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Solution Manual for Human Anatomy Laboratory Manual with Cat Dissections, 8th Edition

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    G U I D E Human Anatomy Laboratory Manual with Cat Dissections E I G H T H E D I T I O N E L A I N E N . M A R I E B , R . N . , P h . D . Holyoke Community College L O R I A . S M I T H , P H . D . American River College

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    iii Contents Preface v Anatomy and Physiology Laboratory Safety Guidelines vi Exercises Exercise 1 The Language of Anatomy 1 Exercise 2 Organ Systems Overview 8 Exercise 3 The Microscope 15 Exercise 4 The Cell: Anatomy and Division 24 Exercise 5 Classification of Tissues 32 Exercise 6 The Integumentary System 42 Exercise 7 Overview of the Skeleton: Classification and Structure of Bones and Cartilages 50 Exercise 8 The Axial Skeleton 57 Exercise 9 The Appendicular Skeleton 67 Exercise 10 Articulations and Body Movements 77 Exercise 11 Microscopic Anatomy and Organization of Skeletal Muscle 85 Exercise 12 Gross Anatomy of the Muscular System 91 Exercise 13 Histology of Nervous Tissue 104 Exercise 14 Gross Anatomy of the Brain and Cranial Nerves 111 Exercise 15 The Spinal Cord and Spinal Nerves 122 Exercise 16 The Autonomic Nervous System 129 Exercise 17 Special Senses: Anatomy of the Visual System 133 Exercise 18 Special Senses: Visual Tests and Experiments 140 Exercise 19 Special Senses: Hearing and Equilibrium 145 Exercise 20 Special Senses: Olfaction and Taste 152 Exercise 21 Functional Anatomy of the Endocrine Glands 156 Exercise 22 Blood 165 Exercise 23 Anatomy of the Heart 174 Exercise 24 Anatomy of Blood Vessels 181 Exercise 25 The Lymphatic System and Immune Response 192 Exercise 26 Anatomy of the Respiratory System 198 Exercise 27 Anatomy of the Digestive System 206

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    iv Exercise 28 Anatomy of the Urinary System 214 Exercise 29 Anatomy of the Reproductive System 221 Exercise 30 Surface Anatomy Roundup 230 Appendices Appendix A List of Supply Houses 234 Appendix B Guide to Multimedia Resource Distributors 236

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    v Preface Organization of This Instructor’s Guide This Instructor’s Guide accompanies the eighth edition of Human Anatomy Laboratory Manual with Cat Dissections by Elaine N. Marieb and Lori A. Smith, and is designed to help the anatomy laboratory in- structor. Each exercise in this manual includes detailed directions for setting up the laboratory; comments on the exercise, including common problems encountered; and answers to the pre-lab quizzes, activity questions, and group challenges that appear in the text of the lab manual. Answers to questions regarding student observations and data collection have not been included. Answers to the lab manual Review Sheets follow each exercise. In some cases, several acceptable answers have been provided. The time allotment at the beginning of each exercise, indicated by the hourglass icon, is an estimate of the amount of in-lab time it will take to complete the exercise, unless noted otherwise. If you are using multimedia materials, add their running time to the time allotment estimate given. Suggested multimedia materials, indicated by the computer icon, are listed for each exercise. The distributor, running time, and format(s) are also listed. The key to distributor abbreviations can be found in Appendix B, Guide to Multimedia Resource Distributors. Each exercise also includes directions for preparing needed solutions, indicated by the test tube icon. The list of laboratory materials that appears in each exercise is intended as a convenience when ordering. Amounts listed assume a laboratory size of 24 and a group size of 4 unless otherwise noted. Names, addresses, and phone numbers of some supply houses are included in Appendix A. Laboratory Safety Always establish safety procedures for the laboratory. Students should be given a list of safety procedures at the beginning of each semester. Suggested safety procedures appear in this Instructor’s Guide on pp. vi–vii, along with a student acknowledgment form. These may be copied and given to the students. Signed student acknowledgment forms should be collected by the instructor once the safety procedures have been read and explained. Prepare a laboratory safety manual for each laboratory. Special precautions must be taken for laboratories using body fluids. Students should use only their own fluids or those provided by the instructor. Disposable items should be placed in an autoclave bag and autoclaved for 15 minutes at 121°C and 15 pounds of pressure to ensure sterility. After autoclaving, the disposable items may be discarded in any disposal facility. All reusable glass and plasticware should be soaked in a 10% bleach solution for 2 hours and then washed with laboratory detergent. Disposal of dissection materials and preservatives should be arranged according to regulations, which vary from state to state. Contact your state Department of Health or Environmental Protection Agency, or their counterparts, for advice. Lori A. Smith

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    vi Anatomy and Physiology Laboratory Safety Guidelines* 1. Upon entering the laboratory, locate exits, fire extinguisher, fire blanket, chemical shower, eyewash station, first aid kit, containers for broken glass, and materials for cleaning up spills. 2. Do not eat, drink, smoke, handle contact lenses, store food, or apply cosmetics or lip balm in the laboratory. Restrain long hair, loose clothing, and dangling jewelry. 3. Students who are pregnant, taking immunosuppressive drugs, or who have any other medical conditions (e.g., diabetes, immunological defect) that might necessitate special precautions in the laboratory must inform the instructor immediately. 4. Wearing contact lenses in the laboratory is inadvisable because they do not provide eye protection and may trap material on the surface of the eye. Soft contact lenses may absorb volatile chemicals. If possible, wear regular eyeglasses instead. 5. Use safety glasses in all experiments involving liquids, aerosols, vapors, and gases. 6. Decontaminate work surfaces at the beginning and end of every lab period, using a commercially prepared disinfectant or 10% bleach solution. After labs involving dissection of preserved material, use hot soapy water or disinfectant. 7. Keep all liquids away from the edge of the lab bench to avoid spills. Clean up spills of viable materials using disinfectant or 10% bleach solution. 8. Properly label glassware and slides. 9. Use mechanical pipetting devices; mouth pipetting is prohibited. 10. Wear disposable gloves when handling blood and other body fluids, mucous membranes, and nonintact skin, and when touching items or surfaces soiled with blood or other body fluids. Change gloves between procedures. Wash hands immediately after removing gloves. ( Note: Cover open cuts or scrapes with a sterile bandage before donning gloves.) 11. Place glassware and plasticware contaminated by blood and other body fluids in a disposable autoclave bag for decontamination by autoclaving, or place them directly into a 10% bleach solution before reuse or disposal. Place disposable materials such as gloves, mouthpieces, swabs, and toothpicks that have come into contact with body fluids into a disposable autoclave bag and decontaminate before disposal. 12. To 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, puncture-resistant, leakproof container and decontaminated, preferably by autoclaving. 13. Do not leave heat sources unattended. 14. Report all spills or accidents, no matter how minor, to the instructor. 15. Never work alone in the laboratory. 16. Remove protective clothing before leaving the laboratory.

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    vii *Adapted from: Biosafety in Microbiological and Biomedical Laboratories (BMBL), Fifth Edition. 2009. U.S. Government Printing Office. Washington, D.C. www.cdc.gov/od/OHS/biosfty/bmbl5/bmbl5toc.htm Johnson, Ted, and Christine Case. 2013. Laboratory Experiments in Microbiology , Tenth Edition. San Francisco: Pearson Education. School Chemistry Laboratory Safety Guide . 2006. U.S. Consumer Product Safety Commission. Bethesda, MD.www.cdc.gov/niosh/docs/2007-107/ Siegel, J. D., E. Rhinehart, M. Jackson, L. Chiarello, and the Healthcare Infection Control Practices Advisory Committee. 2007 Guideline for Isolation Precautions: Preventing Transmission of Infectious Agents in Healthcare Settings.www.cdc.gov/niosh/topics/bbp/universal.html

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    viii Laboratory Safety Acknowledgement Sheet I hereby certify that I have read the safety recommendations provided for the laboratory and have located all of the safety equipment listed in paragraph 1 of these procedures. Student’s Name Course Date Instructor’s Name

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    1 EXERCISE 1 The Language of Anatomy If time is limited, most of this exercise can be done as an out-of-class assignment. Time Allotment: ½ hour in lab. Laboratory Materials Ordering information is based on a lab size of 24 students, working in groups of 4. A list of supply house addresses appears in Appendix A. 1–2 human torso models 2 human skeletons, one male and one female 3–4 preserved kidneys (sheep) Scalpels Gelatin-spaghetti molds Advance Preparation 1. Set out human torso models and have articulated skeletons available. 2. Obtain three preserved kidneys (sheep kidneys work well). Cut one in transverse section, one in longitudinal section (usually a sagittal section), and leave one uncut. Label the kidneys, and put them in a demonstration area. You may wish to add a fourth kidney to demonstrate a frontal section. 3. The day before the lab, prepare gelatin or Jell-O ® using slightly less water than is called for and cook the spaghetti until it is al dente. Pour the gelatin into several small molds, and drop several spaghetti strands into each mold. Refrigerate until lab time. 4. Set out gelatin-spaghetti molds and scalpel. Comments and Pitfalls 1. Students will probably have the most trouble understanding proximal and distal , often confusing these terms with superior and inferior . They also find the terms anterior/ventral and posterior/dorsal confusing because these terms refer to the same directions in humans but to different directions in four-legged animals. Apart from this, there should be few problems. Answers to Pre-Lab Quiz (p. 1) 1. False 2. axial 4. b, sagittal 3. b, toward or at the body surface 5. cranial, vertebral

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    2 Answers to Activity Questions Activity 3: Practicing Using Correct Anatomical Terminology (p. 6) The wrist is proximal to the hand. The trachea (windpipe) is anterior or ventral to the spine. The brain is superior or cephalad to the spinal cord. The kidneys are inferior or caudal to the liver. The nose is medial to the cheekbones. The thumb is lateral to the ring finger. The thorax is superior or cephalad to the abdomen. The skin is superficial to the skeleton. Activity 4: Identifying Organs in the Abdominopelvic Cavity (p. 8) Name two organs found in the left upper quadrant: liver, large intestine, stomach, and spleen Name two organs found in the right lower quadrant: small intestine and large intestine Which organ (Figure 1.8) is divided into identical halves by the median plane? urinary bladder Answer to Group Challenge: The Language of Anatomy (p. 10) 1. nasal, mental, cervical, sternal, lumbar, coxal, femoral, crural, tarsal, plantar 2. brachial, antecubital, antebrachial, carpal, palmar, digital 3. umbilical, buccal, otic, axillary, acromial, pollex 4. hallux, plantar, calcaneal, sural, popliteal, femoral 5. transverse 6. hypogastric 7. appendicitis

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    3 REVIEW SHEET EXERCISE 1 Name _______________________ Lab Time/Date ________________ The Language of Anatomy Surface Anatomy 1. Match each of the numbered descriptions with the related term in the key, and record the key letter or term in front of the description. Key: a. buccal c. cephalic e. patellar b. calcaneal d. digital f. scapular a; buccal 1. cheek e; patellar 4. anterior aspect of knee d; digital 2. the fingers b; calcaneal 5. heel of foot f; scapular 3. shoulder blade region c; cephalic 6. the head 2. Indicate the following body areas on the accompanying diagram by placing the correct key letter at the end of each line. Key: a. abdominal b. antecubital c. brachial d. cervical e. crural f. femoral g. fibular h. gluteal i. lumbar j. occipital k. oral l. popliteal m. pubic n. sural o. thoracic p. umbilical 3. For each term in the key of question 2, determine which of the two major body divisions it belongs to. Insert the appropriate key letters on the answer blanks. b, c, e, f, g, l, n 1. appendicular a, d, h, i, j, k, m, o, p 2. axial

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    4 Body Orientation, Direction, Planes, and Sections 4. Describe completely the standard human anatomical position. Standing erect, feet together, head and toes pointed forward, arms hanging at sides with palms forward 5. Define section . A cut along an imaginary plane through the body wall or organ 6. Several incomplete statements appear below. Correctly complete each statement by choosing the appropriate anatomical term from the key. Record the key letters and/or terms on the correspondingly numbered blanks below. Some terms are used more than once. Key: a. anterior d. inferior g. posterior j. superior b. distal e. lateral h. proximal k. transverse c. frontal f. medial i. sagittal In the anatomical position, the face and palms are on the 1 body surface; the buttocks and shoulder blades are on the 2 body surface; and the top of the head is the most 3 part of the body. The ears are 4 and 5 to the shoulders and 6 to the nose. The heart is 7 to the vertebral column (spine) and 8 to the lungs. The elbow is 9 to the fingers but 10 to the shoulder. The abdominopelvic cavity is 11 to the thoracic cavity and 12 to the spinal cavity. In humans, the dorsal surface can also be called the 13 surface; however, in quadruped animals, the dorsal surface is the 14 surface. If an incision cuts the heart into right and left parts, the section is a 15 section; but if the heart is cut so that superior and inferior portions result, the section is a 16 section. You are told to cut a dissection animal along two planes so that both kidneys are observable in each section. The two sections that will meet this requirement are the 17 and 18 sections. A section that demonstrates the continuity between the spinal and cranial cavities is a 19 section. 1. a; anterior 8. f; medial 14. j; superior 2. g; posterior 9. h; proximal 15. i; sagittal 3. j; superior 10. b; distal 16. k; transverse 4. f; medial 11. d; inferior 17. c; frontal 5. j; superior 12. a; anterior 18. k; transverse 6. e; lateral 13. g; posterior 19. i; sagittal 7. a; anterior

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    5 7. Correctly identify each of the body planes by inserting the appropriate term for each on the answer line below the drawing. 8. Draw a kidney as it appears when sectioned in each of the three different planes. 9. Correctly identify each of the nine regions of the abdominopelvic cavity by inserting the appropriate term for each of the letters indicated in the drawing. a. epigastric region b. right hypochondriac region c. left hypochondriac region d. umbilical region e. right lumbar region f. left lumbar region g. hypogastric (pubic) region h. right iliac region i. left iliac region

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    6 Body Cavities 10. Which body cavities would have to be opened for the following types of surgeries or procedures? (Use the key to find the correct choice, and write the letter in the same-numbered blank. More than one choice applies.) Key: a. abdominopelvic c. dorsal e. thoracic b. cranial d. spinal f. ventral e, f 1. surgery to remove a cancerous lung lobe a, f 4. appendectomy a, f 2. removal of the uterus, or womb a, f 5. stomach ulcer operation b, c 3. removal of a brain tumor d, c 6. delivery of preoperative “saddle” anesthesia 11. Name the muscle that subdivides the ventral body cavity. Diaphragm 12. What are the bony landmarks of the abdominopelvic cavity? Dorsally, the vertebral column; laterally and anteriorly, the pelvis 13. Which body cavity provides the least protection to its internal structures? Abdominal 14. What is the function of the serous membranes of the body? The serous membranes produce a lubricating fluid (serous fluid) that reduces friction as organs slide across one another or against the cavity walls during their functioning. 15. A nurse informs you that she is about to take blood from the antecubital region. What portion of your body should you present to her? Your arm; the anterior surface of the elbow joint 16. Using the key, identify the small body cavities described below. Write the correct letter in each blank line. K ey: a. middle ear cavity c. oral cavity e. synovial cavity b. nasal cavity d. orbital cavity d; orbital cavity 1. holds the eyes in an anterior-facing position a; middle ear cavity 2. houses three tiny bones involved in hearing

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    7 b; nasal cavity 3. contained within the nose c; oral cavity 4. contains the tongue e; synovial cavity 5. surrounds a joint 17. On the incomplete flowchart provided below: • Fill in the cavity names that belong in boxes 3 through 8. • Then, using either the name of the cavity or the box numbers, identify the descriptions in the list that follows. FPO

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    8 EXERCISE 2 Organ Systems Overview Time Allotment: 1½ hours (rat dissection—1 hour; human torso model—½ hour). Solutions: Bleach Solution, 10% Measure out 100 milliliters of household bleach. Add water to a final volume of 1 liter. Multimedia Resources: See Appendix B for Guide to Multimedia Resource Distributors. Homeostasis (FHS: 20 minutes, DVD, 3-year streaming webcast) Homeostasis: The Body in Balance (HRM: 26 minutes, DVD) Practice Anatomy Lab™ 3.0 ( PAL ) (PE: DVD, Website) Laboratory Materials Ordering information is based on a lab size of 24 students, working in groups of 2 or 4. A list of supply house addresses appears in Appendix A. Dissectible human torso model or cadaver 6–12 forceps 6–12 scissors 6–12 blunt probes Disposable gloves, soap, and sponges 6–12 freshly killed or preserved rats, or predissected human cadaver Twine or large dissecting pins 6–12 dissecting trays Lab disinfectant or 10% bleach solution Advance Preparation 1. Make arrangements for appropriate storage and disposal of dissection materials. Check with the Department of Health or the Department of Environmental Protection, or their counterparts, for state regulations. 2. Designate a disposal container for organic debris, set up a dishwashing area with hot soapy water and sponges, and provide lab disinfectant such as Wavicide-01 (Carolina) or a 10% bleach solution for washing down the lab benches. 3. Set out safety glasses and disposable gloves for dissection of freshly killed animals (to protect students from parasites) and for dissection of preserved animals. 4. Decide on the number of students in each dissecting group (a maximum of four is suggested; two is probably best). Each dissecting group should have a dissecting pan, dissecting pins, scissors, blunt probe, forceps, twine, and a preserved or freshly killed rat.

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