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Welcome back to Mrs. M’s Anatomy & Physiology class! Warm-Up (8/27) 1.Which body system includes the lymph nodes? 2.Which body system includes the skin?

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Presentation on theme: "Welcome back to Mrs. M’s Anatomy & Physiology class! Warm-Up (8/27) 1.Which body system includes the lymph nodes? 2.Which body system includes the skin?"— Presentation transcript:

1 Welcome back to Mrs. M’s Anatomy & Physiology class! Warm-Up (8/27) 1.Which body system includes the lymph nodes? 2.Which body system includes the skin? 3.Which body system releases hormones? 4.What is the smallest unit of all living things?

2 Warm-up: 8/27 1.Complete the following blanks: Atoms → Molecules → Cells → Tissue → _______→ Organ System → _________ 2.What is the difference between Anatomy and Physiology? 3.Which body system includes the kidneys?

3 Warm-up: 8/28 1.Which two systems are the ovaries part of? 2.What are the organs of the respiratory system?

4 Warm-up: 9/2 1.The head is _____________ to the abdomen. 2.Describe the “anatomical position” 3.The thumbs are _________ to the pinkies.

5 Today’s To Do Warm-up Turn in Safety Contract (Due Tomorrow) Turn in School Supply (Due Tuesday) Introduction to Anatomy – Levels of organization and Systems Begin Chapter 1 Workbook

6 Chapter 1: The Human Body: An Orientation

7 © 2015 Pearson Education, Inc. The Human Body—An Orientation Anatomy  Study of the structure and shape of the body and its parts  Observation is used to see sizes and relationships of parts

8 © 2015 Pearson Education, Inc. Anatomy—Levels of Study  Gross anatomy  Large structures  Easily observable

9 © 2015 Pearson Education, Inc. Figure 14.1 The human digestive system: Alimentary canal and accessory organs. Mouth (oral cavity) Tongue Esophagus Parotid gland Sublingual gland Submandibular gland Salivary glands Pharynx Stomach Pancreas (Spleen) Transverse colon Descending colon Ascending colon Cecum Sigmoid colon Rectum Appendix Anal canal Anus Small intestine Duodenum Jejunum Ileum Liver Gallbladder Large intestine

10 © 2015 Pearson Education, Inc. Anatomy—Levels of Study  Microscopic anatomy  Structures cannot be seen with the naked eye  Structures can be viewed only with a microscope

11 © 2015 Pearson Education, Inc. Figure 14.4c Anatomy of the stomach. Pyloric sphincter Gastric pits Gastric pit Gastric gland Surface epithelium Mucous neck cells Parietal cells Gastric glands Chief cells (c)

12 © 2015 Pearson Education, Inc. Figure 14.4d Anatomy of the stomach. Chief cells Enteroendocrine cell (d) Pepsinogen HCI Pepsin Parietal cells

13 © 2015 Pearson Education, Inc. The Human Body—An Orientation Physiology  Study of how the body and its parts work or function

14 © 2015 Pearson Education, Inc. Relationship between Anatomy and Physiology  Structure determines what functions can occur  If structure changes, the function must also change *Complementarity (AJP, Dr. E. Stanley Abbott)

15 © 2015 Pearson Education, Inc.

16 Levels of Structural Organization  Six levels of structural organization 1.Atoms 2.Cells 3.Tissues 4.Organs 5.Organ systems 6.Organisms

17 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Smooth muscle cell Cellular level Cells are made up of molecules. 2 Tissue level Tissues consist of similar types of cells. 3 Organ level Organs are made up of different types of tissues. 4 Organ system level Organ systems consist of different organs that work together closely. 5 Organismal level Human organisms are made up of many organ systems. 6 Smooth muscle tissue Blood vessel (organ) Epithelial tissue Smooth muscle tissue Connective tissue Blood vessels Heart Cardio– vascular system Slide 1

18 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Slide 2

19 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Smooth muscle cell Cellular level Cells are made up of molecules. 2 Slide 3

20 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Smooth muscle cell Cellular level Cells are made up of molecules. 2 Tissue level Tissues consist of similar types of cells. 3 Smooth muscle tissue Slide 4

21 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Smooth muscle cell Cellular level Cells are made up of molecules. 2 Tissue level Tissues consist of similar types of cells. 3 Organ level Organs are made up of different types of tissues. 4 Smooth muscle tissue Blood vessel (organ) Epithelial tissue Smooth muscle tissue Connective tissue Slide 5

22 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Smooth muscle cell Cellular level Cells are made up of molecules. 2 Tissue level Tissues consist of similar types of cells. 3 Organ level Organs are made up of different types of tissues. 4 Organ system level Organ systems consist of different organs that work together closely. 5 Smooth muscle tissue Blood vessel (organ) Epithelial tissue Smooth muscle tissue Connective tissue Blood vessels Heart Cardio– vascular system Slide 6

23 © 2015 Pearson Education, Inc. Figure 1.1 Levels of structural organization. Chemical level Atoms combine to form molecules. 1 Atoms Molecules Smooth muscle cell Cellular level Cells are made up of molecules. 2 Tissue level Tissues consist of similar types of cells. 3 Organ level Organs are made up of different types of tissues. 4 Organ system level Organ systems consist of different organs that work together closely. 5 Organismal level Human organisms are made up of many organ systems. 6 Smooth muscle tissue Blood vessel (organ) Epithelial tissue Smooth muscle tissue Connective tissue Blood vessels Heart Cardio– vascular system Slide 7

24 © 2015 Pearson Education, Inc. The study of the function of the body and its parts is called a)anatomy. b)endocrinology. c)physiology. d)cytology.

25 © 2015 Pearson Education, Inc. The study of the function of the body and its parts is called a)anatomy. b)endocrinology. c)physiology. d)cytology.

26 © 2015 Pearson Education, Inc. Gross anatomy is the study of body structures a)too small to be seen with the naked eye. b)that are large and easily observable. c)belonging to the intestinal tract. d)that are really disgusting.

27 © 2015 Pearson Education, Inc. Gross anatomy is the study of body structures a)too small to be seen with the naked eye. b)that are large and easily observable. c)belonging to the intestinal tract. d)that are really disgusting.

28 © 2015 Pearson Education, Inc. Organ System Overview  Integumentary system  Forms the external body covering (skin)  Protects deeper tissue from injury  Helps regulate body temperature  Location of cutaneous nerve receptors

29 © 2015 Pearson Education, Inc. Figure 1.2a The body’s organ systems. (a) Integumentary System Forms the external body covering; protects deeper tissue from injury; synthesizes vitamin D; location of cutaneous receptors (pain, pressure, etc.) and sweat and oil glands. Skin

30 © 2015 Pearson Education, Inc. Organ System Overview  Skeletal system  Consists of bones, cartilages, ligaments, and joints  Supports the body  Provides muscle attachment for movement  Site of blood cell formation (hematopoiesis)  Stores minerals

31 © 2015 Pearson Education, Inc. Figure 1.2b The body’s organ systems. (b) Skeletal System Protects and supports body organs; provides a framework the muscles use to cause movement; blood cells are formed within bones; stores minerals. Joint Cartilages Bones

32 © 2015 Pearson Education, Inc. Organ System Overview  Muscular system  Skeletal muscles contract or shorten  Produces movement of bones

33 © 2015 Pearson Education, Inc. Figure 1.2c The body’s organ systems. Skeletal muscles (c) Muscular System Allows manipulation of the environment, locomotion, and facial expression; maintains posture; produces heat.

34 © 2015 Pearson Education, Inc. Organ System Overview  Nervous system  Fast-acting control system  Consists of brain, spinal cord, nerves, and sensory receptors  Responds to internal and external change  Sends messages via nerve impulses to central nervous system  Central nervous system activates effectors (muscles and glands)

35 © 2015 Pearson Education, Inc. Figure 1.2d The body’s organ systems. Brain Sensory receptor Spinal cord Nerves (d) Nervous System Fast-acting control system of the body; responds to internal and external changes by activating appropriate muscles and glands.

36 © 2015 Pearson Education, Inc. Organ System Overview  Endocrine system  Endocrine glands include:  Pituitary gland  Thyroid and parathyroids  Adrenal glands  Thymus  Pancreas  Pineal gland  Ovaries (females) and testes (males)

37 © 2015 Pearson Education, Inc. Organ System Overview  Endocrine system  Secretes regulatory hormones  Growth  Reproduction  Metabolism

38 © 2015 Pearson Education, Inc. Figure 1.2e The body’s organ systems. (e) Endocrine System Glands secrete hormones that regulate processes such as growth, reproduction, and nutrient use by body cells. Pineal gland Pituitary gland Thyroid gland (parathyroid glands on posterior aspect) Thymus gland Adrenal glands Pancreas Testis (male) Ovary (female)

39 © 2015 Pearson Education, Inc. Organ System Overview  Cardiovascular system  Includes heart and blood vessels  Heart pumps blood  Vessels transport blood to tissues  Transports materials in body via blood pumped by heart  Oxygen and carbon dioxide  Nutrients  Wastes

40 © 2015 Pearson Education, Inc. Figure 1.2f The body’s organ systems. Heart Blood vessels (f) Cardiovascular System Blood vessels transport blood, which carries oxygen, carbon dioxide, nutrients, wastes, etc.; the heart pumps blood.

41 © 2015 Pearson Education, Inc. Organ System Overview  Lymphatic system  Includes lymphatic vessels, lymph nodes, and lymphoid organs  Returns leaked fluids back to blood vessels  Cleanses the blood  Involved in immunity

42 © 2015 Pearson Education, Inc. Figure 1.2g The body’s organ systems. (g) Lymphatic System Picks up fluid leaked from blood vessels and returns it to blood; disposes of debris in the lymphatic stream; houses white blood cells involved in immunity. Thoracic duct Lymph nodes Lymphatic vessels

43 © 2015 Pearson Education, Inc. Organ System Overview  Respiratory system  Includes the nasal passages, pharynx, larynx, trachea, bronchi, and lungs  Supplies blood with oxygen  Removes carbon dioxide

44 © 2015 Pearson Education, Inc. Figure 1.2h The body’s organ systems. (h) Respiratory System Keeps blood constantly supplied with oxygen and removes carbon dioxide; the gaseous exchanges occur through the walls of the air sacs of the lungs. Nasal cavity Pharynx Larynx Trachea Bronchus Left lung

45 © 2015 Pearson Education, Inc. Organ System Overview  Digestive system  Includes the oral cavity, esophagus, stomach, small and large intestines, and accessory organs  Breaks down food  Allows for nutrient absorption into blood  Eliminates indigestible material as feces

46 © 2015 Pearson Education, Inc. Figure 1.2i The body’s organ systems. (i) Digestive System Breaks food down into absorbable units that enter the blood for distribution to body cells; indigestible foodstuffs are eliminated as feces. Anus Rectum Large intestine Small intestine Stomach Esophagus Oral cavity

47 © 2015 Pearson Education, Inc. Organ System Overview  Urinary system  Includes the kidneys, ureters, urinary bladder, and urethra  Eliminates nitrogenous wastes  Maintains acid-base balance  Regulates water and electrolytes

48 © 2015 Pearson Education, Inc. Figure 1.2j The body’s organ systems. Kidney Ureter Urinary bladder Urethra (j) Urinary System Eliminates nitrogen-containing wastes from the body; regulates water, electrolyte, and acid-base balance of the blood.

49 © 2015 Pearson Education, Inc. Organ System Overview  Reproductive system  For males, includes the testes, scrotum, penis, accessory glands, and duct system  Testes produce sperm  Duct system carries sperm to exterior  For females, includes the ovaries, uterine tubes, uterus, and vagina  Ovaries produce eggs  Uterus provides site of development for fetus

50 © 2015 Pearson Education, Inc. Figure 1.2k-l The body’s organ systems. (k) Male Reproductive System Overall function of the reproductive system is production of offspring. Testes produce sperm and male sex hormone; ducts and glands aid in delivery of viable sperm to the female reproductive tract. Ovaries produce eggs and female sex hormones; remaining structures serve as sites for fertilization and development of the fetus. Mammary glands of female breast produce milk to nourish the newborn. (l) Female Reproductive System Prostate gland Vas deferens Testis Scrotum Seminal vesicles Penis Mammary glands (in breasts) Uterine tube Ovary Uterus Vagina

51 © 2015 Pearson Education, Inc. The endocrine system is a)the body’s fastest-acting control center. b)responsible for producing hormones. c)responsible for returning fluid to the circulatory system. d)the external covering of the body.

52 © 2015 Pearson Education, Inc. The endocrine system is a)the body’s fastest-acting control center. b)responsible for producing hormones. c)responsible for returning fluid to the circulatory system. d)the external covering of the body.

53 © 2015 Pearson Education, Inc. Production of blood cells (hematopoiesis) occurs in the ______ system. a)endocrine b)integumentary c)skeletal d)cardiovasular

54 © 2015 Pearson Education, Inc. Production of blood cells (hematopoiesis) occurs in the ______ system. a)endocrine b)integumentary c)skeletal d)cardiovasular

55 © 2015 Pearson Education, Inc. Maintaining Life: Necessary Life Functions  Maintain boundaries  Movement  Locomotion  Movement of substances  Responsiveness  Ability to sense changes (irritability) and react (responsiveness) **  Digestion  Breakdown and absorption of nutrients

56 © 2015 Pearson Education, Inc. Necessary Life Functions  Metabolism—chemical reactions within the body  Break down complex molecules into smaller ones  Build larger molecules from smaller ones  Produces energy  Regulated by hormones  Excretion  Eliminates waste from metabolic reactions  Wastes may be removed in urine or feces

57 © 2015 Pearson Education, Inc. Necessary Life Functions  Reproduction  Occurs on cellular level or organismal level  Produces future generation  Growth  Increases cell size and number of cells

58 © 2015 Pearson Education, Inc. Survival Needs  Nutrients  Chemicals for energy and cell building  Includes carbohydrates, proteins, lipids, vitamins, and minerals  Oxygen  Required for chemical reactions

59 © 2015 Pearson Education, Inc. Survival Needs  Water  60 to 80 percent of body weight  Most abundant chemical in the human body  Provides for metabolic reactions  Stable body temperature  37°C (98°F)  Atmospheric pressure  Must be appropriate for gas exchange

60 © 2015 Pearson Education, Inc. Figure 1.3 Examples of selected interrelationships among body organ systems. Digestive system Takes in nutrients, breaks them down, and eliminates unabsorbed matter (feces) Respiratory system Takes in oxygen and eliminates carbon dioxide Cardiovascular system Via the blood, distributes oxygen and nutrients to all body cells and delivers wastes and carbon dioxide to disposal organs Urinary system Eliminates nitrogen- containing wastes and excess ions Food O2O2 CO 2 O2O2 Blood Heart Interstitial fluid Nutrients Nutrients and wastes pass between blood and cells via the interstitial fluid FecesUrine Integumentary system Protects the body as a whole from the external environment

61 © 2015 Pearson Education, Inc. So what exactly is disease? What do all diseases have in common?

62 © 2015 Pearson Education, Inc. Homeostasis  Homeostasis—maintenance of a stable internal environment  A dynamic state of equilibrium  Necessary for normal body functioning and to sustain life  Homeostatic imbalance  A disturbance in homeostasis results in disease

63 © 2015 Pearson Education, Inc. Figure 1.4 The elements of a homeostatic control system. Stimulus produces change in variable. 1 Receptor detects change. 2 Input: Information is sent along afferent pathway to control center. 3 Receptor Afferent pathway Control Center Efferent pathway Effector Output: Information is sent along efferent pathway effector. 4 Response of effector feeds back to reduce the effect of stimulus and returns variable to homeostatic level. 5 VARIABLE (in homeostasis) IMBALANCE Slide 1

64 © 2015 Pearson Education, Inc. Figure 1.4 The elements of a homeostatic control system. Stimulus produces change in variable. 1 VARIABLE (in homeostasis) IMBALANCE Slide 2

65 © 2015 Pearson Education, Inc. Figure 1.4 The elements of a homeostatic control system. Stimulus produces change in variable. 1 Receptor detects change. 2 Receptor VARIABLE (in homeostasis) IMBALANCE Slide 3

66 © 2015 Pearson Education, Inc. Figure 1.4 The elements of a homeostatic control system. Stimulus produces change in variable. 1 Receptor detects change. 2 Input: Information is sent along afferent pathway to control center. 3 Receptor Afferent pathway Control Center VARIABLE (in homeostasis) IMBALANCE Slide 4

67 © 2015 Pearson Education, Inc. Figure 1.4 The elements of a homeostatic control system. Stimulus produces change in variable. 1 Receptor detects change. 2 Input: Information is sent along afferent pathway to control center. 3 Receptor Afferent pathway Control Center Efferent pathway Effector Output: Information is sent along efferent pathway effector. 4 VARIABLE (in homeostasis) IMBALANCE Slide 5

68 © 2015 Pearson Education, Inc. Figure 1.4 The elements of a homeostatic control system. Stimulus produces change in variable. 1 Receptor detects change. 2 Input: Information is sent along afferent pathway to control center. 3 Receptor Afferent pathway Control Center Efferent pathway Effector Output: Information is sent along efferent pathway effector. 4 Response of effector feeds back to reduce the effect of stimulus and returns variable to homeostatic level. 5 VARIABLE (in homeostasis) IMBALANCE Slide 6

69 © 2015 Pearson Education, Inc. Maintaining Homeostasis  The body communicates through neural and hormonal control systems  Receptor  Responds to changes in the environment (stimuli)  Sends information to control center along an afferent pathway

70 © 2015 Pearson Education, Inc. Maintaining Homeostasis  Control center  Determines set point  Analyzes information  Determines appropriate response  Effector  Provides a means for response to the stimulus  Information flows from control center to effector along efferent pathway

71 © 2015 Pearson Education, Inc. Feedback Mechanisms  Negative feedback  Includes most homeostatic control mechanisms  Shuts off the original stimulus or reduces its intensity  Works like a household thermostat

72 © 2015 Pearson Education, Inc. Feedback Mechanisms  Positive feedback  Increases the original stimulus to push the variable farther  Reaction occurs at a faster rate  In the body positive feedback occurs in blood clotting and during the birth of a baby

73 © 2015 Pearson Education, Inc.

74 The maintenance of a stable internal environment is termed A.hematopoiesis. B.homeostasis. C.negative feedback mechanisms. D.positive feedback mechanisms.

75 © 2015 Pearson Education, Inc. The maintenance of a stable internal environment is termed A.hematopoiesis. B.homeostasis. C.negative feedback mechanisms. D.positive feedback mechanisms.

76 © 2015 Pearson Education, Inc. Which of the following is an example of positive feedback mechanism? a)A blood clot forms after a chef cuts her finger. b)As calcium level rises in the blood, the excess calcium attaches itself to bone. c)A runner completes a race, and her heartbeat slows to a normal level. d)A soccer game begins, and the players’ respirations rise because of exercise exertion.

77 © 2015 Pearson Education, Inc. Which of the following is an example of positive feedback mechanism? a)A blood clot forms after a chef cuts her finger. b)As calcium level rises in the blood, the excess calcium attaches itself to bone. c)A runner completes a race, and her heartbeat slows to a normal level. d)A soccer game begins, and the players’ respirations rise because of exercise exertion.

78 © 2015 Pearson Education, Inc. This system picks up fluid leaked from blood vessels and returns it to the blood. a)integumentary b)endocrine c)cardiovascular d)lymphatic

79 © 2015 Pearson Education, Inc. This system picks up fluid leaked from blood vessels and returns it to the blood. a)integumentary b)endocrine c)cardiovascular d)lymphatic

80 © 2015 Pearson Education, Inc. The Language of Anatomy  Special terminology is used to prevent misunderstanding  Exact terms are used for:  Position  Direction  Regions  Structures

81 © 2015 Pearson Education, Inc. The Language of Anatomy  Anatomical position  Standard body position used to avoid confusion  Terminology refers to this position regardless of actual body position  Stand erect, feet parallel, arms hanging at the sides with palms facing forward

82 © 2015 Pearson Education, Inc. Figure 1.5a Regional terms used to designate specific body areas. Frontal Cephalic Orbital Nasal Buccal Oral Mental Cervical Thoracic Sternal Axillary Abdominal Umbilical Pelvic Inguinal (groin) Pubic (genital) KEY: Thorax Abdomen (a) Anterior/Ventral Upper limb Acromial Deltoid Brachial (arm) Antecubital Antebrachial (forearm) Carpal (wrist) Manus (hand) Digital Lower limb Coxal (hip) Femoral (thigh) Patellar Crural (leg) Fibular Pedal (foot) Tarsal (ankle) Digital

83 © 2015 Pearson Education, Inc. Directional Terms  Directional terms  Explains location of one body structure in relation to another

84 © 2015 Pearson Education, Inc. Directional Terms  Superior (cranial or cephalad): toward the head or upper part of a structure or the body; above  Inferior (caudal): away from the head or toward the lower part of a structure or the body; below

85 © 2015 Pearson Education, Inc. Directional Terms  Ventral (anterior): toward or at the front of the body; in front of  Dorsal (posterior): toward or at the backside of the body; behind

86 © 2015 Pearson Education, Inc. Table 1.1 Orientation and Directional Terms (1 of 3).

87 © 2015 Pearson Education, Inc. Directional Terms  Medial: toward or at the midline of the body; on the inner side of  Lateral: away from the midline of the body; on the outer side of  Intermediate: between a more medial and a more lateral structure

88 © 2015 Pearson Education, Inc. Directional Terms  Proximal: close to the origin of the body part or point of attachment to a limb to the body trunk  Distal: farther from the origin of a body part or the point of attachment of a limb to the body trunk

89 © 2015 Pearson Education, Inc. Table 1.1 Orientation and Directional Terms (2 of 3).

90 © 2015 Pearson Education, Inc. Directional Terms  Superficial (external): toward or at the body surface  Deep (internal): away from the body surface; more internal

91 © 2015 Pearson Education, Inc. Table 1.1 Orientation and Directional Terms (3 of 3).

92 © 2015 Pearson Education, Inc. In the anatomical position, the body is a)lying face up. b)lying face down. c)erect with feet parallel and arms at the sides with palms forward. d)erect with feet parallel and arms hanging at the sides with palms facing backward.

93 © 2015 Pearson Education, Inc. In the anatomical position, the body is a)lying face up. b)lying face down. c)erect with feet parallel and arms at the sides with palms forward. d)erect with feet parallel and arms hanging at the sides with palms facing backward.

94 © 2015 Pearson Education, Inc. The elbow is ____ to the wrist. a)inferior b)lateral c)proximal d)distal

95 © 2015 Pearson Education, Inc. The elbow is ____ to the wrist. a)inferior b)lateral c)proximal d)distal

96 © 2015 Pearson Education, Inc. This inguinal region is commonly called the a)navel. b)groin. c)elbow. d)armpit.

97 © 2015 Pearson Education, Inc. This inguinal region is commonly called the a)navel. b)groin. c)elbow. d)armpit.

98 © 2015 Pearson Education, Inc. Figure 1.5a Regional terms used to designate specific body areas. Frontal Cephalic Orbital Nasal Buccal Oral Mental Cervical Thoracic Sternal Axillary Abdominal Umbilical Pelvic Inguinal (groin) Pubic (genital) KEY: Thorax Abdomen (a) Anterior/Ventral Upper limb Acromial Deltoid Brachial (arm) Antecubital Antebrachial (forearm) Carpal (wrist) Manus (hand) Digital Lower limb Coxal (hip) Femoral (thigh) Patellar Crural (leg) Fibular Pedal (foot) Tarsal (ankle) Digital

99 © 2015 Pearson Education, Inc. Figure 1.5b Regional terms used to designate specific body areas. (b) Posterior/Dorsal Upper limb Acromial Brachial (arm) Olecranal Antebrachial (forearm) Manus (hand) Digital Femoral (thigh) Popliteal Fibular Pedal (foot) Calcaneal Plantar Occipital (back of head) Cephalic Cervical Back (dorsal) Scapular Vertebral Lumbar Sacral Gluteal Sural (calf) KEY: Back (Dorsum)

100 © 2015 Pearson Education, Inc. The antebrachial region can be found on the a)skull. b)arm. c)leg. d)ankle.

101 © 2015 Pearson Education, Inc. The antebrachial region can be found on the a)skull. b)arm. c)leg. d)ankle.

102 © 2015 Pearson Education, Inc. Body Planes and Sections  Sections are cuts along imaginary lines known as planes  Three types of planes or sections exist as right angles to one another

103 © 2015 Pearson Education, Inc. Body Planes and Sections  A sagittal section divides the body (or organ) into left and right parts  A median, or midsagittal, section divides the body (or organ) into equal left and right parts  A frontal, or coronal, section divides the body (or organ) into anterior and posterior parts  A transverse, or cross, section divides the body (or organ) into superior and inferior parts

104 © 2015 Pearson Education, Inc. Figure 1.6 The anatomical position and planes of the body—median, frontal, and transverse with corresponding MRI scans. (a) Median (midsagittal)(b) Frontal (coronal) plane(c) Transverse plane Vertebral column RectumIntestines Right lungLeft lungHeart LiverStomachSpleen LiverAortaPancreasSpleen Spinal cordSubcutaneous fat layer

105 © 2015 Pearson Education, Inc. The popliteal surface is the a)skull. b)back of the knee. c)front of the knee. d)back of the heel.

106 © 2015 Pearson Education, Inc. The popliteal surface is the a)skull. b)back of the knee. c)front of the knee. d)back of the heel.

107 © 2015 Pearson Education, Inc. The sagittal plane cuts the body or organ into a)anterior and posterior portions. b)right and left portions. c)equal right and left portions. d)superior and inferior portions.

108 © 2015 Pearson Education, Inc. The sagittal plane cuts the body or organ into a)anterior and posterior portions. b)right and left portions. c)equal right and left portions. d)superior and inferior portions.

109 © 2015 Pearson Education, Inc. The axillary region is ______________ to the sternal region. a)distal b)proximal c)medial d)lateral

110 © 2015 Pearson Education, Inc. The axillary region is ______________ to the sternal region. a)distal b)proximal c)medial d)lateral

111 © 2015 Pearson Education, Inc. Body Cavities  Two body cavities  Dorsal  Ventral  Body cavities provide varying degrees of protection to organs within them

112 © 2015 Pearson Education, Inc. Figure 1.7 Body cavities. Cranial cavity Thoracic cavity Diaphragm Abdominal cavity Spinal cavity Pelvic cavity Abdominopelvic cavity KEY: Dorsal body cavityVentral body cavity

113 © 2015 Pearson Education, Inc. Body Cavities  Dorsal body cavity has two subdivisions 1.Cranial cavity  Houses the brain  Protected by the skull 2.Spinal cavity  Houses the spinal cord  Protected by the vertebrae

114 © 2015 Pearson Education, Inc. Body Cavities  Ventral body cavity has two subdivisions separated by the diaphragm 1.Thoracic cavity 2.Abdominopelvic cavity

115 © 2015 Pearson Education, Inc. Body Cavities  Thoracic cavity  Cavity superior to the diaphragm  Houses heart, lungs, and other organs  Mediastinum, the central region, houses heart, trachea, and other organs

116 © 2015 Pearson Education, Inc. Body Cavities  Abdominopelvic cavity  Cavity inferior to the diaphragm  Superior abdominal cavity contains the stomach, liver, and other organs  Protected only by trunk muscles  Inferior pelvic cavity contains reproductive organs, bladder, and rectum  Protected somewhat by bony pelvis  No physical structure separates abdominal from pelvic cavities

117 © 2015 Pearson Education, Inc. Body Cavities  Abdominopelvic cavity subdivisions  Four quadrants  Nine regions

118 © 2015 Pearson Education, Inc. Figure 1.8 The four abdominopelvic quadrants. Left upper quadrant (LUQ) Left lower quadrant (LLQ) Right upper quadrant (RUQ) Right lower quadrant (RLQ)

119 © 2015 Pearson Education, Inc. Figure 1.9 The nine abdominopelvic regions. Right hypochondriac region Left hypochondriac region Epigastric region Umbilical region Right lumbar region Left lumbar region Right iliac (inguinal) region Left iliac (inguinal) region Hypo- gastric (pubic) region (a) Nine regions delineated by four planes (b) Anterior view of the nine regions showing the superficial organs Liver Gallbladder Ascending colon of large intestine Small intestine Cecum Appendix Diaphragm Stomach Transverse colon of large intestine Descending colon of large intestine Initial part of sigmoid colon Urinary bladder

120 © 2015 Pearson Education, Inc. Body Cavities  Other body cavities include:  Oral and digestive cavities  Nasal cavity  Orbital cavities  Middle ear cavities

121 © 2015 Pearson Education, Inc. Mark was tackled in a football game and sustained an injury to his antebrachial region; where is his injury located? a)hip b)forearm c)wrist d)leg

122 © 2015 Pearson Education, Inc. Mark was tackled in a football game and sustained an injury to his antebrachial region; where is his injury located? a)hip b)forearm c)wrist d)leg

123 © 2015 Pearson Education, Inc. Which of the following activities represents an anatomical study? a)making a section through the heart to observe its interior b)testing the pituitary for hormone function c)studying how the muscles contract d)studying how the nerves conduct electrical impulses

124 © 2015 Pearson Education, Inc. Which of the following activities represents an anatomical study? a)making a section through the heart to observe its interior b)testing the pituitary for hormone function c)studying how the muscles contract d)studying how the nerves conduct electrical impulses

125 © 2015 Pearson Education, Inc. This imaging method requires the injection of short-lived radioisotopes that have been tagged to substances such as glucose. a)MRI b)PET scan c)CT scan d)sonogram

126 © 2015 Pearson Education, Inc. This imaging method requires the injection of short-lived radioisotopes that have been tagged to substances such as glucose. a)MRI b)PET scan c)CT scan d)sonogram

127 Workbook After today’s notes, you should be able to complete: – Pages 1-6 completely – Page 13 (#20) – Page 14 (#22) – Page 15 (#1) – Page 16 (#10) The workbook is due in its entirety on Wednesday, 9/3.

128 Remember Tomorrow: – Safety Contract Due Tuesday: – School Supply Due – Wear closed shoes Wednesday: – Meet in B122 – Chapter 1 Workbook is Due – Safety Quiz


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