graded assignments prior to class and are accessi-
ble on smartphones, tablets, and computers.
• The Lab Manual Mastering A&P course now offers
over 3000 Dynamic Study Module questions, shared
with Marieb/Hoehn’s Human Anatomy & Physiol-
ogy, 12th Edition, Global Edition.
• Instructors can now remove questions from
Dynamic Study Modules to better fit their course.
• Expanded Drag-and-Drop Art Labeling Questions allow
students to assess their knowledge of terms and structures
in the lab manual. Selected Exercise Review Sheet label-
ing activities in the manual are now assignable.
18/07/22 07:18
 Acknowledgments
Continued thanks to our colleagues and friends at Pearson uncommon grace and skill, including Janet Vail, production
who collaborated with us on this edition, especially Editor-in- coordinator; David Novak, art and photo coordinator; Kristin
Chief Serina Beauparlant, Acquisitions Editor Lauren Harp, Piljay, photo researcher; Gary Hespenheide, interior and cover
Editorial Assistant Dapinder Dosanjh, and Rich Content designer; and Sally Peyrefitte, copyeditor.
Media Producers Kimberly Twardochleb and Lauren Chen. We Last but not least, we wish to extend our sincere thanks to
also thank the Pearson Sales and Marketing team for their the many A&P students who have circulated through our lab
work in supporting instructors and students, especially Senior classrooms and have used this lab manual over the years—you
A&P Specialist Derek Perrigo and Director of Product Mar- continue to inspire us every day! As always, we welcome your
keting Allison Rona. feedback and suggestions for future editions.
Special thanks go out to Amanda Kaufmann for her lead-
ership and expertise in producing the 18 pre-lab videos that
support this edition, and to Mike Mullins of BIOPAC®, who
helped us update the instructions for consistency with the
upgraded software.
We’re also grateful to Michele Mangelli and her superb
production team, who continue to cross every hurdle with Elaine N. Marieb & Lori A. Smith

TWELFTH EDITION REVIEWERS
We wish to thank the following reviewers,
who provided thoughtful feedback and
helped us make informed decisions for
this edition of both the lab manual and
Mastering A&P resources:
Matthew Abbott, Des Moines Area
Community College
Lynne Anderson, Meridian Community
College
Penny Antley, University of Louisiana,
Lafayette
Marianne Baricevic, Raritan Valley
Community College
Christopher W. Brooks, Central
Piedmont Community College
Jocelyn Cash, Central Piedmont
Community College
Christopher D’Arcy, Cayuga Community
College
Mary E. Dawson, Kingsborough
Community College
Karen Eastman, Chattanooga State
Community College
Jamal Fakhoury, College of Central
Florida
Lisa Flick, Monroe Community
College
Michele Finn, Monroe Community
College
Juanita Forrester, Chattahoochee
Technical College
Larry Frolich, Miami Dade College
Michelle Gaston, Northern Virginia
Community College, Alexandria
Tejendra Gill, University of Houston
Abigail M. Goosie, Walters State
Community College
Karen Gordon, Rowan Cabarrus
Community College
Jennifer Hatchel, College of Coastal
Georgia
Clare Hays, Metropolitan State University
Nathanael Heyman, California Baptist
University
Samuel Hirt, Auburn University
Alexander Ibe, Weatherford College
Shahdi Jalilvand, Tarrant County
College–Southeast
Marian Leal, Sacred Heart University
Geoffrey Lee, Milwaukee Area Technical
College
Tara Leszczewiz, College of Dupage
Mary Katherine Lockwood, University
of New Hampshire
Francisco J. Martinez, Hunter College of
CUNY
Bruce Maring, Daytona State College
Geri Mayer, Florida Atlantic University
Tiffany B. McFalls-Smith, Elizabethtown
Community & Technical College
Melinda A. Miller, Pearl River
Community College
Todd Miller, Hunter College of CUNY
Susan Mitchell, Onondaga Community
College
Erin Morrey, Georgia Perimeter College
Jill O’Malley, Erie Community College
Suzanne Oppenheimer, College of
Western Idaho
Lori Paul, University of Missouri - St.
Louis
Stacy Pugh-Towe, Crowder College
Suzanne Pundt, The University of Texas
at Tyler
Jackie Reynolds, Richland College
Anthony Rizzo, Polk State College
Jo Rogers, University of Cincinnati
James Royston, Pearl River Community
College
Connie E. Rye, East Mississippi
Community College
Mark Schmidt, Clark State Community
College
Jennifer Showalter, Waubonsee
Community College
Teresa Stegall-Faulk, Middle Tennessee
State University
Melissa Ann Storm, University of South
Carolina–Upstate
Bonnie J. Tarricone, Ivy Tech Community
College
Raymond Thompson, University of
South Carolina
Anna Tiffany Tindall-McKee, East
Mississippi Community College
Allen Tratt, Cayuga Community College
Khursheed Wankadiya, Central
Piedmont Community College
Diane L. Wood, Southeast Missouri State
University

10

A01_MARI2259_12_GE_FM.indd 10 18/07/22 07:18

 Acknowledgments for the Global Edition
Pearson would like to acknowledge and thank the following for the Global Edition:

CONTRIBUTORS REVIEWERS
Rene Human-Baron, University of Pretoria Puspha Sinnayah, Victoria University
Peace Mabeta, University of Pretoria Carine Smith, Stellenbosch University
Craig Johnson, University of Bristol Eva Strandell, Halmstad University

11

A01_MARI2259_12_GE_FM.indd 11 18/07/22 07:18

 This page is intentionally left blank

A01_MARI2259_12_GE_FM.indd 12 18/07/22 07:18

 A Pre-Lab video is available in
Contents Mastering A&P™ for selected activities.

THE HUMAN BODY: AN ORIENTATION

5 The Cell: Transport Mechanisms
1 The Language of Anatomy 19
and Cell Permeability 69
1 Locating Body Regions 21 1 Observing Diffusion of Dye Through
Agar Gel 71
2 Practicing Using Correct Anatomical
Terminology 22 2 Observing Diffusion of Dye Through Water 72
3 Observing Sectioned Specimens 24 3 Investigating Diffusion and Osmosis Through
Nonliving Membranes 72
4 Identifying Organs in the Abdominopelvic
Cavity 27 4 Observing Osmometer Results 74
5 Locating Abdominopelvic Surface Regions 28 5 Investigating Diffusion and Osmosis Through
Living Membranes 74
Review Sheet 29
6 Observing the Process of Filtration 77
2 Organ Systems Overview 33
7 Observing Phagocytosis 78
Review Sheet 79
1 Observing External Structures 35
2 Examining the Oral Cavity 35
3 Opening the Ventral Body Cavity 35 HISTOLOGY: BASIC TISSUES
4 Examining the Ventral Body Cavity 36 OF THE BODY
5 Examining the Human Torso Model
Review Sheet 41
40
6 Classification of Tissues
83
1 Examining Epithelial Tissue Under the
Microscope 85
THE MICROSCOPE AND ITS USES 2 Examining Connective Tissue Under the
Microscope 91
3 The Microscope 43
3 Examining Nervous Tissue Under the
Microscope 97
1 Identifying the Parts of a Microscope 44
2 Viewing Objects Through the Microscope 45 4 Examining Muscle Tissue Under the
Microscope 98
3 Estimating the Diameter of the Microscope
Review Sheet 101
Field 48
4 Perceiving Depth 49
5 Preparing and Observing a Wet Mount 49 THE INTEGUMENTARY SYSTEM
Review Sheet 51
7 The Integumentary System 107
THE CELL 1 Locating Structures on a Skin Model 108
2 Identifying Nail Structures 111
4 The Cell: Anatomy and Division 55 3 Comparing Hairy and Relatively Hair-Free
Skin Microscopically 112
1 Identifying Parts of a Cell 56
4 Differentiating Sebaceous and Sweat Glands
2 Identifying Components of a Plasma Microscopically 114
Membrane 57
5 Plotting the Distribution of Sweat Glands 114
3 Locating Organelles 58
6 Taking and Identifying Inked Fingerprints 115
4 Examining the Cell Model 58
Review Sheet 117
5 Observing Various Cell Structures 59
6 Identifying the Mitotic Stages 61
7 “Chenille Stick” Mitosis 61
Review Sheet 65

13

A01_MARI2259_12_GE_FM.indd 13 18/07/22 07:18

 14 Contents

THE SKELETAL SYSTEM THE MUSCULAR SYSTEM

8 Overview of the Skeleton: Classification
and Structure of Bones and
Cartilages 121
1 Examining a Long Bone 125
2 Examining the Effects of Heat and Hydrochloric
Acid on Bones 126
3 Examining the Microscopic Structure of Compact
Bone 127
4 Examining the Osteogenic Epiphyseal Plate 128
Review Sheet 129
9 The Axial Skeleton 133
1 Identifying the Bones of the Skull 134
Group Challenge Odd Bone Out 143
2 Palpating Skull Markings 144
3 Examining Spinal Curvatures 145
4 Examining Vertebral Structure 149
5 Examining the Relationship Between Ribs and
Vertebrae 151
6 Examining a Fetal Skull 152
Review Sheet 153
12 Microscopic Anatomy and Organization
of Skeletal Muscle 201
1 Examining Skeletal Muscle Cell Anatomy 204
2 Observing the Histological Structure of a
Skeletal Muscle 204
3 Studying the Structure of a Neuromuscular
Junction 206
Review Sheet 207
13 Gross Anatomy of the Muscular
System 211
1 Identifying Head and Neck Muscles 213
2 Identifying Muscles of the Trunk 213
3 Identifying Muscles of the Upper Limb 227
4 Identifying Muscles of the Lower Limb 232
5 Review of Human Musculature 236
6 Making a Muscle Painting 238
Review Sheet 241
14 Skeletal Muscle Physiology: Frogs
and Human Subjects 249

10 The Appendicular Skeleton 161 1 Observing Muscle Fiber Contraction 250

2 Inducing Contraction in the Frog Gastrocnemius
1 Examining and Identifying Bones of the Muscle 252
Appendicular Skeleton 161 3 Demonstrating Muscle Fatigue in Humans 257
2 Palpating the Surface Anatomy of the Pectoral BIOPAC 4 Electromyography in a Human Subject Using
®

Girdle and the Upper Limb 164 BIOPAC® 258

3 Observing Pelvic Articulations 167 Review Sheet 265
4 Comparing Male and Female Pelves 169
5 Palpating the Surface Anatomy of the Pelvic
Girdle and Lower Limb 173 THE NERVOUS SYSTEM
6 Constructing a Skeleton 174
Review Sheet 175 15 Histology of Nervous Tissue 269
1 Identifying Parts of a Neuron 272
11 Articulations and Body 2 Studying the Microscopic Structure of Selected
Movements 183 Neurons 274
3 Examining the Microscopic Structure of a
1 Identifying Fibrous Joints 184 Nerve 276
2 Identifying Cartilaginous Joints 184 Review Sheet 277
3 Examining Synovial Joint Structure 186
4 Demonstrating the Importance of Friction-
Reducing Structures 186
16 Neurophysiology of Nerve Impulses:
Frog Subjects 281
5 Demonstrating Movements of Synovial
Joints 188 1 Stimulating the Nerve 284
6 Demonstrating Actions at the Hip Joint 191
7 Demonstrating Actions at the Knee Joint 191 Instructors may download two additional
8 Demonstrating Actions at the Shoulder lab activities: Inhibiting the Nerve and
Joint 193 Visualizing the Compound Action Potential
with an Oscilloscope. Instructors, please go to
9 Examining the Action at the TMJ 194
Mastering A&P™ > Instructor Resources >
Review Sheet 197 Additional Resources > Additional Exercises

Review Sheet 285

A01_MARI2259_12_GE_FM.indd 14 18/07/22 07:18

 Contents 15

5 Demonstrating Adaptation of Temperature

17 Gross Anatomy of the Brain and Cranial Receptors 365
Nerves 287 6 Demonstrating the Phenomenon of Referred
Pain 366
1 Identifying External Brain Structures 289 Review Sheet 367
2 Identifying Internal Brain Structures 291
3 Identifying and Testing the Cranial Nerves 296 23 Special Senses: Anatomy of the Visual
Group Challenge Odd (Cranial) Nerve Out 304 System 369
Review Sheet 305
1 Identifying Accessory Eye Structures 371
18 Electroencephalography 311 2 Identifying Internal Structures of the Eye 371
3 Studying the Microscopic Anatomy of the
1 Observing Brain Wave Patterns Using an Retina 372
Oscilloscope or Physiograph 312 4 Predicting the Effects of Visual Pathway
BIOPAC 2 Electroencephalography Using BIOPAC® 313 Lesions 376
®

Review Sheet 317 Review Sheet 377

19 The Spinal Cord and Spinal Nerves
1 Identifying Structures of the Spinal Cord 320
2 Identifying Spinal Cord Tracts 323
3 Identifying the Major Nerve Plexuses and
Peripheral Nerves 330
Review Sheet 331
20 The Autonomic Nervous System 335
1 Locating the Sympathetic Trunk 336
2 Comparing Sympathetic and Parasympathetic
Effects 338
BIOPAC 3 Exploring the Galvanic Skin Response
®
319 24 Special Senses: Visual Tests and
Experiments 381
1 Demonstrating the Blind Spot 382
2 Determining Near Point of Vision 383
3 Testing Visual Acuity 384
4 Testing for Astigmatism 384
5 Testing for Color Blindness 385
6 Testing for Depth Perception 385
7 Demonstrating Reflex Activity of Intrinsic and
Extrinsic Eye Muscles 386
8 Conducting an Ophthalmoscopic
Examination 387

(Electrodermal Activity) Within a Polygraph Using Review Sheet 389

BIOPAC® 338
Review Sheet 345 25 Special Senses: Hearing and
Equilibrium 391
21 Human Reflex Physiology 347
1 Identifying Structures of the Ear 392
1 Initiating Stretch Reflexes 349 2 Examining the Ear with an Otoscope
2 Initiating the Crossed-Extensor Reflex 351 (Optional) 394
3 Initiating the Plantar Reflex 351 3 Examining the Microscopic Structure of the
Cochlea 395
4 Initiating the Corneal Reflex 352
4 Conducting Laboratory Tests of Hearing 396
5 Initiating the Gag Reflex 352
5 Audiometry Testing 398
6 Initiating Pupillary Reflexes 352
6 Examining the Microscopic Structure of the Crista
7 Initiating the Ciliospinal Reflex 353
Ampullaris 399
8 Initiating the Salivary Reflex 353
7 Conducting Laboratory Tests on Equilibrium 400
9 Testing Reaction Time for Intrinsic and Learned
Review Sheet 403
Reflexes 354
BIOPAC 10 Measuring Reaction Time Using BIOPAC® 355
26
®

Special Senses: Olfaction and Taste 407

Review Sheet 357
1 Microscopic Examination of the Olfactory
22 General Sensation 361 Epithelium 409
2 Microscopic Examination of Taste Buds 410
1 Studying the Structure of Selected Sensory
3 Stimulating Taste Buds 410
Receptors 363
4 Examining the Combined Effects of Smell,
2 Determining the Two-Point Threshold 364
Texture, and Temperature on Taste 410
3 Testing Tactile Localization 365
5 Assessing the Importance of Taste and Olfaction
4 Demonstrating Adaptation of Touch in Odor Identification 412
Receptors 365
6 Demonstrating Olfactory Adaptation 412
Review Sheet 413

A01_MARI2259_12_GE_FM.indd 15 18/07/22 07:18

 16 Contents

THE ENDOCRINE SYSTEM

32 Anatomy of Blood Vessels 479
27 Functional Anatomy of the Endocrine
1 Examining the Microscopic Structure of Arteries
Glands 415 and Veins 481
1 Identifying the Endocrine Organs 416 2 Locating Arteries on an Anatomical Chart or
Model 488
2 Examining the Microscopic Structure of Endocrine
Glands 420 3 Identifying the Systemic Veins 492
Group Challenge Odd Hormone Out 422 4 Identifying Vessels of the Pulmonary
Circulation 493
Review Sheet 423
Group Challenge Fix the Blood Trace 494

28 Endocrine Wet Labs and Human 5 Tracing the Pathway of Fetal Blood Flow 494
6 Tracing the Hepatic Portal Circulation 496
Metabolism 427
Review Sheet 497
1 Determining the Effect of Pituitary Hormones on
the Ovary 428
2 Observing the Effects of Hyperinsulinism 429
33 Human Cardiovascular Physiology:
Blood Pressure and Pulse
Group Challenge Thyroid Hormone Case
Studies 430
Determinations 503
Review Sheet 431 1 Auscultating Heart Sounds 506
2 Palpating Superficial Pulse Points 507
BIOPAC 3 Measuring Pulse Using BIOPAC® 508
THE CIRCULATORY SYSTEM
®

4 Taking an Apical Pulse 510

29 Blood 433 5 Using a Sphygmomanometer to Measure Arterial
Blood Pressure Indirectly 510
1 Determining the Physical Characteristics 6 Estimating Venous Pressure 511
of Plasma 436
7 Observing the Effect of Various Factors on Blood
2 Examining the Formed Elements of Blood Pressure and Heart Rate 512
Microscopically 436
8 Examining the Effect of Local Chemical and
3 Conducting a Differential WBC Count 439 Physical Factors on Skin Color 514
4 Determining the Hematocrit 440 Review Sheet 517
5 Determining Hemoglobin Concentration 442
6 Determining Coagulation Time 443 34 Frog Cardiovascular Physiology 523
7 Typing for ABO and Rh Blood Groups 444
1 Investigating the Automaticity and Rhythmicity
8 Observing Demonstration Slides 446 of Heart Muscle 524
9 Measuring Plasma Cholesterol BIOPAC 2 Recording Baseline Frog Heart Activity 526
®

Concentration 446
3 Investigating the Refractory Period of Cardiac
Review Sheet 447 Muscle Using the Physiograph 529
BIOPAC 4 Assessing Physical and Chemical Modifiers of
30
®

Anatomy of the Heart 453 Heart Rate 529

1 Using the Heart Model to Study Heart 5 Investigating the Effect of Various Factors on the
Microcirculation 531
Anatomy 456
Review Sheet 533
2 Tracing the Path of Blood Through the
Heart 457
3 Using the Heart Model to Study Cardiac 35 The Lymphatic System and Immune
Circulation 458 Response 537
4 Examining Cardiac Muscle Tissue Anatomy 459
1 Identifying the Organs of the Lymphatic
Review Sheet 463 System 539
2 Studying the Microscopic Anatomy of a Lymph
31 Conduction System of the Heart and Node, the Spleen, and a Tonsil 540
Electrocardiography 467 Group Challenge Compare and Contrast Lymphoid
Organs and Tissues 542
1A Recording ECGs Using a Standard ECG
Apparatus 471
3 Using the Ouchterlony Technique to Identify
Antigens 543
BIOPAC 1B Electrocardiography Using BIOPAC® 472
®

Review Sheet 545

Review Sheet 477

A01_MARI2259_12_GE_FM.indd 16 18/07/22 07:18

 Contents 17

THE RESPIRATORY SYSTEM 4 Reporting Results and Conclusions 613

Group Challenge Odd Enzyme Out 613
36 Anatomy of the Respiratory 5 Observing Movements and Sounds of the
System 549 Digestive System 614
6 Viewing Segmental and Peristaltic
1 Identifying Respiratory System Organs 555 Movements 615
2 Demonstrating Lung Inflation in a Sheep Review Sheet 617
Pluck 555
3 Examining Prepared Slides of Trachea and Lung
Tissue 555 THE URINARY SYSTEM
Review Sheet 557
40 Anatomy of the Urinary System 621
37 Respiratory System Physiology 561 1 Identifying Urinary System Organs 623
1 Operating the Model Lung 562 2 Studying Nephron Structure 626
2 Auscultating Respiratory Sounds 564 3 Studying Bladder Structure 629
3 Measuring Respiratory Volumes Using Group Challenge Urinary System Sequencing 630
Spirometers 565 Review Sheet 631
4 Measuring the FVC and FEV1 571
BIOPAC 5 Measuring Respiratory Volumes Using
®

BIOPAC® 571
41 Urinalysis 635

6 Visualizing Respiratory Variations 575 1 Analyzing Urine Samples 637

7 Demonstrating the Reaction Between Carbon 2 Analyzing Urine Sediment Microscopically
Dioxide (in Exhaled Air) and Water 577 (Optional) 640
8 Observing the Operation of Standard Review Sheet 641
Buffers 578
9 Exploring the Operation of the Carbonic Acid–
Bicarbonate Buffer System 578 THE REPRODUCTIVE SYSTEM,
Review Sheet 579 DEVELOPMENT, AND HEREDITY
42 Anatomy of the Reproductive
THE DIGESTIVE SYSTEM System 643

38 Anatomy of the Digestive System 585 1 Identifying Male Reproductive Organs 644
2 Penis 647
1 Identifying Alimentary Canal Organs 587 3 Seminal Gland 648
2 Studying the Histologic Structure of the Stomach 4 Epididymis 648
and the Esophagus-Stomach Junction 591
5 Identifying Female Reproductive Organs 648
3 Observing the Histologic Structure of the Small
Intestine 594 6 Wall of the Uterus 651
4 Examining the Histologic Structure of the Large 7 Uterine Tube 651
Intestine 596 Review Sheet 653
5 Identifying Types of Teeth 597
6 Studying Microscopic Tooth Anatomy 598 43 Physiology of Reproduction:
7 Examining Salivary Gland Tissue 598 Gametogenesis and the Female
8 Examining the Histology of the Liver 599 Cycles 659
Review Sheet 601
1 Identifying Meiotic Phases and Structures 661
2
39 Digestive System Processes: Chemical
3
Examining Events of Spermatogenesis 662
Examining Meiotic Events Microscopically 663
and Physical 607
4 Examining Oogenesis in the Ovary 664
1 Assessing Starch Digestion by Salivary 5 Comparing and Contrasting Oogenesis and
Amylase 608 Spermatogenesis 664
2 Assessing Protein Digestion by Trypsin 611 6 Observing Histological Changes in the
3 Demonstrating the Emulsification Action of Bile Endometrium During the Menstrual Cycle 666
and Assessing Fat Digestion by Lipase 612 Review Sheet 669

A01_MARI2259_12_GE_FM.indd 17 18/07/22 07:18

 18 Contents

44 Survey of Embryonic Development 673 PHYSIOEX TM 10.0 COMPUTER SIMULATIONS

1 Microscopic Study of Sea Urchin 1 Cell Transport Mechanisms and
Development 674 Permeability PEx-3
2 Examining the Stages of Human
Development 674 2 Skeletal Muscle Physiology PEx-17
3 Identifying Fetal Structures 677
4 Studying Placental Structure 678 3 Neurophysiology of Nerve Impulses PEx-35
Review Sheet 679
4 Endocrine System Physiology PEx-59
45 Principles of Heredity 683
5 Cardiovascular Dynamics PEx-75
1 Working Out Crosses Involving Dominant and
Recessive Genes 685
2 Working Out Crosses Involving Incomplete
6 Cardiovascular Physiology PEx-93
Dominance 685
3 Working Out Crosses Involving Sex-Linked
7 Respiratory System Mechanics PEx-105
Inheritance 686
4 Exploring Probability 687
8 Chemical and Physical Processes
of Digestion PEx-119
5 Using Blood Type to Explore Phenotypes and
Genotypes 688
6 Using Agarose Gel Electrophoresis to Identify
9 Renal System Physiology PEx-131
Normal Hemoglobin, Sickle Cell Anemia, and
Sickle Cell Trait 688 10 Acid-Base Balance PEx-149
Review Sheet 691
11 Blood Analysis PEx-161

SURFACE ANATOMY 12 Serological Testing PEx-177

46 Surface Anatomy Roundup 695

1 Palpating Landmarks of the Head 696 Credits C-1
2 Palpating Landmarks of the Neck 698 Index I-1
3 Palpating Landmarks of the Trunk 700
4 Palpating Landmarks of the Abdomen 702
5 Palpating Landmarks of the Upper Limb 704
6 Palpating Landmarks of the Lower Limb 707
Review Sheet 711

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 1
E X E R C I S E
The Language
of Anatomy

Learning Outcomes Go to Mastering A&P™ > Study

Area to improve your performance
▶▶ Describe the anatomical position, and explain its importance. in A&P Lab.
▶▶ Use proper anatomical terminology to describe body regions, orientation
and direction, and body planes.
▶▶ Name the body cavities, and indicate the important organs in each.

▶▶ Name and describe the serous membranes of the ventral body cavities.

▶▶ Identify the abdominopelvic quadrants and regions on a torso model or

image.

Instructors may assign these and other Pre-Lab

Pre-Lab Quiz Quiz questions using Mastering A&P™
Instructors may assign new
Building Vocabulary coaching
1. Circle True or False. In anatomical position, the fists are clenched.
activities, Pre-Lab Quiz questions, Art
2. Circle the correct underlined term. With regard to surface anatomy, Labeling activities, and more using the
abdominal / axial refers to the structures along the center line of the Mastering A&P™ Item Library.
body.
3. The term superficial refers to a structure that is:
a. attached near the trunk of the body Materials
b. toward or at the body surface ▶▶ Human torso model (dissectible)
c. toward the head ▶▶ Human skeleton
d. toward the midline ▶▶ Demonstration: sectioned and labeled
4. The ________ plane runs longitudinally and divides the body into kidneys (three separate kidneys uncut
right and left sides. or cut so that [a] entire, [b] transverse
a. frontal c. transverse sectional, and [c] longitudinal sectional
b. sagittal d. ventral views are visible)
5. Circle the correct underlined terms. The ventral body cavity is made ▶▶ Gelatin-spaghetti molds

up of three / four smaller cavities. Each of these cavities is lined by a ▶▶ Scalpel

thin, fluid-secreting membrane called a serous / visceral membrane.

A student new to any science is often overwhelmed at first by the terminol-

ogy used in that subject. The study of anatomy is no exception. But with-
out specialized terminology, confusion is inevitable. For example, what
do over, on top of, above, and behind mean in reference to the human body?
Anatomists have an accepted set of reference terms that are universally under-
stood. These allow body structures to be located and identified precisely with a
minimum of words.
This exercise presents some of the most important anatomical terminology used
to describe the body and introduces you to basic concepts of gross anatomy, the
study of body structures visible to the naked eye.

19

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 20 Exercise 1

Anatomical Position
When anatomists or doctors refer to specific areas of the human important to remember that “left” and “right” refer to the sides
body, the picture they keep in mind is a universally accepted of the individual, not the observer.
standard position called the anatomical position. In the ana-
• Assume the anatomical position. The hands are held unnatu-
tomical position, the human body is erect, with the feet only
slightly apart, head and toes pointed forward, and arms hanging rally forward rather than hanging with palms toward the thighs.
at the sides with palms facing forward (Figure 1.1a). It is also Check the box when you have completed this task.
1
Cephalic (head) Cephalic
Frontal Otic
Orbital Occipital
Nasal
Buccal
Upper limb
Oral Cervical (neck)
Acromial
Mental
Brachial
Cervical Antecubital
Thoracic Olecranal Back (dorsal)
Sternal Antebrachial Scapular
Axillary Carpal
Mammary Vertebral
Abdominal
Umbilical Lumbar

Pelvic Manus (hand) Sacral

Inguinal Palmar
Pollex Gluteal
Digital
Perineal
(between anus
Lower limb and external
Coxal genitalia)
Pubic
(genital) Femoral
Patellar
Popliteal
Crural
Sural
Fibular or peroneal

Thorax
Pedal (foot)
Abdomen Tarsal
Back (Dorsum) Calcaneal
Digital
Plantar
Hallux

(a) Anterior/Ventral (b) Posterior/Dorsal

Figure 1.1 Anatomical position and regional terms. Heels are raised to illustrate
Instructors may assign this figure as an Art
the plantar surface of the foot, which is actually on the inferior surface of the body.
Labeling Activity using Mastering A&P™

Regional Anatomy
The body is divided into two main regions, the axial and
appendicular regions. The axial region includes the head,
neck, and trunk; it runs along the vertical axis of the body.
The appendicular region includes the limbs, which are also
called the a­ ppendages or extremities. The body is also divided
up into smaller regions within those two main divisions.
Table 1.1 summarizes the body regions that are illustrated
in Figure 1.1.

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 The Language of Anatomy 21

Table 1.1 Regions of the Human Body (Figure 1.1)

Region Description Region Description

Abdominal Located below the ribs and Nasal Nose
above the hips
Acromial Point of the shoulder Occipital Back of the head
Antebrachial Forearm Olecranal Back of the elbow
Antecubital Anterior surface of the elbow Oral Mouth
Axillary Armpit Orbital Bony eye socket 1
Brachial Arm (upper portion of the Otic Ear
upper limb)
Buccal Cheek Palmar Palm of the hand
Calcaneal Heel of the foot Patellar Kneecap
Carpal Wrist Pedal Foot
Cephalic Head Pelvic Pelvis
Cervical Neck Perineal Between the anus and the
external genitalia
Coxal Hip Plantar Sole of the foot
Crural Leg Pollex Thumb
Digital Fingers or toes Popliteal Back of the knee
Femoral Thigh Pubic Genital
Fibular Side of the leg Sacral Posterior region between the
(peroneal) hip bones
Frontal Forehead Scapular Shoulder blade
Gluteal Buttocks Sternal Breastbone
Hallux Great toe Sural Calf
Inguinal Groin Tarsal Ankle
Lumbar Lower back Thoracic Chest
Mammary Breast Umbilical Navel
Manus Hand Vertebral Spine
Mental Chin

Activity 1
Locating Body Regions
Locate the anterior and posterior body regions on yourself,
your lab partner, and a human torso model.

Directional Terms
Study the terms below, referring to Figure 1.2 for a visual aid.
Notice that certain terms have different meanings, depending
on whether they refer to a four-legged animal (quadruped) or
to a human (biped).
Superior/inferior (above/below): These terms refer to place-
ment of a structure along the long axis of the body. The nose,
for example, is superior to the mouth, and the abdomen is
inferior to the chest.
Anterior/posterior (front/back): In humans, the most anterior
structures are those that are most forward—the face, chest, and
abdomen. Posterior structures are those toward the backside of
the body. For instance, the spine is posterior to the heart.
Medial/lateral (toward the midline/away from the midline or
median plane): The sternum (breastbone) is medial to the ribs;
the ear is lateral to the nose.
The terms of position just described assume the person is
in the anatomical position. The next four term pairs are more
absolute. They apply in any body position, and they consistently
have the same meaning in all vertebrate animals.

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 22 Exercise 1

Cephalad (cranial)/caudal (toward the head/toward the tail): In
humans, these terms are used interchangeably with superior
and inferior, but in four-legged animals they are synonymous
with anterior and posterior, respectively.
Ventral/dorsal (belly side/backside): These terms are used
chiefly in discussing the comparative anatomy of animals,
assuming the animal is standing. In humans, the terms ventral
and dorsal are used interchangeably with the terms anterior
and posterior, but in four-legged animals, ventral and dorsal are
1 synonymous with inferior and superior, respectively.
Proximal/distal (nearer the trunk or attached end/farther from
the trunk or point of attachment): These terms are used primar-
ily to locate various areas of the body limbs. For example, the
fingers are distal to the elbow; the knee is proximal to the toes.
However, these terms may also be used to indicate regions
(closer to or farther from the head) of internal tubular organs.
Superficial (external)/deep (internal) (toward or at the body
surface/away from the body surface): For example, the skin is
superficial to the skeletal muscles, and the lungs are deep to
the rib cage.

Superior (cephalad)

Posterior Anterior
(dorsal) (ventral)

Proximal Superior (dorsal)

Posterior Anterior
(caudal) (cephalad)

Distal

(a) Inferior (caudal) (b) Inferior (ventral)

Figure 1.2 Directional terms. (a) With reference to a human. (b) With reference
Instructors may assign this figure as an Art
to a four-legged animal.
Labeling Activity using Mastering A&P™

Activity 2
Practicing Using Correct Anatomical Terminology
Use a human torso model, a human skeleton, or your own body 3. The femoral region is ________________ to the tarsal
to practice using the regional and directional terminology. region. (proximal or distal)

1. The popliteal region is ________________. (anterior or 4. The bones are ________________ to the skin. (superficial or
p
­ osterior) deep)

2. The acromial region is ________________ to the otic region.

(medial or lateral)

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 The Language of Anatomy 23

Body Planes and Sections

The body is three-dimensional, and in order to observe its or line called a plane. A section is named for the plane
internal structures, it is often necessary to make a section, along which it is cut. Anatomists commonly refer to three
or cut. When the section is made through the body wall or planes (Figure 1.3), or sections, that lie at right angles to one
through an organ, it is made along an imaginary surface another.

(a) Median (midsagittal) plane (b) Frontal (coronal) plane (c) Transverse plane

Vertebral Right Left

column lung Heart lung Liver Aorta Pancreas Spleen

Rectum Intestines Liver Stomach Spleen Subcutaneous Spinal

fat layer cord

Figure 1.3 Planes of the body with corresponding magnetic resonance

Instructors may assign this figure as an Art
imaging (MRI) scans. Note the transverse section is an inferior view. Labeling Activity using Mastering A&P™

M01_MARI2259_12_GE_C01.indd 23 12/07/2022 16:49

 24 Exercise 1

Sagittal plane: A sagittal plane runs longitudinally and divides

the body into right and left parts. If it divides the body into
equal parts, right down the midline of the body, it is called a
median, or midsagittal, plane.
Frontal plane: Sometimes called a coronal plane, the frontal
plane is a longitudinal plane that divides the body (or an organ)
into anterior and posterior parts.
Transverse plane: A transverse plane runs horizontally, divid-
ing the body into superior and inferior parts. When organs are
1 ­sectioned along the transverse plane, the sections are com-
monly called cross sections. (a) Transverse (cross)
section
On microscope slides, the abbreviation for a longitudinal
section (sagittal or frontal) is l.s. Cross sections are abbreviated
x.s. or c.s.
A median or frontal plane section of any nonspherical
object, be it a banana or a body organ, provides quite a different
view from a cross section (Figure 1.4).

Activity 3
Observing Sectioned Specimens
1. Go to the demonstration area and observe the transversely
and longitudinally cut organ specimens (kidneys).
2. After completing instruction 1, obtain a gelatin-spaghetti (b) Median
mold and a scalpel, and take them to your laboratory bench. section
(Essentially, this is just cooked spaghetti added to warm gelatin,
which is then allowed to gel.)
3. Cut through the gelatin-spaghetti mold along any plane,
and examine the cut surfaces. You should see spaghetti strands (c) Frontal sections
that have been cut transversely (x.s.) and some cut longitudi-
nally (a median section).
Figure 1.4 Objects can look odd when viewed in section.
4. Draw the appearance of each of these spaghetti sections This banana has been sectioned in three different planes (a–c),
below, and verify the accuracy of your section identifications and only in one of these planes (b) is it easily recognized as
with your instructor. a banana. If one cannot recognize a sectioned organ, it is
possible to reconstruct its shape from a series of successive
cuts, as from the three serial sections in (c).

Transverse section Median section

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 The Language of Anatomy 25

Body Cavities
The axial region of the body has two large cavities that pro-
vide different degrees of protection to the organs within them
(Figure 1.5).
Dorsal Body Cavity
The dorsal body cavity can be subdivided into the cranial ­cavity,
which lies within the rigid skull and encases the brain, and the
vertebral (or spinal) cavity, which runs through the bony verte-
bral column to enclose the delicate spinal cord.
Ventral Body Cavity
Like the dorsal cavity, the ventral body cavity is subdivided.
The superior thoracic cavity is separated from the rest of the
ventral cavity by the dome-shaped diaphragm. The heart and
lungs, located in the thoracic cavity, are protected by the bony
rib cage. The cavity inferior to the diaphragm is referred to
as the abdominopelvic cavity. Although there is no further­
physical separation of the ventral cavity, some describe the
abdominopelvic cavity as two areas: a superior abdominal
­cavity, the area that houses the stomach, intestines, liver, and
other organs, and an inferior pelvic cavity, the region that is
partially enclosed by the bony pelvis and contains the repro-
ductive organs, bladder, and rectum.
1
Serous Membranes of the Ventral Body Cavity
The walls of the ventral body cavity and the outer surfaces of
the organs it contains are covered with a very thin, double-
layered membrane called the serosa, or serous membrane.
The part of the membrane lining the cavity walls is referred
to as the parietal serosa, and it is continuous with a similar
membrane, the visceral serosa, covering the external surface
of the organs within the cavity. These membranes produce a
thin lubricating fluid that allows the visceral organs to slide
over one another or to rub against the body wall with minimal

Cranial
Cranial cavity cavity
(contains brain)

Vertebral
cavity

Pleural
Dorsal Thoracic cavity
body cavity
cavity Mediastinum
(contains
heart and
lungs) Pericardial
cavity

Vertebral cavity
(contains spinal Diaphragm Ventral body
cord) cavity
(thoracic and
Abdominal cavity abdominopelvic
(contains digestive Abdomino- cavities)
organs) pelvic
cavity

Pelvic cavity
(contains urinary
Dorsal body cavity bladder, reproductive
Ventral body cavity organs, and rectum)

(a) Lateral view (b) Anterior view

Figure 1.5 Dorsal and ventral body cavities and their subdivisions.
Instructors may assign this figure as an Art Labeling
Activity using Mastering A&P™

M01_MARI2259_12_GE_C01.indd 25 12/07/2022 16:49

 26 Exercise 1

Lung Ribs Heart

Parietal pleura
Parietal
pericardium
Pleural cavity Pericardial cavity
with serous fluid with serous fluid

Visceral pleura Visceral

1
pericardium
Diaphragm

(a) Serosae associated with the lungs: pleura (b) Serosae associated with the heart: pericardium

Anterior Visceral
peritoneum

Liver Peritoneal Outer balloon wall

cavity (with (comparable to parietal serosa)
serous fluid)
Air (comparable to serous cavity)
Stomach
Parietal Inner balloon wall
peritoneum Kidney (comparable to visceral serosa)
(retroperitoneal)

Wall of
Posterior
body trunk
(c) Serosae associated with the abdominal viscera: peritoneum (d) Model of the serous membranes and serous cavity

Figure 1.6 Serous membranes of the ventral body cavities.

friction. Serous membranes also compartmentalize the vari-
ous organs to prevent infection in one organ from spreading
to others.
The specific names of the serous membranes depend on
the structures they surround. The serosa lining the abdominal
c­avity and covering its organs is the peritoneum, the serosa
enclosing the lungs is the pleura, and the serosa around the
heart is the pericardium (Figure 1.6). A fist pushed into a limp
balloon demonstrates the relationship between the visceral and
parietal serosae (Figure 1.6d).

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 The Language of Anatomy 27

Activity 4
Identifying Organs in the
Abdominopelvic Cavity
Examine the human torso model to respond to the following
questions.

Name two organs found in the left upper quadrant.

1
Right upper Left upper ________________ and ________________
quadrant quadrant
(RUQ) (LUQ) Name two organs found in the right lower quadrant.

________________ and ________________

Right lower Left lower
quadrant quadrant What organ (Figure 1.7) is divided into identical halves by
(RLQ) (LLQ)
the median plane? ________________

Figure 1.7 Abdominopelvic quadrants. Superficial organs

are shown in each quadrant.

Abdominopelvic Quadrants and Regions
Because the abdominopelvic cavity is quite large and contains
many organs, it is helpful to divide it up into smaller areas for
discussion or study.
Most physicians and nurses use a scheme that divides the
abdominal surface and the abdominopelvic cavity into four
approximately equal regions called quadrants. These quadrants
are named according to their relative position—that is, right
upper quadrant, right lower quadrant, left upper quadrant, and
left lower quadrant (Figure 1.7). Note that the terms left and
right refer to the left and right side of the body in the figure, not
the left and right side of the art on the page.
A different scheme commonly used by anatomists divides
the abdominal surface and abdominopelvic cavity into nine
separate regions by four planes (Figure 1.8). As you read

Liver Diaphragm
Right Left
Epigastric Spleen
hypochondriac hypochondriac
region Gallbladder Stomach
region region

Ascending colon of Transverse colon

Right Left of large intestine
Umbilical large intestine
lateral (lumbar) lateral (lumbar)
region region region Small intestine Descending colon
of large intestine
Cecum Initial part of
Right inguinal Pubic Left inguinal
(iliac) (hypogastric) (iliac) sigmoid colon
Appendix
region region region
Urinary bladder

(a) (b)

Figure 1.8 Abdominopelvic regions. Nine regions delineated by four planes. (a) The
Instructors may assign this figure
superior horizontal plane is just inferior to the ribs; the inferior horizontal plane is at the
as an Art Labeling Activity using
superior aspect of the hip bones. The vertical planes are just medial to the nipples.
Mastering A&P™
(b) Superficial organs are shown in each region.

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 28 Exercise 1

through the descriptions of these nine regions, locate them in
Figure 1.8, and note the organs contained in each region.
Umbilical region: The centermost region, which includes the
umbilicus (navel)
Epigastric region: Immediately superior to the umbilical region;
overlies most of the stomach
Pubic (hypogastric) region: Immediately inferior to the umbili-
cal region; encompasses the pubic area
1 Inguinal, or iliac, regions: Lateral to the hypogastric region and
overlying the superior parts of the hip bones
Lateral (lumbar) regions: Between the ribs and the flaring por-
tions of the hip bones; lateral to the umbilical region
Hypochondriac regions: Flanking the epigastric region laterally
and overlying the lower ribs
Activity 5
Locating Abdominopelvic Surface Regions
Locate the regions of the abdominopelvic surface on a human
torso model.
Other Body Cavities
Besides the large, closed body cavities, there are several types
of smaller body cavities (Figure 1.9). Many of these are in the
head, and most open to the body exterior.
Oral cavity: The oral cavity, commonly called the mouth,
contains the tongue and teeth. It is continuous with the rest
of the digestive tube, which opens to the exterior at the anus.
Nasal cavity: Located within and posterior to the nose, the nasal
cavity is part of the passages of the respiratory system.
Orbital cavities: The orbital cavities (orbits) in the skull house
the eyes and present them in an anterior position.
Middle ear cavities: Each middle ear cavity lies just medial to
an eardrum and is carved into the bony skull. These cavities
contain tiny bones that transmit sound vibrations to the hearing
receptors in the inner ears.
Synovial cavities: Synovial cavities are joint cavities—they are
enclosed within fibrous capsules that surround the freely mov-
able joints of the body, such as those between the vertebrae
and the knee and hip joints. Like the serous membranes of
the ventral body cavity, membranes lining the synovial cavities
secrete a lubricating fluid that reduces friction as the enclosed
structures move across one another.

Middle ear
cavity

Orbital
cavity Synovial cavity
(orbit) in a joint
between neck
vertebrae
Nasal Fibrous
cavity layer
around
Oral cavity joint
(mouth)

Tongue

Figure 1.9 Other body cavities. The oral, nasal, orbital, and middle ear cavities are located
in the head and open to the body exterior. Synovial cavities are found in joints between
bones, such as the vertebrae of the spine, and at the knee, shoulder, and hip.

M01_MARI2259_12_GE_C01.indd 28 12/07/2022 16:49

 Instructors may assign a portion

1
of the Review Sheet questions
using Mastering A&P™
REVIEW SHEET
E X E R C I S E
The Language of Anatomy
Name _______________________________________________________ Lab Time/Date______________________________________

Regional Terms
1. Describe completely the standard human anatomical position. _______________________________________________________

____________________________________________________________________________________________________________

2. Use the regional terms to correctly label the body regions indicated on the figures below.

Thorax

Abdomen

Back (Dorsum)

(a) Anterior/Ventral (b) Posterior/Dorsal

29

M01_MARI2259_12_GE_C01.indd 29 12/07/2022 16:49

 30 Review Sheet 1

Directional Terms, Planes, and Sections

3. Define median. ______________________________________________________________________________________________

4. Several incomplete statements appear below. Correctly complete each statement by choosing the appropriate anatomical term
from the choices. Use each term only once.

anterior inferior posterior superior

distal lateral proximal transverse

frontal medial sagittal

1. The thoracic cavity is _______________ to the abdominopelvic cavity.

2. The trachea (windpipe) is _______________ to the vertebral column.

3. The wrist is _______________ to the hand.

4. If an incision cuts the heart into left and right parts, a _______________ plane of section was used.

5. The nose is _______________ to the cheekbones.

6. The thumb is _______________ to the ring finger.

7. The vertebral cavity is _______________ to the cranial cavity.

8. The knee is _______________ to the thigh.

9. The plane that separates the head from the neck is the _______________ plane.

10. The popliteal region is _______________ to the patellar region.

11. The plane that separates the anterior body surface from the posterior body surface is the _______________ plane.
5. Correctly identify each of the body planes by writing the appropriate term on the answer line below the drawing.

(a) (b) (c)

Body Cavities
6. Name the muscle that subdivides the ventral body cavity. ___________________________________________________________

7. What body cavity communicates directly with the thoracic cavity? ____________________________________________________

8. For the body cavities listed, name one organ located in each cavity.

1. cranial cavity ____________________________________________________________________________________________.

2. vertebral cavity __________________________________________________________________________________________.

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 Review Sheet 1 31

3. thoracic cavity ___________________________________________________________________________________________.

4. abdominal cavity _________________________________________________________________________________________.

5. pelvic cavity _____________________________________________________________________________________________.

6. mediastinum ____________________________________________________________________________________________.

9. Name the abdominopelvic region where each of the listed organs is located.

1. spleen __________________________________________________________________________________________________

2. urinary bladder ___________________________________________________________________________________________

3. stomach (largest portion) __________________________________________________________________________________

4. cecum __________________________________________________________________________________________________

10. Define the difference between a parietal and a visceral serous membrane. _____________________________________________

____________________________________________________________________________________________________________

11. Which serous membrane(s) is/are found in the thoracic cavity? _______________________________________________________

____________________________________________________________________________________________________________

12. Explain how serous membranes assist with the function of motile organs. ______________________________________________

____________________________________________________________________________________________________________

13. Using the key choices, identify the small body cavities described below.

Key: a. middle ear cavity e. oral cavity e. synovial cavity

b. nasal cavity d. orbital cavity

_____________ 1. holds the eyes in an anterior-facing position _____________ 4. contains the tongue

_____________ 2. houses three tiny bones involved in hearing _____________ 5. surrounds a joint

_____________ 3. contained within the nose

14. + Over what quadrant would hands be placed to palpate the liver? ________________________________________________

15. + A patient has been diagnosed with appendicitis. Use anatomical terminology to describe the location of the person’s pain.

Assume that the pain is referred to the surface of the body above the organ. __________________________________________

16. + Which body cavity would be opened to perform a hysterectomy? ________________________________________________

____________________________________________________________________________________________________________

17. + Which smaller body cavity would be opened to perform a total knee joint replacement? _____________________________

____________________________________________________________________________________________________________

18. + An abdominal hernia results when weakened muscles allow the protrusion of abdominal structures. In the case of
an umbilical hernia, parts of a serous membrane and the small intestine form the bulge. Which serous membrane is involved?

____________________________________________________________________________________________________________

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M01_MARI2259_12_GE_C01.indd 32 12/07/2022 16:49

 2
E X E R C I S E
Organ Systems
Overview

Learning Outcomes Go to Mastering A&P™ > Study

Area to improve your performance
▶▶ Name the human organ systems, and indicate the major functions of each. in A&P Lab.
▶▶ List several major organs of each system, and identify them in a dissected
rat, human cadaver or cadaver image, or a dissectible human torso model.
▶▶ Name the correct organ system for each organ when presented with a list
of organs.

Instructors may assign these and other Pre-Lab

Pre-Lab Quiz Quiz questions using Mastering A&P™

1. Name the structural and functional unit of all living things. _________
2. The small intestine is an example of a(n) _________, because it is > Lab Tools > Practice Anatomy Lab
composed of two or more tissue types that perform a particular > Anatomical Models
function for the body.
Instructors may assign new
a. epithelial tissue
Building Vocabulary coaching
b. muscular tissue activities, Pre-Lab Quiz questions,
c. organ Art Labeling activities, Practice
d. organ system Anatomy Lab Practical questions (PAL),
3. The ______________ system is responsible for ensuring fluid and and more using the Mastering A&P™
electrolyte homeostasis within the body. Item Library.
4. The caecum is a part of the ______________ system.
5. The thin muscle that separates the thoracic and abdominal cavities is
the ______________. Materials
▶▶ Freshly killed or preserved rat
(predissected by instructor as a

T
demonstration or for student dissection
he basic unit of life is the cell. Cells fall into four different categories accord- [one rat for every two to four students])
ing to their structures and functions. These categories correspond to the four or predissected human cadaver
primary tissue types: epithelial, muscular, nervous, and connective. A tissue is ▶▶ Dissection trays
a group of cells that are similar in structure and function. An organ is a structure ▶▶ Twine or large dissecting pins
composed of two or more tissue types that performs a specific function for the body.
▶▶ Scissors
An organ system is a group of organs that act together to perform a particular
▶▶ Probes
body function. For example, the organs of the digestive system work together to
break down foods and absorb the end products into the bloodstream in order to ▶▶ Forceps

provide nutrients and fuel for all the body’s cells. In all, there are 11 organ systems, ▶▶ Disposable gloves
described in Table 2.1 on p. 34. ▶▶ Human torso model (dissectible)
Read through this summary of the body’s organ systems (Table 2.1) before
beginning your rat dissection or examination of the predissected human cadaver. If a
human cadaver is not available, Figures 2.3 to 2.6 will serve as a partial replacement.

33

M02_MARI2259_12_GE_C02.indd 33 29/06/2022 16:09

 34 Exercise 2
Table 2.1 Overview of Organ Systems of the Body
Organ system Major component organs
Integumentary Skin, hair, and nails;
cutaneous sense organs and glands
Skeletal Bones, cartilages, tendons,
2 ligaments, and joints
Muscular Muscles attached to the skeleton
Nervous Brain, spinal cord, nerves, and
sensory receptors
Endocrine Pituitary, thymus, thyroid,
parathyroid, adrenal, and pineal
glands; ovaries, testes, and pancreas
Cardiovascular Heart and blood vessels
Lymphatic Lymphatic vessels, lymph nodes,
spleen, and thymus
Respiratory Nasal cavity, pharynx, larynx,
trachea, bronchi, and lungs
Digestive Oral cavity, pharynx, esophagus,
stomach, small and large intestines, and
accessory structures including teeth,
salivary glands, liver, and pancreas
Urinary Kidneys, ureters, bladder, and
urethra
Reproductive Male: testes, prostate gland, scrotum,
penis, and duct system, which carries
sperm to the body exterior
Female: ovaries, uterine tubes, uterus,
mammary glands, and vagina
DISSECTION AND IDENTIFICATION
The Organ Systems of the Rat
Many of the external and internal structures of the rat are
quite similar in structure and function to those of the human.
So, a study of the gross anatomy of the rat should help you
understand our anatomy. The following instructions include
directions for dissecting and observing a rat. In addition,
the descriptions of the organs (Activity 4, Examining the
Ventral Body Cavity, which begins on p. 36) also apply
M02_MARI2259_12_GE_C02.indd 34
Function
●● Protects deeper organs from mechanical, chemical, and bacterial injury, and
from drying out
●● Excretes salts and urea
●● Aids in regulation of body temperature
●● Produces vitamin D
●● Body support and protection of internal organs
●● Provides levers for muscular action
●● Cavities provide a site for blood cell formation
●● Bones store minerals
●● Primary function is to contract or shorten; in doing so, skeletal muscles
allow locomotion (running, walking, etc.), grasping and manipulation of the
environment, and facial expression
●● Generates heat
●● Allows body to detect changes in its internal and external environment and to
respond to such information by activating appropriate muscles or glands
●● Helps maintain homeostasis of the body via rapid transmission of electrical
signals
●● Helps maintain body homeostasis, promotes growth and development;
produces chemical messengers called hormones that travel in the blood to
exert their effect(s) on various target organs of the body
●● Primarily a transport system that carries blood containing oxygen, carbon
dioxide, nutrients, wastes, ions, hormones, and other substances to and from
the tissue cells where exchanges are made; blood is propelled through the
blood vessels by the pumping action of the heart
●● Antibodies and other protein molecules in the blood protect the body
●● Picks up fluid leaked from the blood vessels and returns it to the blood
●● Cleanses blood of pathogens and other debris
●● Houses lymphocytes that act via the immune response to protect the body
from foreign substances
●● Keeps the blood continuously supplied with oxygen while removing carbon
dioxide
●● Contributes to the acid-base balance of the blood
●● Breaks down ingested foods to smaller particles, which can be absorbed into
the blood for delivery to the body cells
●● Undigested residue removed from the body as feces
●● Rids the body of nitrogen-containing wastes including urea, uric acid, and
ammonia, which result from the breakdown of proteins and nucleic acids
●● Maintains water, electrolyte, and acid-base balance of blood
●● Provides gametes called sperm for perpetuation of the species
●● Provides gametes called eggs; the uterus houses the developing fetus until
birth; mammary glands provide nutrition for the infant
to s­uperficial observations of a previously dissected human
cadaver. The general instructions for observing external struc-
tures also apply to human cadaver observations. The photo-
graphs in Figures 2.3 to 2.6 will provide visual aids.
Note that four organ systems (integumentary, skeletal,
muscular, and nervous) will not be studied at this time, because
they require microscopic study or more detailed dissection.
29/06/2022 16:09
 Organ Systems Overview 35

Activity 1
Observing External Structures
1. If your instructor has provided a predissected rat, go to the
demonstration area to make your observations. Alternatively, if
you and/or members of your group will be dissecting the speci-
men, obtain a preserved or freshly killed rat, a dissecting tray,
dissecting pins or twine, scissors, probe, forceps, and dispos-
able gloves, and bring them to your laboratory bench.
If a predissected human cadaver is available, obtain a
probe, forceps, and disposable gloves before going to the
demonstration area.
2. Don the gloves before beginning your observations.
! This precaution is particularly important when handling
freshly killed animals, which may harbor pathogens.
3. Observe the major divisions of the body—head, trunk, and
extremities. If you are examining a rat, compare these divisions
to those of humans.
Activity 2
Examining the Oral Cavity
Examine the structures of the oral cavity. Identify the teeth and
tongue. Observe the extent of the hard palate (the portion
underlain by bone) and the soft palate (immediately posterior
to the hard palate, with no bony support). Notice that the pos-
terior end of the oral cavity leads into the throat, or pharynx, a
passageway used by both the digestive and respiratory systems. 2
Activity 3
Opening the Ventral Body Cavity
1. Pin the animal to the wax of the dissecting tray by placing its
dorsal side down and securing its extremities to the wax with
large dissecting pins as shown in Figure 2.1a.
Text continues on next page ➔

(a) (b)

Figure 2.1 Rat dissection: Securing

for dissection and the initial incision.
(a) Securing the rat to the dissection
tray with dissecting pins. (b) Using
scissors to make the incision on the
median line of the abdominal region.
(c) Completed incision from the pelvic
region to the lower jaw. (d) Reflection
(folding back) of the skin to expose the
underlying muscles. (c) (d)

M02_MARI2259_12_GE_C02.indd 35 29/06/2022 16:09

 36 Exercise 2

2. Lift the abdominal skin with a forceps, and cut through it

with the scissors (Figure 2.1b). Close the scissor blades, and
insert them flat under the cut skin. Moving in a cephalad
direction, open and close the blades to loosen the skin from
the underlying connective tissue and muscle. Now, cut the skin
along the body midline, from the pubic region to the lower jaw
(Figure 2.1c). Finally, make a lateral cut about halfway down
the ventral surface of each limb. Complete the job of freeing
the skin with the scissor tips, and pin the flaps to the tray
2 (Figure 2.1d). The underlying tissue that is now exposed is the
skeletal musculature of the body wall and limbs. Notice that
the muscles are packaged in sheets of pearly white connec-
tive tissue (fascia), which protect the muscles and bind them
together.
3. Carefully cut through the muscles of the abdominal wall
in the pubic region, avoiding the underlying organs. Now,
hold and lift the muscle layer with a forceps and cut through
the muscle layer from the pubic region to the bottom of the
rib cage. Make two lateral cuts at the base of the rib cage
(Figure 2.2). A thin membrane attached to the inferior bound-
ary of the rib cage should be obvious; this is the diaphragm,
which separates the thoracic and abdominal cavities. Cut the
diaphragm where it attaches to the ventral ribs to loosen the
rib cage. Cut through the rib cage on either side. You can
now lift the ribs to view the contents of the thoracic cavity.
Cut across the flap, at the level of the neck, and remove the Figure 2.2 Rat dissection. Making lateral cuts at the base
rib cage. of the rib cage.

Activity 4
Examining the Ventral Body Cavity
1. Starting with the most superficial structures and work- To expose the esophagus, push the trachea to one side.
ing deeper, examine the structures of the thoracic cavity.
Esophagus: A food chute; the part of the digestive system
Refer to Figure 2.3 as you work. Choose the appropriate
that transports food from the pharynx (throat) to the stomach.
view depending on whether you are examining a rat (a) or a
human cadaver (b). Diaphragm: A thin muscle attached to the inferior boundary
of the rib cage.
Thymus: An irregular mass of glandular tissue overlying the
heart (not illustrated in the human cadaver photograph). Follow the esophagus through the diaphragm to its junction
with the stomach.
With the probe, push the thymus to the side to view the heart.
Stomach: A curved organ important in food digestion and
Heart: Medial oval structure enclosed within the pericardium
temporary food storage.
(serous membrane).
2. Examine the superficial structures of the abdominopelvic
Lungs: Lateral to the heart on either side.
­cavity. Lift the greater omentum, an extension of the perito-
Now observe the throat region to identify the trachea. neum (serous membrane) that covers the abdominal viscera.
Continuing from the stomach, trace the rest of the digestive tract
Trachea: Tubelike “windpipe” running medially down the
(Figure 2.4, p. 38).
throat; part of the respiratory system.
Small intestine: Connected to the stomach and ending just
Follow the trachea into the thoracic cavity; notice where it
before the saclike cecum.
divides into two branches. These are the bronchi.
Large intestine: A large muscular tube connected to the small
Bronchi: Two passageways that plunge laterally into the tissue
intestine and ending at the anus.
of the two lungs. Text continues on page 38. ➔

M02_MARI2259_12_GE_C02.indd 36 29/06/2022 16:09

 Organ Systems Overview 37

Trachea

Thymus

Heart

Lung

Diaphragm
Liver

(a)

Trachea

Superior
vena cava

Pericardium (cut
and reflected)

Lungs

Heart

Diaphragm

(b)

Figure 2.3 Superficial organs of the thoracic cavity. (a) Dissected rat.
Instructors may assign this figure as an Art
(b) Human cadaver.
Labeling Activity using Mastering A&P™

M02_MARI2259_12_GE_C02.indd 37 29/06/2022 16:09

 38 Exercise 2

Falciform ligament

Liver

Stomach

2 Spleen

Greater omentum
Small intestine

Large intestine

Urinary bladder

Cecum

(a) (b)

Figure 2.4 Abdominal organs. (a) Dissected rat, superficial view.

Instructors may assign this figure as an Art
(b) Human cadaver, superficial view.
Labeling Activity using Mastering A&P™

Cecum: The initial portion of the large intestine.
Follow the course of the large intestine to the rectum, which is
partially covered by the urinary bladder (Figure 2.5).
Rectum: Terminal part of the large intestine; continuous with
the anal canal.
Anus: The opening of the digestive tract (through the anal
canal) to the exterior.
Now lift the small intestine with the forceps to view the m
­ esentery.
Mesentery: An apronlike serous membrane; suspends many
of the digestive organs in the abdominal cavity. Notice that it
is heavily invested with blood vessels and, more likely than not,
riddled with large fat deposits.
Locate the remaining abdominal structures.
Pancreas: A diffuse gland; rests dorsal to and in the mesentery
between the first portion of the small intestine and the stom-
ach. You will need to lift the stomach to view the pancreas.
Spleen: A dark red organ curving around the left lateral side
of the stomach; an organ of the lymphatic system, it is often
called the red blood cell “graveyard.”
Liver: Large and brownish red; the most superior organ in the
abdominal cavity, directly beneath the diaphragm.
3. To locate the deeper structures of the abdominopelvic
cavity, move the stomach and the intestines to one side
with the probe.
Examine the posterior wall of the abdominal cavity to locate
the two kidneys (Figure 2.5).
Kidneys: Bean-shaped organs; retroperitoneal (behind the
­peritoneum).
Adrenal glands: Large endocrine glands that sit on top of
each kidney; considered part of the endocrine system.
Carefully strip away part of the peritoneum with forceps
and attempt to follow the course of one of the ureters to
the bladder.
Ureter: Tube running from the indented region of a kidney to
the urinary bladder.
Urinary bladder: The sac that serves as a reservoir for urine.
4. In the midline of the body cavity lying between the kidneys
are the two principal abdominal blood vessels:
Inferior vena cava: The large vein that returns blood to the
heart from the lower body regions.
Descending aorta: Deep to the inferior vena cava; the largest
artery of the body; carries blood away from the heart.
5. You will perform only a brief examination of reproductive
organs. If you are working with a rat, first determine if the
animal is a male or female. Observe the ventral body surface
beneath the tail. If a saclike scrotum and an opening for the
anus are visible, the animal is a male. If three body openings—
urethral, vaginal, and anal—are present, it is a female.

M02_MARI2259_12_GE_C02.indd 38 29/06/2022 16:09

 Organ Systems Overview 39

Inferior vena cava

Adrenal gland

Kidney

Descending aorta 2
Ureters
Seminal gland
Urinary bladder
Prostate
Bulbo-urethral
gland
Ductus deferens
Penis
Testis
Rectum
(a) Scrotum
Anus
(b)

Adrenal gland

Kidney
Descending aorta
Ureter

Ovary

Uterine horns
Uterus
Urinary bladder
Vagina

Figure 2.5 Deep structures of the Urethral opening

abdominopelvic cavity. (a) Human cadaver. Vaginal orifice
(b) Dissected male rat. (Some reproductive
Anus
structures also shown.) (c) Dissected female rat.
(Some reproductive structures also shown.) (c)

Male Rat Female Rat

Make a shallow incision into the scrotum. Loosen and lift
out one oval testis. Exert a gentle pull on the testis to iden-
tify the slender ductus deferens, or vas deferens, which
carries sperm from the testis superiorly into the abdominal
cavity and joins with the urethra. The urethra runs through
the penis and carries both urine and sperm out of the body.
Identify the penis, extending from the bladder to the ventral
body wall. Figure 2.5b indicates other glands of the male
rat’s reproductive system, but they need not be identified
at this time.
Inspect the pelvic cavity to identify the Y-shaped uterus lying
against the dorsal body wall and superior to the bladder
(Figure 2.5c). Follow one of the uterine horns superiorly to
identify an ovary, a small oval structure at the end of the uter-
ine horn. (The rat uterus is quite different from the uterus of a
human female, which is a single-chambered organ about the
size and shape of a pear.) The inferior undivided part of the rat
uterus is continuous with the vagina, which leads to the body
exterior. Identify the vaginal orifice (external vaginal opening).
Text continues on next page ➔

M02_MARI2259_12_GE_C02.indd 39 29/06/2022 16:09

 40 Exercise 2

Large intestine
Ureter

Seminal gland

Ductus deferens

Bladder
2
Pubis

Prostate

Penis

Testis
(a) (b)

Figure 2.6 Human reproductive organs. (a) Male

external genitalia. (b) Sagittal section of the male pelvis. Large intestine
(c) Sagittal section of the female pelvis. End of
uterine tube

Male Cadaver
Ovary
Make a shallow incision into the scrotum (Figure 2.6a).
Loosen and lift out the oval testis. Exert a gentle pull on the
testis to identify the slender ductus (vas) deferens, which Uterus
carries sperm from the testis superiorly into the abdominopel-
vic cavity and joins with the urethra (Figure 2.6b). The urethra Bladder
runs through the penis and carries both urine and sperm out Pubis
of the body. Identify the penis, extending from the bladder to Vagina
the ventral body wall.
External
Female Cadaver opening
of vagina
Inspect the pelvic cavity to identify the pear-shaped uterus
lying against the dorsal body wall and superior to the blad-
der. Follow one of the uterine tubes superiorly to identify an (c)
ovary, a small oval structure at the end of the uterine tube
(Figure 2.6c). The inferior part of the uterus is continuous
with the vagina, which leads to the body exterior. Identify the
vaginal orifice (external vaginal opening).
6. When you have finished your observations, rewrap or store
the dissection animal or cadaver according to your instructor’s
directions. Wash the dissecting tools and equipment with labo-
ratory detergent. Dispose of the gloves as instructed.

Activity 5
Examining the Human Torso Model
Examine a human torso model to identify the organs listed. • Large intestine • Spleen
Check off the boxes as you locate the organs. Some model
• Liver • Stomach
organs will have to be removed to see the deeper organs.
• Lungs • Thyroid gland
• Adrenal gland • Esophagus
• Mesentery • Trachea
• Aortic arch • Heart
• Pancreas • Ureters
• Brain • Inferior vena cava
• Small intestine • Urinary bladder
• Diaphragm • Kidneys

M02_MARI2259_12_GE_C02.indd 40 29/06/2022 16:09

 Instructors may assign a portion

2
of the Review Sheet questions
using Mastering A&P™
REVIEW SHEET
E X E R C I S E
Organ Systems Overview
Name _______________________________________________________ Lab Time/Date_____________________________________

1. Label each of the organs at the end of the supplied leader lines.

2. Name the organ system to which each of the following sets of organs or body structures belongs.

1. thymus, spleen, lymphatic vessels 5. epidermis, dermis, cutaneous sense organs

2. bones, cartilages, tendons 6. testis, prostate

3. pancreas, pituitary gland 7. liver, large intestine, rectum

4. trachea, bronchi, lungs 8. kidneys, ureter, urethra

41

M02_MARI2259_12_GE_C02.indd 41 29/06/2022 16:09

 42 Review Sheet 2

3. Name the cells that are produced by the testes and ovaries. _________________________________________________________

____________________________________________________________________________________________________________

4. List the four primary tissue types. _______________________________________________________________________________

____________________________________________________________________________________________________________

5. Explain why an artery is an organ. _______________________________________________________________________________

____________________________________________________________________________________________________________

6. Where do the digestive and respiratory structures interact? What name is given to this region? __________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

7. What organs are responsible for the absorption of nutrients? How are they adapted to this role? _________________________

____________________________________________________________________________________________________________

8. + During anesthesia, a patient’s muscular system is disabled. Why must a doctor carefully monitor a patient’s temperature in

this case? ___________________________________________________________________________________________________

____________________________________________________________________________________________________________

9. + The mother of a child scheduled to receive a thymectomy (removal of the thymus gland) asks you whether there will
be any side effects from the removal of the gland. Which two organ systems would you mention in your explanation?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

10. + Individuals with asplenia are missing their spleen or have a spleen that doesn’t function well. It is recommended that these
patients talk to their doctor about vaccines that are indicated for their health condition. Explain how this recommendation

­correlates to their chronic health condition. _______________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

M02_MARI2259_12_GE_C02.indd 42 29/06/2022 16:09

 3
E X E R C I S E
The Microscope

Learning Outcomes Go to Mastering A&P™ > Study

Area to improve your performance
▶▶ Identify the parts of the microscope, and list the function of each. in A&P Lab.
▶▶ Describe and demonstrate the proper techniques for care of the microscope.

▶▶ Demonstrate proper focusing technique.

▶▶ Define total magnification, resolution, parfocal, field, depth of field, and

working distance.
▶▶ Measure the field diameter for one objective lens, calculate it for all the
other objective lenses, and estimate the size of objects in each field.
▶▶ Discuss the general relationships between magnification, working distance,
and field diameter.

> Lab Tools > Pre-Lab Videos >

Instructors may assign these and other Pre-Lab Compound Microscope
Pre-Lab Quiz Quiz questions using Mastering A&P™
Instructors may assign new
Building Vocabulary coaching
1. The microscope slide rests on the _____________ while being viewed.
activities, Pre-Lab Quiz questions, Art
a. base c. iris Labeling activities, Pre-Lab Video
b. condenser d. stage Coaching Activities for The Compound
2. What type of preparation is made by suspending a specimen in water Microscope, and more using the
under a cover slip? Mastering A&P™ Item Library.
a. Wet mount
b. Oil immersion
c. Smear Materials*
3. If the ocular lens magnifies a specimen 103, and the objective lens ▶▶ Compound microscope
used magnifies the specimen 353, what is the total magnification ▶▶ Millimeter ruler
being used to observe the specimen? _____________ ▶▶ Prepared slides of the letter e or

4. What is adjusted to ensure uniform light distribution over the slide? newsprint
a. Condenser knob ▶▶ Immersion oil

b. Coarse adjustment knob ▶▶ Lens paper

c. Fine adjustment knob ▶▶ Prepared slide of grid ruled in millimeters
5. Circle True or False. You should always begin observation of ▶▶ Prepared slide of three crossed colored
specimens with the oil immersion lens. threads
▶▶ Clean microscope slide and coverslip

▶▶ Toothpicks (flat-tipped)

W ith the invention of the microscope, biologists gained a valuable tool to ▶▶ Physiological saline in a dropper bottle

observe and study structures, such as cells, that are too small to be seen ▶▶ Iodine or dilute methylene blue stain in a
by the unaided eye. This exercise will familiarize you with the workhorse dropper bottle
of microscopes—the compound microscope—and provide you with the necessary ▶▶ Filter paper or paper towels
instructions for its proper use. ▶▶ Beaker containing fresh 10% household

*Note to the Instructor: The slides and coverslips used for viewing cheek cells are to be soaked for 2 hours bleach solution for wet mount disposal
(or longer) in 10% bleach solution and then drained. The slides and disposable autoclave bag containing ▶▶ Disposable autoclave bag
coverslips, lens paper, and used toothpicks are to be autoclaved for 15 min at 121°C and 15 pounds pressure
▶▶ Prepared slide of cheek epithelial
to ensure sterility. After autoclaving, the disposable autoclave bag may be discarded in any disposal facility,
and the slides and glassware washed with laboratory detergent and prepared for use. These instructions apply cells
as well to any bloodstained glassware or disposable items used in other experimental procedures.

43

M03_MARI2259_12_GE_C03.indd 43 29/06/2022 18:58

Another random document with
no related content on Scribd:
 Habits which concern Others.

Not only for our own sakes, but on account of all with whom we
associate, it is our duty to take great care of our habits. The general
principle which should lead us to do this is, that we cannot live for
ourselves alone. We must think of others; we must speak and act
with them in our minds. And we are bound to form such habits as
shall tend to their good—to make us useful in the world. We must, in
a word, deny ourselves. If, while we are children, we take pleasure in
giving a part of what we enjoy, be it only a bunch of flowers, or an
apple, to one of our school-mates, we shall thus prepare ourselves
to make others good and happy, when we come to manhood. But a
selfish habit will be very hard to change hereafter.
We should form the habit of associating with good persons. A lad
may have many pleasant things about him; he may be witty, or bold,
or smart; but, if he is coarse in his manners—if he is vulgar, profane,
or addicted to falsehood, we should shun his company. We are apt
to become like those with whom we freely associate; and although
we do not mean to imitate their faults, and do not think there is any
danger of it, yet we may soon fall into the same bad habits. To be
safe, therefore, we should never trust ourselves unnecessarily with
any but good people.
You may think it will be easy to break away from the company and
acquaintance of a boy, when you find him to be very bad; but it will
not be so. Many have been ruined for life by the friendships they
have formed with vicious children, while at school with them. They
continued to associate with them, and caught their vices in youth,
and even up to manhood. If we wish to do good in the world, we
must be good; and we cannot be good, if we are very intimate with
bad persons.
 It is our duty habitually to speak well of others. We are
accustomed to do the opposite of this—to say all the bad things of
others which we think the truth will allow. This is wrong. A little boy
once said to his mother—“When will these ladies be gone, so that
we can talk about them?” And what was to be said about those
ladies? Probably the family were in the habit of speaking of the faults
of their visiters. If there was anything that could be ridiculed in their
dress or their remarks, then was the time to discuss it.
Now, we all know the power of habit; and if we could only learn to
think what good things we could say of others, and keep all that was
bad to ourselves, what an immense improvement there would be
among school-children, and in the whole world! It is our duty to love
all men; let us, therefore, try to speak well of every one, and we shall
soon love them. If we talk much against them, we cannot love them.
We should practise punctuality, for the sake of others, as well as
ourselves. He who is punctual, will accomplish far more in a day,
than he who is not so. Washington was remarkable for this virtue. He
once rode into Boston without any escort, because the soldiers were
not punctual to meet him on the line, at the time they promised. His
mother taught him, when a boy, to have certain hours for every
employment, and to do everything at the appointed time. This habit
helped, in his after life, to make him a good man. He was able to do
what, without it, he never could have done.
We injure others by a neglect of punctuality. A girl says to herself
—“It is a little too cold, or a little too warm, to go to school to-day;” or
—“I feel a slight headache;” and so she remains at home. Now, she
thus not only loses all she might that day have learned, but gives her
teacher trouble. He must note her absence; and when the time
comes for a recitation the next day, she is behind her class, and
gives him and them farther trouble. We ought never to say—“It is
only once—I will not do so again;” and think thus to excuse
ourselves; for, from the force of habit, the oftener we are tardy, or
otherwise fail in our duty, the more frequently shall we be likely to do
so, and the more injury shall we do others, of course, by this fault.
So that, on every account, we should be punctual.
 Among the habits essential to a good character, is moral
independence. We hear much said about being independent in
regard to property. Some persons think that condition all-important.
But it is only so, if it can be proved indispensable to a higher and
nobler independence—that of character. Let us inherit a patrimony,
or earn a fortune by industry and economy, or by the power of
superior talents; we shall still be miserably dependent on others, if
we do not form our own opinions, as respects our duty, and practise
what we feel to be right, and not merely what others tell us is right.
We should first understand in what true independence consists. It
is not eccentricity, or oddity, or affectation; nor is it an unreasonable
pride and confidence in ourselves. We sometimes see boys, at
school, who put on airs, and pretend to be very independent in all
they say and do. There is no virtue in this. Ann is called very smart,
because she is not afraid to speak her mind, as she terms it, about
everybody and everything. She does it, when she knows it will give
others pain. This is not true independence.
Sarah is always saying queer, strange, and, what some call,
independent things. But she does this merely for display. She is very
dependent, for she lives on the opinion of others. She is always
imagining what people will say of her. Another girl is trying to be
eccentric. If she can find out what her companions expect her to
think, or do, or say, she will strive to think, act, or speak, in exactly
the opposite way.
True independence is a habit of forming our own opinions on all
subjects, without regard to those of our neighbors. It leads us, under
all circumstances, to think, speak, and act according to what we
believe to be our duty. We should never wait for others to act,
through fear of doing differently from them. It is our duty to be
considerate of the feelings of others, and to be prudent and
accommodating where their happiness is concerned. But if we feel
any course to be right, we should always pursue it, let us suffer as
we may from the unjust censure of others.—English Magazine.
 The Black Skimmer of the Seas.

This bird, which is sometimes called sheerwater, is a lover of the

ocean, and spends nearly his whole life in skimming along its
surface, or in sitting upon its shores.
A person, on looking at the creature’s bill, might think it a very
clumsy contrivance; for the lower mandible, or jaw, is a great deal
longer than the upper one. People used to think that there was some
mistake of nature, in giving this bird what seemed to them so
inconvenient a tool for getting a living with. But this was only one of
those instances in which ignorance led to presumption, and
presumption to folly. A better knowledge of the sheerwater’s ways of
life has served to show, that in this case, as in all others, the Author
of nature has shown wonderful skill in adapting means to ends; in
supplying His creatures with the best possible contrivances for the
trade or profession they are to follow.
Now, the black skimmer is made for a fisherman; he is made to
feast upon shrimps, and small fishes of various kinds, that live near
the surface of the water. Accordingly, he is provided with a bill, the
lower part of which is the longest, and which he can dip in the water
while he is skimming close over its face. In order to prevent this from
impeding his progress, it is shaped like the blade of a knife, and thus
it cuts the water with ease. As he speeds along, his bill scoops up
the little fishes, and by the impetus of his flight, they are carried
along in his bill, and swallowed as he goes.
No better proof of the success of the ingenious contrivance
furnished by nature to the sheerwater can be needed, than that he is
a lucky fisherman, and seems to enjoy an almost perpetual banquet.
His wings are made of vast length, on purpose to assist him in
sustaining his continued flight; and thus he seems to sail as if the
wind were made on purpose for him; and he feasts as if the wide
ocean were his larder.
This singular and interesting bird comes to us along the northern
shores of the Atlantic, in May, and retires to the south in autumn,
where he spends the winter. His favorite haunts are low sand-bars,
raised above the reach of the tides. He builds his nest on dry flats,
near the ocean. His body is nineteen inches long, and his wings,
when expanded, are forty-four inches from tip to tip. Thus the
sheerwater, instead of being shabbily treated, is a striking instance of
the adaptation of nature’s work, to the purposes of its great Author.
 The Squirrel.

The more we examine the works of nature, the more we shall be

made to feel that there is infinite variety in them—that almost every
part of the universe is filled with inhabitants appropriate to it; and that
each individual thing is fitted to the place it occupies. Among plants,
for instance, there are nearly a hundred thousand kinds already
recorded in the books of the botanists; among animated beings,
there are, perhaps, even a greater number of species. And what a
countless number of each individual kind, whether in the vegetable
or animal world! Every part of the earth is occupied. The earth, the
air, the sea—each and all are inhabited by myriads of living things.
And how wonderfully are they all adapted to their several designs!
How well is the fish fitted to his element; how admirably is the bird
adapted to the life he is to lead!
Among quadrupeds, the lively little fellow, whose name we have
placed at the head of this article, is a pleasing illustration of the
success with which nature accomplishes her designs. The squirrel is
made to enliven the forest, to live among woods, to gather his food
and make his nest, and spend a great part of his life amid the
branches of the trees. And how perfectly is he at home in his
domain! He springs from limb to limb—from tree to tree; he ascends
or descends the trunks at pleasure, and seems to be as safe, in his
airy evolutions, as the ox, or the horse, upon the solid ground—or
the bird in the air, or the fishes in the river.
How perfect an instance of adaptation is this! How nice must be a
piece of machinery, that could be made to operate with such celerity,
in such a variety of ways, and with such certain success! And how
pleasing, as an object of mere beauty, is the squirrel! How graceful
his form—how cheerful his aspect—how seemingly happy his
existence!
 Gothic Architecture.

The modes of building in different countries, and in different ages

of the world, have resulted in several distinct styles of architecture.
Among the ancient Egyptians, it would seem, from the low and
massy forms of their edifices, that they were fashioned in imitation of
caves—the first habitations of savage man. The temples, of which
many ruins remain along the borders of the Nile, seem almost like
structures hewn out of the rock; so heavy are the columns, and so
low the arches.
Among the Greeks, the style of architecture seemed to be
suggested by the wooden cabin, supported upon the trunks of trees.
Thus the lighter and loftier columns supporting their edifices, seem to
be a leading feature of their buildings.
In China, the houses appear to be fashioned after the tent, as if
the idea had been borrowed from the pastoral age, when the
inhabitants subsisted upon flocks, and dwelt in tents.
The Gothic architecture appears to be an imitation of the grove;
the roof being supported by pillars, branching upward. The engraving
will give some idea of this style of building. It flourished from the year
1000 to 1500, A. D., and was particularly used in the construction of
churches, monasteries, and other religious buildings, during that
period. In France and Germany there are still to be seen many
churches in this style; and though they have an ancient and gloomy
appearance, they are very beautiful, and the sombre light within,
seems well fitted to a place of worship. In England, also, there are
many Gothic edifices of the olden time, among which Westminster
Abbey, in London, is a fine specimen. In Boston, Trinity Church is
somewhat in the Gothic taste; and at Hartford there is a fine
specimen, in the Episcopal Church. There are also several other
edifices in this country, of recent structure, which are imitations, in
part, of ancient Gothic buildings; but a pure example of this style is
hardly to be found, except in Europe, and among the edifices of past
centuries.
 Merry’s Life and Adventures.

CHAPTER XIV.
Recovery from sickness.—​Change of character.—​Story of a quack.

In about two months after my accident, I rose from the sick bed,
and was permitted to walk abroad. Although it was autumn, and the
sere and yellow leaves were now nearly stript from the trees, the
face of nature bore an aspect of loveliness to me. I had so long been
shut up, and excluded alike from fresh air and the out-door scenes of
life, that I was like a man long deprived of food, with a ravenous
appetite and a full meal before him. I enjoyed everything; the air, the
landscape, the walk—each and all delighted me. My fever was
entirely gone, and, having nothing but weakness to contend with, I
recovered my former state of health and strength in the course of a
few weeks.
But I was not restored to my full flow of spirits—nor, indeed, from
that day, have I ever felt again the joyous gush of boyhood emotions.
My accident, attended by the wholesome shame it produced, had in
no small degree abated my self-appreciation. I was humbled, if not
before the world, at least in my own esteem. My sick-bed reflections,
too, had served to sober my mind, and give me a sense of
responsibility I had never felt before. I had, in short, passed from the
gay thoughtlessness of a boy to somewhat of the sobriety of
manhood.
I did not, myself, remark the change in my manners or my
character; but others did. My uncle, particularly, noticed it, and
became uneasy, or, rather, vexed about it. He was a jolly old man,
and wished everybody else to be jolly too. Nor could he readily
comprehend why such a change should have come over me: he did
not easily appreciate sickness, or its effects; nor did he estimate the
sobering influences of reflection. He insisted upon it that I was “in the
dumps” about something; and, half in jest and half in earnest, he
scolded me from morn to night.
In spite of all this, I continued to be a much more serious
personage than before, and my uncle at last became alarmed.
Though a man of pretty good sense, in general, he entertained a
contempt for physicians, especially those engaged in regular
practice. If he had faith in any, it was in those who are usually called
quacks. He believed that the power of healing lay rather in some
natural gift, than in the skill acquired by study and practice. As
usually happens in such cases, any impudent pretender could
deceive him, and the more gross the cheat, the more readily was he
taken in, himself. Having made up his mind that I was, as he
expressed himself, “in a bad way,” he was casting about as to what
was to be done, when, one evening, a person, notorious in those
days, and an inhabitant of a neighboring town, chanced to stop at
the tavern. This person was called Dr. Farnum, and, if I may use the
expression, he was a regular quack.
I happened to be in the bar-room when the doctor came. He was
a large, stout man, with grizzled hair, a long cue adown his back, and
a small, fiery, gray eye. This latter feature was deep-set beneath a
shaggy eyebrow, and seemed as restless as a red squirrel upon a
tree, of a frosty morning. It was perpetually turning from object to
object, seeming to take a keen and prying survey of everything
around, as we sometimes see a cat, when entering a strange room.
The doctor’s dress was even more remarkable than his person: he
wore small-clothes—the fashion of the time—and top-boots, the
upper portion being not a little soiled and fretted by time and use. His
hat had a rounded crown, in the manner of an ancient helmet; and
the brim, of enormous width, was supported on each side by strings
running to the crown. His over-coat was long and ample, and of that
reddish brown, called butternut color. I noticed that the hat and boots
were of the same hue, and afterwards learned that this was a point
of importance, for the person in question assumed and maintained
the designation of the “but’nut doctor.”
Having greeted my uncle heartily, and said “good day” to the
loungers around the fire, he took a seat, spread his feet apart, and,
sliding his hands up and down his legs, from the thigh to the shin-
bone, called for a glass of flip. This was soon provided, and taking a
large quid of tobacco out of his mouth—which he held in his hand, to
be restored to its place after the liquor was discussed—he applied
himself to the steaming potation. Having tasted this, and smacked
his lips, a lickerish smile came over his face, and turning round to the
company, he said, in an insinuating tone—“Does any on ye know of
any body that’s sick in these parts?”
There was a momentary pause—and then Mat Olmstead, the
standing wag of the village, replied: “Nobody, I guess, unless it’s
Deacon Kellig’s cow.”
“Well,” said the doctor, not at all abashed at the titter which
followed—“well, I can cure a cow; it’s not as if I was one of your
college-larnt doctors; I should then be too proud to administer to a
brute. But, the scriptur’ says, a marciful man is marciful to a beast—
and I prefer follerin’ scriptur’ to follerin’ the fashion. If Providence has
given me a gift, I shall not refuse to bestow it on any of God’s critters
that stand in need on ’t.”
“Well,” said Matthew, “do you cure a cow with the same physic
that you cure a man?”
“Why not?” said Farnum; “it’s better to be cured by chance, than
killed by rule. The pint is, to get cured, in case of sickness, whether
it’s a beast, or a man. Nater’s the great physician, and I foller that.”
“What is nater?” said Olmstead.
“Nater? Ah, that’s the question! Nater’s——nater!”—
“Indeed?—but can’t you tell us what it is?”
“I guess I could, if I tried: it’s the most mysteriousest thing in the
univarsal world. I’ve looked into ’t, and I know. Now, when a cow has
lost the cud, so that it won’t work up or down, I go to a place where
there’s some elder; then I cut some strips of the bark up; and I cut
some on ’t down; and I cut some on ’t round and round. I then make
a wad on ’t, and put it down the cow’s throat. That part of the bark
that’s cut up, brings the cud up; that part that’s cut down, carries it
down; and that part that’s cut round and round, makes it work round
and round: and so, you see, there’s a kind of huzzlety muzzlety, and
it sets everything agoin’, and all comes right, and the critter’s cured
as clean as mud. That’s what I call nater!”
This speech was uttered with a very knowing air, and it seemed to
derive additional authority from the long cue and broad brim of the
speaker. He looked around, and perceived a sort of awful respect in
the countenances of the hearers. Even the shrewd and satirical
Matthew was cowed by the wisdom and authority of the doctor. My
uncle, who had hitherto stood behind the bar, now came forward,
and, sitting down by his side, inquired how it was that he had gained
such a wonderful sight of knowledge.
“Why,” says Farnum, “there ’tis agin, squire; it’s nater—it’s clear
nater. I never went to college, but I had a providential insight into
things from my childhood. Now, here’s my but’nut physic—it’s true,
an Indian give me the fust notion on’t; but I brought it to perfection,
from my own study into nater. Now, all them doctors’ stuffs that you
git at the pottekary’s, is nothin’ but pizen; thur’s no nater in’t. My
physic is all yarbs—every mite on’t. I can cure a man, woman, or
child, jest as sure as a cat’ll lick butter! There’s no mistake.”
“Well, how did you find it out, doctor?” said my uncle, seeming
anxious to give him an opportunity to unfold his wisdom.
“Can you tell why a duck takes to water?” said Farnum, with a
look of conscious importance. “It’s because it’s in him. ’Twas jest so
with me. I had a nateral instinct that telled me that there was
something very mysterious in the number seven. I expect I got some
on’t from the scriptur’, for there’s a great deal there about it. Well,
one dark, rainy night, as I was goin’ along thro’ some woods, thinkin’
about somethin’ or other, I came to a bridge over a river. The wind
was blowin’ desput hard, and it seemed to go through me like a
hetchel through a hand of flax. I stood there a minit, and then I
looked down into the dark water, wolloping along; and, thinks I, it’s all
exactly like human nater. Well, now, if you’ll believe me, jest as that
are thought crossed my mind, I heerd a hoot-owl in the woods. He
hooted jest seven times, and then he stopped. Then he hooted
seven times more, and so kept goin’ on, till he’d hooted jest forty-
nine times. Now, thinks I to myself, this must mean somethin’, but I
couldn’t tell what. I went home, but I didn’t sleep any. The next day I
couldn’t eat anything, and, in fact, I grew as thin as a June shad. All
the time I was thinkin’ of the bridge, and the wind whistlin’, and the
river, and the dark rollin’ water, and the hoot-owl that spoke to me
seven times seven times.
“Well, now, there was an Indian in the place, who was famous for
curin’ all sorts of diseases with yarbs. I went to see him one day, and
tell’d him I was sick. He ax’d me what was the matter, and I related
the story of the owl. ‘You are the man I have been seeking for,’ said
he. ‘The spirit of the night has told me that I shall soon die; and he
has commanded me to give my secret to one that shall be sent. In
seven weeks from the time that you were at the bridge, meet me
there at midnight.’
“True to the appointment, I went to the bridge. It was a rainy night
agin, and agin the wind howled over the bridge—agin the owl was
there, and agin he lifted up his voice forty-nine times. At that moment
I saw the dark Indian come upon the bridge. He then told me his
secret. ‘Man,’ said he, ‘is subject to seven times seven diseases; and
there are seven times seven plants made for their cure. Go, seek,
and you shall find!’ Saying this, the dark figure leaped over the
bridge, and disappeared in the waters. I stood and heerd a gurgling
and choking sound, and saw somethin’ strugglin’ in the stream; but
the Indian disappeared, and I have never seen him sence. I went
from the place, and I soon found the forty-nine yarbs, and of these I
make my pills. Each pill has seven times seven ingredients in it;
though but’nut’s the chief, and that’s why it’s called but’nut physic.
You may give it in any disease, and the cure for ’tis there. I’ve tried it
in nine hundred and thirty-seven cases, and it haint failed but six
times, and that, I reckon, was for want of faith. Here’s some of the
pills; there’s forty-nine in a box, and the price is a dollar.”
 Such was the doctor’s marvellous tale, and every word of it was
no doubt a fiction.
It may seem strange that such an impostor as this should
succeed; but, for some reason or other, mankind love to be cheated
by quacks. This is the only reason I can assign for the fact, that Dr.
Farnum sold six boxes of his pills before he left the tavern, and one
of them to my uncle. The next day he insisted upon my taking seven
of them, and, at his urgent request, I complied. The result was, that I
was taken violently ill, and was again confined to my room for a
fortnight. At length I recovered, and my uncle insisted that if I had not
taken the pills, I should have had a much worse turn; and, therefore,
it was regarded as a remarkable proof of the efficacy of Farnum’s
pills. Some two or three years after, I saw my own name in the
doctor’s advertisement, among a list of persons who had been cured
in a wonderful manner, by the physic of the butter-nut doctor.
I have thought it worth while to note these incidents, because they
amused me much at the time, and proved a lesson to me through life
—which I commend to all my readers—and that is, never to place
the slightest confidence in a quack.
 The Apple; a German Fable.

There lived a rich man at the court of King Herod. He was lord
chamberlain, and clothed himself in purple and costly linen, and lived
every day in magnificence and joy. Then there came to him, from a
distant country, a friend of his youth, whom he had not seen for
many years.
And to honor him, the chamberlain made a great feast, and
invited all his friends. There stood on the table a great variety of
excellent viands, in gold and silver dishes, and costly vessels with
ointment, together with wine of every kind.
And the rich man sat at the head of the table, and was hospitable
to all; and his friend who had come from a distant country, was at his
right hand. And they ate and drank, and were satisfied.
Then the stranger addressed the chamberlain of the king: Such
splendor and magnificence as your house contains, is not to be
found in my country, far and wide! And he spoke highly of his
magnificence, and pronounced him the happiest of men.
But the rich man, the king’s chamberlain, selected an apple from a
golden dish. The apple was large and beautiful, and its colour was
red, approaching purple. And he took the apple and said, This apple
has rested on gold, and its form is very beautiful! And he reached it
to the stranger and friend of his youth.
And the friend cut the apple, and behold! in its middle was a
worm! Then the stranger cast his eyes on the chamberlain. But the
lord chamberlain looked upon the ground and sighed.
 The Pretender and his Sister.

“The Pretender! What a curious title!—and pray who can he be,

Mr. Merry? And who is the girl at his side, that you call his sister?”
I will answer these questions, my gentle reader,—and let me tell
you now, that there is nothing I like better than to answer the
inquiries of my young friends, when I am able.
Well, as to this Pretender—he was a personage that figured in the
history of England, some hundred years ago. His name was Charles
Edward. He was a grandson of Charles II., a king of England, who
was driven from the throne about the year 1690; and, thinking that
his father, James III., ought to be king of England, he determined to
make an effort to set him upon the throne. He was born 1720, and
when he was twenty-two years old, he entered upon this great
project.
Being at Rome, he induced the Pope to espouse his cause; he
then went to Paris, and king Louis XV., having promised to assist
him, fitted out a fleet, with 15,000 men; but they were defeated by
the English, as they were on the point of sailing. After this, the
French king would do no more for Prince Charles Edward, and the
daring young man set out, in 1745, in a little vessel of eighteen guns,
and arms for 1500 men.
He landed on the northwest coast of Scotland, and the people
there seemed delighted to see him. He was a descendant of the
former kings of Scotland, of the Stuart line, and it was natural
enough for them to have a feeling of favor for one who thus claimed
kindred with them. Accordingly, the Scottish nobles flocked to the
standard of Edward, bringing with them hundreds of their brave
soldiers.