Professional Documents
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Laboratory Manual
for Anatomy and
Physiology
This book is dedicated to my husband Jim, who showed me love, motivation, and patience when
I worked long hours; and to our three children Burke, Brittany, and Michaela; and to our six
grandchildren Michael, Jaxton, Jaden, Gianna, Taralyn, and Cassidy.
—Connie Allen
To my husband Chuck, thank you for your love, support, and all the dinners you made while
I was working. To my children Scott and Kate, thank you for your support and the text
messages that made me laugh.
—Valerie Harper
7 th
EDITION
Laboratory Manual
for Anatomy and
Physiology
CONNIE ALLEN
Edison State College, Professor Emeritus
VALERIE HARPER
Colorado Mesa University
SVP, PUBLISHING STRATEGY AND QUALITY Elizabeth Widdicombe
EXECUTIVE EDITOR Natalie Ruffatto
ASSISTANT EDITOR Georgia Larsen
FREELANCE EXECUTIVE EDITOR Patrick Farace
SENIOR MARKETING MANAGER Brittany Hammond
SENIOR MANAGER, COURSE DEVELOPMENT AND PRODUCTION Svetlana Barskaya
SENIOR COURSE PRODUCTION OPERATIONS SPECIALIST Lauren Freestone
SENIOR COURSE CONTENT DEVELOPER Laura Byrnes
EDITORIAL ASSISTANT Samantha Hart
SENIOR CREATIVE PRODUCT DESIGNER Thomas Nery
TYPESETTING Lumina Datamatics, Inc.
COVER DESIGN Wiley
COVER PHOTO © PeopleImages/Getty Images
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10 9 8 7 6 5 4 3 2 1
Preface
A
natomy and physiology is a challenging course, • Experimental report sections after physiology experiments
and this laboratory manual is written to help students ask students to make predictions, collect and analyze data,
meet that challenge. It is written for students interested and write simple lab reports.
in allied health fields, such as nursing; physical, respiratory, • Discussion Questions are within the activities to make the
cardiovascular, or occupational therapy; radiology; and den- students think about the material presented.
tal hygiene. This manual may be used with any two-semester • An Answer Key is provided at the end of the laboratory
anatomy and physiology textbook. manual for the activities in each exercise. Students receive
The design of this laboratory manual is based on the authors’ immediate feedback, and they are not dependent on the in-
experience as anatomy and physiology instructors and uses structor for the correct answers.
three learning preferences: visual, auditory, and kinesthetic. • “Reviewing Your Knowledge” and “Using Your Knowl-
When students label diagrams, they focus on the struc- edge” sections follow the activities at the end of each ex-
ture rather than just the dot at the end of a line. Writing out ercise. “Reviewing Your Knowledge” provides a thorough
the structure’s name and pronouncing it reinforces learning. review of the material in the exercise, whereas “Using Your
Also, having students become subjects of laboratory exercises Knowledge” requires students to apply information learned.
personalizes the learning process. Animal dissections give Either or both of these sections may be handed in to the
students an opportunity to physically manipulate structures, instructors for a grade, because neither section has answers
comparing location and texture, and to observe how structures in the back of the laboratory manual.
are supported, protected, and attached by connective tissue. • Biopac Laboratory Guide Experiments are available online
for several exercises.
v
vi PREFACE
• Reviewing Your Knowledge Answer Keys We also wish to thank Wynne Au Yeung at Imagineering
• Using Your Knowledge Answer Keys Art for the artwork she provided for our laboratory manual.
• Anatomy and Physiology Visual Library Thank you to our colleagues at Edison State College: Bob
• Anatomy Overviews and Animations PowerPoint Slides Clemence, Colleen Swanson, Jody Gootkin, Richard McCoy,
• Discussion Questions and Answers Jeff Davis, Dick Felden, Lyman O’Neil, Kitty Gronlund, Tony
• Differential White Blood Cell Activity Contino, Cheryl Black, Jed Wolfson, Jay Koepke, and Roy
• Study Objectives Hepner who encouraged us, answered our questions, and pro-
vided critiques of exercises. We also wish to thank Nicole
For instructor access to these valuable resources, please con-
Yarbrough George for her critique of the skeletal muscle chap-
tact your Wiley sales representative.
ter. Thank you to Chaim Jay Margolin of Regional Radiology
Associates and David Michie of Clinical Physiology Associ-
ates for providing images for this manual. Special thanks to
Acknowledgments SOMSO for providing images for our online Anatomy Drill
We deeply appreciate the support, instruction, and encour- and Practice: Anatomical Models section. Thanks to contribu-
agement from the members of our editorial, production, and tors Jerri Lindsey, Tarrant County College, and Terry Thomp-
marketing team at Wiley: Natalie Ruffatto, Patrick Farace, son, Wor-Wic Community College.
Linda Muriello, Trish McFadden, Lauren Freestone, Laura Additionally, we are grateful to the following colleagues
Byrnes, Brittany Hammond, Georgia Larsen, Samantha who provided their valuable feedback by reviewing our 7th
Hart, and Lumina Datamatics, Inc. We would like to express edition manuscript:
our special thanks to Amanda Rosenzweig of Delgado Com-
munity College for her keen eye, her suggestions that made Pat Clark, Indiana University-Purdue University Indianapolis
the lab manual better, and her invaluable assistance during Gary Glaser, Genesee Community College
the development and production of this book. We have truly James J. Bolton, Odessa College
enjoyed working with her! We also wish to thank Gerard Ann Caplea, Walsh University
Tortora and Bryan Derrickson for producing a wonderful Zoe Soon, University of British Columbia Okanagan
textbook that provided many illustrations and ideas for our Victor Alvarez, Delaware Technical Community College
laboratory manual. A special thank you to Susan Baxley for Kristen Hutchins, Howard Payne University
reviewing all the exercises and making suggestions and to Javanika Moody, Anne Arundel Community College
Bob Clemence for allowing us to use his figure of the Respi- Jeanine Page, Lock Haven University
ratory Volumes and Capacities. A special thanks to Charles Shannon McNew, Southeast Missouri State University
Harper for answering many clinical questions. Eric Sun, Middle Georgia State University
Contents
ENDOCRINE SYSTEM
EXERCISE 25 Endocrine Structure and Function 401
vii
E X E R C I S E
Anatomical
Language 1
O B J E C T I V E S M A T E R I A L S
1 Describe the anatomical position • human models or anatomical charts
2 Use anatomical and directional terms correctly • apples (1 per group) and plastic knives or
3 Identify the various body planes and sections scalpels
• plastic tubing (eight-inch piece per group) or
plastic straw
• 5 sheep brains (for class demonstration)
1
2 E X E R C I S E 1 A N AT O M I C A L L A N G U A G E
TA B L E 1 . 1 Anatomical Terms
TERM DEFINITION TERM DEFINITION
17
1 18
19
2 20
32
21
3 22
4
23
Thoracic 24
5 33
25
6
TRUNK 26 34
7 Abdominal 35
27
8
28
41
9
Pelvic
29
11
10 12
36
13
30 37
14
38
39
15
16
31
40 (sole)
1 12 23 32
2 13 24 33
3 14 25 34
4 15 26 35
5 16 27 36
6 17 28 ________________________ 37
7 18 29 38
8 19 30 39
9 20 31 40
10 21 41
11 22 42
• distal 2
• inferior 3
TA B L E 1 . 2 Directional Terms
DIRECTIONAL TERM DEFINITION EXAMPLE OF USE
6 7
Before Going to Lab
(b) Longitudinal and cross-sections
1 Label the planes in Figures 1.3(a) and the sections in
Figure 1.3(b) with the terms in the accompanying bul- • cross-section 1
leted list by writing the term in the appropriate numbered • frontal plane 2
blank.
• longitudinal section 3
2 Identify the type of sections of the human brain in
Figure 1.4. • midsagittal plane 4
• oblique plane 5
• parasagittal plane 6
• transverse plane 7
Mark Nielsen
Mark Nielsen
(a)
(b)
• frontal
• midsagittal
• transverse
b
Mark Nielsen
(c)
A. Body Regions
1
Identify the body regions using common terms.
6. The area of the trunk between the diaphragm and hip bones.
11. Rounded area on posterior surface where lower limb attaches to pelvis.
13. The leg is to the lower limb as the ____ is to the upper limb.
14. The arm is to the upper limb as the ____ is to the lower limb.
15. The armpit is to the upper limb as the ____ is to the lower limb.
16. The ankle is to the lower limb as the ____ is to the upper limb.
17. The elbow is to the upper limb as the ____ is to the lower limb.
18. The shoulder is to the upper limb as the ____ is to the lower limb.
19. True or False. The hand includes the wrist and fingers and the foot includes the ankles and toes.
20. True or False. The bones of the face are also part of the skull.
7
8 E X E R C I S E 1 A N AT O M I C A L L A N G U A G E
B. Anatomical Terms
Write the anatomical terms that the phrase or word describes. Phrases or words referring to nouns are indicated. All other
phrases refer to adjectives.
1. Navel (noun)
28. Pertaining to the groin where the thigh attaches to the pelvic region
35. Pertaining to the area that includes the bones enclosing the brain
42. Pertaining to the area of the back that contains the shoulder blades
5. Which two planes when passed through the body would result in two sections, with each
section containing a piece of the heart and a piece of each lung?
10 E X E R C I S E 1 A N AT O M I C A L L A N G U A G E
SUPERIOR SUPERIOR
Skull
Cranial portion
Facial portion
Pectoral (shoulder) girdle
Clavicle
Scapula
Thorax
Sternum
Ribs Vertebral
column
Vertebral Upper limb (extremity)
column Humerus
Pelvic (hip) Ulna Pelvic (hip)
girdle girdle
Radius
Carpals
Metacarpals
Phalanges
Lower limb (extremity)
Femur
Patella
Tibia
Fibula
Mark Nielsen
Mark Nielsen
Tarsals
Metatarsals
Phalanges
D. Directional Terms
Complete the sentences using directional terms. Use Figure 1.5 for reference.
2. A 37-year-old female presented to the emergency room with a severe burn (3rd degree) on the right brachial region
just proximal to the antecubital region. Indicate on Figure 1.6 where the laceration is likely to be found.
3. A 19-year-old female was identified by a tattoo on the fibular surface of the right leg just proximal to the tarsal region.
Indicate on Figure 1.6 where the tattoo is likely to be found.
Questions 4-7 each contain an italicized word. These words are derived from the word roots that are also used to form the
adjectives in Table 1.1. Using the locations suggested by the italicized words, answer questions 4–7.
11
12 E X E R C I S E 1 A N AT O M I C A L L A N G U A G E
6. Is the sternocleidomastoid muscle superior or inferior to the rectus abdominis muscle?
(a) (b)
Royal Victoria Infirmary, NewcastleUpon Tyne/Science
Right Liver Vertebral Left Stomach Small Liver Vertebra Stomach Spleen
lung column kidney intestine
(c)
Mark Nielsen
Organ Systems
and Body Cavities 2
O B J E C T I V E S M A T E R I A L S
1 Name the organ systems and describe the • human torso models or charts
functions of each • male and female human reproductive models or
2 Name and identify the major organs of each charts
organ system • paper or plastic large enough to outline student
3 Describe the location of the body cavities and torsos, markers
name the organs they contain • articulated skeleton
4 Describe the structure, location, and function • one-gallon zippered plastic bags (1 per group)
of the serous membranes
• masking tape
5 Identify the abdominopelvic quadrants and
regions and the major organs found in each
• rat dissection video in the Wiley Student
Companion Site
A. Overview
of Organ Systems
and Major Organs
An organ system is a group of organs performing a com-
mon function. All organ systems cooperate to maintain
an optimal environment for body cells through a process
called homeostasis (homeo- = same; stasis = standing).
Failure to maintain homeostasis results in disorders, dis-
ease, and possibly death.
13
14 EXERCISE 2 ORGAN SYSTEMS AND BODY CAVITIES
Hair
Skin and
associated
Skeletal
glands Bone
muscle
Cartilage
Joint
Tendon
Fingernails
(and toenails)
1 2 3
Blood Brain
vessels: Tonsil
Artery
Thymus
Vein
Heart Spinal
Thoracic cord
duct Spleen Nerve
Lymph
node
Lymphatic
vessel
4 5 6
Mouth Salivary
Pituitary Pineal
gland
gland gland Pharynx
Larynx Pharynx
Thyroid (voice box)
Thymus gland Trachea Esophagus
(windpipe) Bronchus
Lung Liver
Pancreas
Adrenal Gallbladder Stomach
gland Pancreas
Large
(posterior to
intestine
Ovary stomach)
Small
intestine
Testis Anus
7 8 9
Uterine
Mammary Ductus
(fallopian)
gland (vas)
Kidney tube
deferens
Ureter Ovary
Urinary Penis
bladder Prostate
Urethra
Testis
Uterus
Vagina
10 11
1
1
13
2 2 2 2
3 3
4 4
4 5
4 10
5 6
6
9 7
7 7
7
8
7
Mark Nielsen
Mark Nielsen
20
1
22 21
11 11 19
22
12
13
23
Mark Nielsen
14
6
16 15
(d) Female pelvis
17
17
19
18
18
24
19
Mark Nielsen
Mark Nielsen
24
25
26
• abdominal cavity 1
2 • cranial cavity
• diaphragm 2
• pelvic cavity
• thoracic cavity 3
3 • vertebral canal
4
4
5
■
— Oli.
Silloin hän vietti toisen yön rapun alla, vaikka oli kylmä ja sateinen
aika, mutta selkäänsä hän lopulta kuitenkin sai maljan särkemisestä
ja piileksimisestä, ja uhkauksia lausuttiin vastaisien saunojenkin
varalle, joten tulevaisuus oli yhtä synkkä kuin nykyisyyskin.
Pikku veikosta koitui hänelle uusi kiusa, sitä piti vaalia ja varoa
kuin tulikipinätä, ja jos se parahti tai loukkasi itsensä tai kaatoi
kumoon kukkaruukkuja ja muita helposti kaatuvia esineitä, aina tuli
vaalijan selkänahka kysymykseen. Kanteet olivat aina käynnissä,
mutta kerran hän sitte puolustautuessaan paiskasi kuuman
kahvipannun sisältöineen isää kohti ja syöksyi kadulle. Teon jälestä
oli hän useita vuorokausia kotoa poissa, laimiinlyömättä silti
koulunkäyntiään, sillä täti antoi hänelle syödä. Ja täti yritti särkynyttä
sovintoakin paikata ehjäksi, mutta yritys raukeni tyhjiin, koti oli käynyt
hänelle kolkoksi ja isä vieläkin kolkommaksi. Ensimmäinen syyttä
saatu selkäsauna oli aina hänen mielessään, kun häntä lyötiin
kovalla aseella, vaikka hän miten rukoili ja vakuutti syyttömyyttään.
Se oli Nyyri.
— Hyvin menee.
Mutta kodissaan oli hän oikein kunnon pojan esikuva, hän teki
mitä käskettiin, oli siten kuin oletettiin, ei koskenut luvatta mihinkään
ja kärsi talon lasten puolelta mitä tahansa, ja muidenkin lasten
puolelta, jos ne vain olivat häntä itseään vähäväkisemmät.
— Meistä tulee ero, toistin minä, iskien nyrkkiä pöytään, sen saat
uskoa.
Sanat sattuivat.
Tehtiin sovinto, pikku pojat pitivät saadut hyvinään, Jussi Pekka oli
vakava. Ja vakavuus jatkui huomissa, ylihuomissa, se jatkui
jatkumataan, kun oli kerran joutunut alkuun lähtemään.
Mutta minä en päässyt tolkulle, mikä sen oli vaikuttanut. Otin
hänet vihdoin kaksinpuheluun ja virkoin:
— Oi, miten pieni nenä, miten pieni suu ja… huudahtaa Jussi
Pekka.
Kun hän käy viimeistä vuottaan koulussa, keksin minä usein hänet
lukemassa virsikirjaa, minun uteliaisuuteni herää ja minä rupean
vakoilemaan. Ja erään kerran, kun luokka on vallan tyhjä ja kun
pojat lyövät pallia ja kalliot kaikuvat heidän huudoistaan, kuulen minä
hänen lukevan itsekseen: minä Johan Petter otan sinut, Tyyni Maria,
aviovaimokseni, rakastaakseni sinua — —
Updated editions will replace the previous one—the old editions will
be renamed.