CBIO 3010L Lab Manual 05_22_22

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Functional Human Anatomy Laboratory Manual Rob Nichols Cellular Biology University of Georgia

Laboratory Safety Rules Safety in any laboratory must be of primary importance. At times, your work in the laboratory may involve chemicals and equipment that can cause injuries if handled improperly. Accidents are usually the result of (1) lack of preparation and/or (2) carelessness. To avoid both, you should carefully read through the labora- tory and its activities in advance of coming to the lab. To further avoid accidents, the following general rules should be followed during all laboratory exercises: 1. Know the location of the eye-wash station(s). Their proper use will be demonstrated by your lab instruc- tor or TA. Proper and timely use will be critical in the event an accident happens. 2. Eating and drinking in the lab are prohibited at all times. Food and drinks should be left in the hallway outside the lab. 3. Dress appropriately and professionally: sandals, open-toed shoes, and bare feet are prohibited at all times in the lab. If you are dressed inappropriately, you will not be permitted to enter the lab, and will be counted absent for that day. 4. Long hair should be tied back, and any hanging jewelry should be removed or secured. 5. Occasionally, some lab exercises will warrant the use of protective lab wear (goggles, lab apron, and gloves). Follow your lab instructor’s recommendations on their use. 6. Handle any glassware and solutions carefully to avoid spills and breakage. Close all containers immedi- ately after use. Immediately inform your lab instructor of any spills or breakage. 7. Anything that comes in contact with bodily fluids should be disposed of in a biohazard bag or sharps container. 8. Never work alone and never perform any unauthorized experiments. 9. Wash your hands any time you get any chemicals on your skin. Wash your hands thoroughly at the end of each lab day. 10. Any medical condition that might prevent full participation in the exercises in the lab should be dis- cussed with your lab instructor in advance.

Acknowledgement of Laboratory Safety Rules Instructions: 1. Carefully read the complete Laboratory Safety Rules on the previous page. 2. Read the short acknowledgement paragraph below. 3. Print out a hardcopy of this page. 4. Fill in all the blanks below the acknowledgement paragraph. 5. Submit this completed page to your laboratory instructor or TA during the first laboratory session of the semester. Acknowledgement: I have carefully read and understood the Laboratory Safety Rules on page 2 of the FHA Lab Manual. I will follow the policies in all laboratory exercises, lis- ten carefully to the instructions and directions of my Teaching Assistant (TA), and help my classmates do likewise. Printed Name: _________________________________________________________________ Student Signature: ______________________________________________________________________________ Date: ______________________ Lab Day: _________________ Lab Time: __________________

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Before You Start: An Introduction to the CBIO 3010 Lab 1 Lab Participation As you begin your study of anatomy, you might often feel like you are learning to speak another language. In a way, you are: you are learning the common language of anatomists worldwide; a language that has developed over millennia, reaching back over 3000 years! Learning a new language has few (if any) real short-cuts. The major keys to success in mastering this language is repeated exposure to lab structures and studying in groups with others. For this reason, we believe that your regular participation in labs is worth some effort, and worth rewarding. At the end of each practical unit, you will take a practical exam (see below), but you will also be given a participation score worth up to 5 points. These points will be awarded by your TA based on their observation of your attendance and work in the lab with other students. Lab Information Your laboratory teaching assistants (TAs) set laboratory policy with final approval by the laboratory coordinator and course instructor. Your TA will discuss these policies in detail during your first lab meeting. All laboratory conflicts or questions should be directed first to your TA. If they cannot resolve your conflict, then please contact the course instructor. You are expected to attend only the laboratory section for which you are registered in Athena. Under certain extraordinary circumstances, the laboratory coordinator may ap- prove a change in laboratory section assignment or provide temporary permission to at- tend an alternate laboratory section. This must be done through the course instructor. Lab Practicals Laboratory practicals are designed to test your ability to visually identify pinned or labeled structures on models or dissected specimens. Each laboratory practical is worth up to 50 points and consists entirely of fill-in-the blank items. They will be set up in the form of station-type questions that will include questions regarding particular structures, individ- ual organs (partial or whole), models or bones situated at each station. There will be four laboratory practicals, scheduled on 4 Thursday evenings during the se- mester. The dates of these practicals will be on the eLC calendar. Please make careful note of these dates, since a missed practical cannot be rescheduled or made up. ( Note: an ex- ception to the number of practicals and the days/times is sometimes made during the summer semester. Please follow the schedule of lecture exams and lab practicals posted on eLC for your specific semester). On the practicals, you are expected to answer the specific question asked at each station with a specific and clear handwritten answer. This may include side identification (right or left) and structure identification (artery, nerve, vein, etc.) in addition to the specific struc- ture’s anatomical name. Some of these policies may vary by semester. Please pay attention to your TA’s specific instructions regarding your class. 1

Lab Practical Grading 2 Laboratory practicals are graded according to the following criteria: Points per Question Grading Criteria Full Credit Completely correct; answer is legible and identical to the answer key. Half Credit a. Answer is correct but handwriting is unclear and must be deciphered. b. Minor misspelling Example: Keyed answer: Ileum Student answer: Illeum No Credit a. Other than keyed answer or answer is left blank. Example: Keyed answer: Femoral artery Student answer: Radial artery b. Handwriting is illegible and cannot be deciphered. c. More than one answer is in the answer space, even if one is correct. Example: Keyed answer: Femoral artery Student answer: Femoral artery Radial artery (both written in the answer space) d. Side identification is incorrect. Example: Keyed answer: Left gonadal artery Student answer: Right gonadal artery e. General structure type is incorrect. Example: Keyed answer: Ulnar vein Student answer: Ulnar artery f. Answer is significantly misspelled or misspelling refers to another anatomical structure. Example: Keyed answer: Ileum Student answer: Ilium Decisions about grading are at the discretion of your TA, under the guidance of the course instructor of record (IOR). Final decisions about 2 grading these answers will be arbitrated by the IOR.

Lab 0: An Introduction to Anatomical Terminology Introduction: The Study of Anatomy and Anatomical Position As you begin your study of anatomy, you will often feel as though you are learning to speak a foreign language. In a way, you are: you are learning the common language of health professionals worldwide. For centuries scientists have used Latin as the common language of communication across borders, boundaries, and even time. And this remains true to this day. Although Latin is no longer the standard language of publication in sci- ence, much of our terminology comes from Latin and, by extension, the language of Greek before it. In previous centuries, students who were new to anatomy would have had years of prior Latin and Greek language study. While this is no longer the case for most students today, it remains true that the common language of the health sciences is based in Latin and Greek roots (there’s a nice article on Wikipedia that collects together some of the most common prefixes, suffixes, and word roots: https://en.wikipedia.org/wiki/ List_of_medical_roots,_suffixes_and_prefixes ). So in this way, Latin and Greek remain our standard “starting point” for communication in anatomy. Since the practice of medicine is frequently a “matter of life and death,” even the student new to the professions would understand the importance of accuracy. You must be precise in your knowledge about the body, but also precise in how you communicate your knowl- edge, both written and spoken. You should be able to spell and speak anatomy terminolo- gy correctly to be sure you are getting your point across accurately, for the sake of the lis- tener, but mostly for the sake of your patients. So building on these two points of the importance of a standard language and the urgency of accurate communication, we introduce your first official anatomy term: anatomical position (figure 1 on the next page). Anatomical position is our standard starting point for all of the medical terminology that follows. When one is in anatomical position, they are standing, arms at your side, legs straight, face forward, palms forward, toes for- ward . All of the directional terms you will learn in the next section will be based on this position. As an example, the eyes are said to be “superior” to the mouth. Even if a patient is lying down (or even a gymnast hanging upside down!), in anatomical terms, the eyes are al- ways superior to the mouth.

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Body Planes (Planes of Sectioning) Look again at figure 1. Consider that the body is a 3-dimensional object, and as such can be sub-divided along 3 imaginary planes (that are like glass plates). These lines are known as planes of sectioning . These three planes can serve as a way of better understanding the directional terms that will follow. 1. The plane that divides the body into left and right is known as the sagittal plane. The sagittal plane is really the only plane that could divide the body into “mirrored” or equal left and right halves, so the sagittal plane that is exactly down the middle is des- ignated as a midsagittal plane (also known as the median plane, which means “down the middle”). If the plane of reference is not right down the middle, it is usually re- ferred to only as a sagittal section (or sometimes the term “ parasagittal ” is used, but this term is being used less). It is important that you know anatomical terms as well as alternate terms for each. • Label the sagittal plane on the figure below. 2. The plane that divides the body into front and back sections is known as the frontal (or coronal ) plane. • Label the frontal plane on the figure below. 3. The plane that divides the body into upper and lower sections is known as the trans- verse plane (this section may also be referred to as a cross section ). • Label the transverse plane on the figure below. Figure 1: Anatomical Position and The Body Planes

Directional Terms Now, with a better understanding of anatomical position , and how the body can be divided along the 3 planes , we can now begin to describe specific areas and structures of the body that are relative to each other. On the body, directional terms are much like directions on a compass. As east is the opposite direction from west, and north from south, so the anatomical terms are best learned as pairs of opposites. (see table 1.1 at the end of this lab section). 1. Superior | Inferior • Superior means “above” or “toward the head.” Another term for superior is cephalic . Inferior means “below” or “toward the feet.” Another term for inferior is caudal . The relationship between superior and inferior is established by the transverse plane. In other words, body parts that are superior and inferior to one another could be separated by a transverse plane. • Practice the relationships between superior and inferior by completing the follow- ing sentences with either “superior” or “inferior”: The nose is ___________________ to the chin. The eyes are ___________________ to the eyebrows. The chin is ____________________ to the heart. The mouth is ____________________ to the nose. • Write two additional sentences of your own using the superior/inferior relation- ship. Reverse both sentences and use the opposite term. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Anterior | Posterior • Anterior means “front” or “ in the direction of movement.” Another term for ante- rior is ventral . Posterior means “back” or “behind.” Another term for posterior is dorsal . The relationship between anterior and posterior is established by the frontal (coronal) plane. In other words, body parts that are anterior and posterior to one another could be separated by a frontal plane. • Practice the relationships between anterior and posterior by completing the fol- lowing sentences with either “anterior” or “posterior”: The nose is ___________________ to the ears. The mouth is ___________________ to the ears. The spine is ____________________ to the heart. The heart is ____________________ to the breastbone (sternum).

• Write two additional sentences of your own using the anterior/posterior relation- ship. Reverse both sentences and use the opposite term. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Medial | Lateral • Medial means “middle” or “toward the midline of the body.” Lateral means “side” or “away from the midline.” The relationship between superior and inferior is es- tablished by the sagittal plane. In other words, body parts that are medial and lateral to one another could be separated by a sagittal plane. • Practice the relationships between medial and lateral by completing the following sentences with either “medial” or “lateral”: The sternum is ___________________ to the armpits. The armpits are ___________________ to the nipples. The heart is ___________________ to the lungs. The hips are ____________________ to the navel (or umbilicus, informally, “belly button”). The pinky fingers are ____________________ to the thumbs. • Write two additional sentences of your own using the medial/lateral relationship. Reverse both sentences and use the opposite term. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. Superficial | Deep • Superficial means “toward or at the body surface.” Another term for superficial is external . Deep means “away from the body surface.” Another term for deep is internal . • Practice the relationships between superficial and deep by completing the follow- ing sentences with either “superficial” or “deep”: The sternum is ___________________ to the skin. The humerus (upper arm bone) is ___________________ to the arm muscles. The skin is ____________________ to the muscles. The heart is ____________________ to the ribs.

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• Write two additional sentences of your own using the superficial/deep relation- ship. Reverse both sentences and use the opposite term. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. Proximal | Distal • Proximal means “close to” and distal means “far from.” In gross anatomy, we use these terms in relation to a point of origin or attachment of the whole body part. Take the arm for example. The point of origin/attachment is the shoulder joint. Which of the following is “closer to” the shoulder? The wrist or the elbow? ________________________________________________________________________ So, we would say the elbow is “closer to” the shoulder than the wrist is. Right? And the way we would write the sentence comparing the elbow and wrist is like this… [Circle one] The elbow is ( proximal / distal ) to the wrist. Now, what this sounds like is not what it actually means . It sounds like we’re say- ing the elbow is close to the wrist. What we’re actually saying is… “The elbow is closer to the shoulder than the wrist is.” In anatomical terminology, this sentence becomes: “The elbow is proximal to the wrist.” • Practice the relationships between proximal and distal by completing the follow- ing sentences with either “proximal” or “distal”: The knee is ___________________ to the ankle. The toes are ___________________ to the ankle. The humerus is ____________________ to the fingers. The wrist is ____________________ to the radius (forearm bone). • Write two additional sentences of your own using the proximal/distal relation- ship. Reverse both sentences and use the opposite term. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ★ Important Point! Make sure you always use proximal and distal when answer- ing questions about the arms and legs. For example, while it may be true that, in anatomical position, the humerus is “superior” to the radius, it is preferred by your instructor that you use proximal.

Review and Practice 1. Using the appropriate terminology, write descriptive sentences involving the following structures of the head: a. eyes and ears ___________________________________________________________________ b. nose and cheek __________________________________________________________________ c. eyebrows and chin _______________________________________________________________ d. nose and brain ___________________________________________________________________ e. teeth and tongue _________________________________________________________________ 2. Fill in the blanks with the most accurate directional term. a. The fingers are _____________________ to the elbow. b. The chest is on the __________________ surface of the body. c. The soles of the feet are the most __________________ part of the body and the most ________________ surface of the legs. d. The heart is _______________________ to the spine. e. The sternum is _______________________ to the umbilicus.

Body Cavities The head and torso are body regions that are hollow. They enclose numerous internal organs within spaces called body cavities . There are 2 such body cavities. The brain and spinal cord are contained within the dorsal body cavity which is subdivided into the cranial cavity and the spinal (or verte- bral ) cavity . Label these cavities on figure 2. The much larger ventral body cavity is subdivided into two large regions called the thoracic cavity and the abdominopelvic cavity . The diaphragm is the muscular anatomical structure that sepa- rates these two cavities. The thoracic cavity is further subdivided into the central, cylindrical region known as the mediastinum (containing the heart in its pericardial cavity and several major vessels and glands) and lateral to the mediastinum the paired pleural cavities containing the left and right lungs. The abdominopelvic cavity is subdivided into the abdominal cavity and the pelvic cavity . Label these cavities using the stems and brackets on figure 2. Below is an outline showing the organization and subdivision of the two body cavities. • dorsal body cavity • cranial cavity • vertebral cavity • ventral body cavity • thoracic cavity • mediastinum • pericardial cavity • pleural cavities • abodominopelvic cavity • abdominal cavity • pelvic cavity Figure 2: The Body Cavities

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The abdominal cavity is further subdivided into smaller regions for ease of communication among health care professionals. While anatomists prefer the detail of the 9 regions illustrated on the left side of figure 3, medical clinicians usually prefer the 4 abdominal quadrants shown on the right (“They’re typically in a bigger hurry to communicate than us anatomists!”) Figure 3: Two Variations on Regions of the Abdomen

Reference: Bone Markings Table As you learn anatomy, for most regions, you will start with the skeletal framework of the region, or “the bones” that almost everything in the region attaches to. The table below describes the major types of bone markings that you’ll encounter throughout the semester. An illustration of some of these bone markings can be found on the next page in Figure 4. Marking Description Example Articulations Where two bones meet Knee joint Head Prominent rounded surface Head of femur Facet Flat surface Vertebrae Condyle Knob-like, rounded surface Occipital condyles Projections Raised markings Spinous process of the vertebrae Protuberance Protruding Chin Process Prominence feature Transverse process of vertebra Spine Sharp process Ischial spine Tubercle Small, rounded process Tubercle of humerus Tuberosity Rough surface Deltoid tuberosity Line Slight, elongated ridge Temporal lines of the parietal bones Crest Prominent ridge Iliac crest Fossa (pl: fossae) Elongated basin Mandibular fossa Fovea Small pit or “cup” Fovea capitis on the head of the femur Sulcus (pl: sulci) Groove Sigmoid sulcus of the temporal bones Canal Passage in bone Auditory canal Fissure Slit through bone Auricular fissure Foramen (pl: foramina) Hole through bone Foramen magnum in the occipital bone Meatus (mee-ay’-tus) Opening into canal External auditory meatus Sinus Air-filled space in bone Nasal sinus

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Figure 4: A Few Examples of Bone Markings

Lab 1: Skeletal Framework of the Back Human: Disarticulated Vertebrae Randomly select a single vertebra (singular for vertebrae) from the disarticulated set. Us- ing the figure below, identify all structure names from the table below on your randomly selected vertebra. Compare the vertebra that you randomly selected with the figures of the 3 major groups of vertebrae below. Which of the three groups does your vertebra belong to?

Return to the bone box and select one each of the other two types of vertebrae. Identify all of the same features on each of the vertebrae from the other groups. For example, if you first selected and identified the structures on a thoracic vertebra, identify all the same structures on a cervical and a lumbar vertebra, noting the differences between each. In addition to all the structures the vertebrae have in common, be sure you identify the foramen transversarium (or transverse foramen) found only on the cervical vertebrae and the facets and demifacets unique to the thoracic vertebrae. Atlas and Axis The atlas (CI) and axis (CII) display several features that distinguish them from the other cervical vertebrae. Find one of each, CI and CII, and identify the following, with the help of the figure on the previous page: lateral masses , superior and inferior articular sur- faces , and the dens (only on CII). Sacrum and Coccyx Simply be able to identify these two sets of fused vertebrae both disarticulated and the fully articulated skeletons. Articulated Skeletons On the fully articulated skeletons, be able to identify which vertebrae are cervical (the superior 7), which are thoracic (next 12) and which are lumbar (lower 5 before sacrum). Identify as many of the above structures on the articulated skeleton as possible (some structures will not be visible with bones assembled). Identify the intervertebral foramina (this is plural for foramen) and identify the bound- aries that form these openings. Also notice the posterior spaces between vertebrae that are prominent only in the lumbar region. A summary of all bones and bone markings from this lab can be found below. %RQH 7HUPV *HQHUDO 9HUWHEUDH $UWLFXODU )DFHW ,QIHULRU $UWLFXODU 3URFHVV 6SLQRXV 3URFHVV 6XSHULRU $UWLFXODU 3URFHVV + ,QIHULRU 9HUWHEUDO 1RWFK ,QWHUYHUWHEUDO )RUDPHQ 6XSHULRU 9HUWHEUDO 1RWFK 7UDQVYHUVH 3URFHVV /DPLQD 3HGLFOH 9HUWHEUDO %RG\ 9HUWHEUDO &DQDO 8QLTXH )HDWXUHV± $WODV $QWHULRU $UFK $QWHULRU 7XEHUFOH /DWHUDO 0DVV 3RVWHULRU $UFK + 3RVWHULRU 7XEHUFOH $[LV 'HQV /DWHUDO 0DVV + &HUYLFDO )RUDPHQ 7UDQVYHUVDULXP 8QFLQDWH 3URFHVV + 7KRUDFLF 'HPLIDFHW ± 6XSHULRU 'HPLIDFHW ± ,QIHULRU &RVWDO $UWLFXODU )DFHW + /XPEDU 0DPPLOODU\ SURFHVV + 6DFUXP $OD 6XSHULRU $UWLFXODU 3URFHVV $QWHULRU 6DFUDO )RUDPLQD 3RVWHULRU 6DFUDO )RUDPLQD + 6DFUDO &DQDO &RFF\[

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Lab 2: Muscles of the Back Using an Animal to Model Human Dissection For much of your anatomical study in this course, you will use the cat dissection as a “stand-in” for the human. In this way, the cat dissection models (not simulates exactly) the dissection of a human cadaver. You will be able to visualize how layers of muscles attach at various bone structures to create a variety of movements. You will be able to better ap- preciate the depth and texture of muscles in a way that you cannot by just looking at illus- trations in a textbook. On eLC, you will find PDF documents called “Cat Dissection Intro” and “Cat Muscles.” These documents do not need to be learned and memorized, but are references for your dissection of the cat. The second document provides photos, but also guided descriptions of how to find and identify the muscles you are learning. Often, students will only look at the images, struggling to accurately identify a muscle, only to realize that the brief de- scriptions are very helpful in improving identification. The next page is a table that lists the muscles of the cat you should find and be able to identify. You need to learn the attachment points as well. These are known as the origin and insertion of a muscle. Most of these attachment points are bone markings that you have already learned, or will be learning on the human skeleton. On the tables that follow, notice the letter in the far right column. If it says “C” this is a structure you will need to identify on the cat. If it says “H” you will need to identify it on the human models. If it says “C, H” you will need to identify it on both the cats and the human models. Learning muscles also requires that you learn the function of a muscle, so the basic func- tion of selected muscles is listed in the far right column of the table. Of course, all muscles have at least one action that they perform, but you only need to learn the actions listed on the table. Any terms that are greyed out, you are not responsible for learning.

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Lab 3: Skeletal Framework of the Upper Limb Clavicle and Scapula On p. 702 of the textbook, read the brief introduction to the shoulder region. You should be familiar with the anatomical description of the clavicle and scapula together forming what’s known as the pectoral girdle . On both a disarticulated clavicle and on the articulated skeleton, identify the lateral and medial ends (also known, respectively as the acromial end and the sternal end ). Unlike the clavicle, the scapula is a bone with many projections (“processes”), depressions (“fossae”), and muscle attachment points (“tubercles”). It is a bone that is critical to mul- tiple movements of the upper appendage and is also located in a critical region both for major nerves and blood vessels passing through the region. As such, it is an important bone for anatomy students to know completely. On both a disarticulated scapula and on the articulated skeleton, identify all structures, angles and borders labeled on figure 7.21 (p. 703 of the textbook). Using the table below, the figures in the textbook and any online reference, identify the structures on both a fully articulated skeleton and each disarticulated bone. 6FDSXOD &RUDFRLG 3URFHVV $FURPLRQ 0HGLDO %RUGHU /DWHUDO %RUGHU + 6XSHULRU %RUGHU *OHQRLG &DYLW\ 6XSUDJOHQRLG 7XEHUFOH ,QIUDJOHQRLG 7XEHUFOH 6XSUDVFDSXODU 1RWFK 6XSUDVSLQRXV )RVVD ,QIHULRU $QJOH 6XSHULRU $QJOH ,QIUDVSLQRXV )RVVD 6XEVFDSXODU )RVVD $UWLFXODU 6XUIDFH ± &ODYLFOH 6SLQH &ODYLFOH $UWLFXODU 6XUIDFH ± 0DQXEULXP $UWLFXODU 6XUIDFH ± $FURPLRQ 7UDSH]RLG /LQH &RQRLG 7XEHUFOH + +XPHUXV +HDG 1HFN ²$QDWRPLFDO³ 1HFN ²6XUJLFDO³ *UHDWHU 7XEHUFOH + /HVVHU 7XEHUFOH ,QWHUWXEHUFXODU 6XOFXV 'HOWRLG 7XEHURVLW\ /DWHUDO (SLFRQG\OH 0HGLDO (SLFRQG\OH 5DGLDO )RVVD &RURQRLG )RVVD &DSLWXOXP 7URFKOHD 2OHFUDQRQ )RVVD 5DGLXV +HDG 1HFN 5DGLDO 7XEHURVLW\ 6W\ORLG 3URFHVV + 8OQDU 1RWFK 8OQD 2OHFUDQRQ 3URFHVV 7URFKOHDU 1RWFK &RURQRLG 3URFHVV 5DGLDO 1RWFK + 6W\ORLG 3URFHVV &DUSDOV 3LVLIRUP 7ULTXHWUXP /XQDWH 6FDSKRLG + 7UDSH]LXP 7UDSH]RLG &DSLWDWH +DPDWH 0HWDFDUSDOV ,´,,´,,,´,9´9 + 3KDODQJHV 3UR[LPDO ²,±9³ 0LGGOH ²,,±9³ 'LVWDO ²,±9³ +

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Lab 4: Muscles of the Upper Limb Human Model of Upper Limb On eLC, I’ve uploaded a photo of the model key. On the key, I have checked the structures that are parallel to the muscles, vessels, and nerves that we are cover- ing in lecture. For the muscles, use a textbook or internet image search to identify the bony landmarks that are the origins and insertions of each muscle. You should also be able to give a brief description of the muscle action (e.g., “flexion of the elbow”). These are listed in the table on the next page. Cat Upper Limb Muscles On your cat, identify the muscles listed on the table on the next page. The muscles listed on the next page are particularly important as they are analogous on both the human and the cat. You will see both a C (for cat) and an H (for human) in the far right column of the table on the next page. You may use an internet image search in addition to the pages posted on eLC from the Cat Lab Manual (CLM).

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Lab 5: Skeletal Framework of the Lower Limb The Human Pelvis Named for the Latin word for a “basin,” the pelvis consists of 2 pelvic bones (also known as os coxae , or “hip bones”), the sacrum, and the coccyx. Pelvic Bones ( Os Coxae ) Each of these two bones consists of three regions: the ilium, the ischium, and the pubis. These regions originated as separate bones, but are already beginning to fuse into a single bone by birth. By around 16 - 18 years, they are fully fused at the last place that they fi- nally come together: the acetabulum. Begin with the description on 441 of your text and the figures that follow. Start with either a disarticulated pelvic bone or a fully articulated skeleton, and identify the following structures on each region of the bones that make up the pelvis. Whichever you start with (disarticulated or articulated), be sure to spend time studying the other version, as both will be included on the practical. Sacrum It was once believed that this bone contained the human soul, hence the name “the sacred bone” or sacrum. Identify the following both on an articulated model and the disarticulat- ed sacrum. • ala • superior articular processes • sacral canal (probably only visible on disarticulated) • anterior sacral foramina • posterior sacral foramina Coccyx No need to identify individual structures, simply identify this bone. By the way, it was named for its apparent similarity to the beak of a cuckoo. The Pelvic Joints On an articulated skeleton, identify the sacro-iliac joints and the pubic symphysis . Addi- tionally, on pp. 448 - 449 and figure 5.27 of your text, read about and be able to identify the differences between the male and female pelvis. Femur Foot On only the articulated skeleton and articulated foot models, identify the tarsals, metatarsals, and phalanges indicated on the table below.

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Lab 6: Muscles of the Lower Limb Human Model of Lower Limb I have uploaded a photo of the model key for the lower limb models. On the key, I have indicated which structures you will need to learn to identify. As with the upper limb mus- cles, use your textbook to identify the bony landmarks that are the origins and insertions of each muscle and be able to give a brief description of the muscle action (e.g., “exten- sion of the knee”). Cat Lower Limb Muscles Using the Cat lab manual starting on p. 66, identify the muscles on the table below. These muscles have been selected because they are generally analogous between the cat and human. Some of these muscles may already have been dissected and identified during your dissection of the back and abdomen. 0XVFOHV 5HJLRQ 0XVFOH 2ULJLQ ,QVHUWLRQ $FWLRQ 6DUWRULXV± $QWHULRU 6XSHULRU ,OLDF 6SLQH 7LELD $GGXFWV )HPXU *UDFLOLV± ,VFKLRSXELF UDPXV 7LELD $GGXFWV /HJ $GGXFWRU 0DJQXV ²)HPRULV³± 3XELV /LQHD $VSHUD $GGXFWV 7KLJK $GGXFWRU /RQJXV± +DPVWULQJV ± 6HPLWHQGLQRVXV± ± 6HPLPHEUDQRVXV± ± %LFHSV )HPRULV± 6KDQN 7LELDOLV $QWHULRU ²&UDQLDOLV³± /DWHUDO &RQG\OH ²7LELD³ 0HGLDO &XQLHIRUP )OH[HV 3HV ([WHQVRU 'LJLWRUXP /RQJXV± 3HURQHXV /RQJXV± 3HURQHXV %UHYLV± *DVWURFQHPLXV± /DWHUDO &RQG\OH ²)HPXU³ +HHO 7HQGRQ ([WHQGV 3HV 0HGLDO &RQG\OH ²)HPXU³ 6ROHXV± )LEXOD +HHO 7HQGRQ ([WHQGV 3HV 7LELD 7LELDOLV 3RVWHULRU )OH[RU 'LJLWRUXP /RQJXV )OH[RU +DOOXFLV /RQJXV ([WHQVRU +DOOXFLV /RQJXV +HHO 7HQGRQ 7KLJK *OXWHXV 0D[LPXV± *OXWHDO 6XUIDFH RI ,OLXP )HPXU $EGXFWV 7KLJK *OXWHXV 0HGLXV± *OXWHXV 0LQLPXV± 3LULIRUPLV± 6DFUXP *UHDWHU 7URFKDQWHU $EGXFWV 7KLJK 2EWXUDWRU ,QWHUQXV 4XDGUDWXV )HPRULV 7HQVRU )DVFLD /DWDH ,OLRWLELDO 7UDFW ±%DQG² 4XDGULFHSV ³ 5HFWXV )HPRULV± $QWHULRU ,QIHULRU ,OLDF 6SLQH 3DWHOODU²4XDGULFHSV 7HQGRQ ([WHQGV 6KDQN ³ 9DVWXV /DWHUDOLV± *UHDWHU 7URFKDQWHU 3DWHOODU²4XDGULFHSV 7HQGRQ ([WHQGV 6KDQN ³ 9DVWXV ,QWHUPHGLXV± )HPXU 3DWHOODU²4XDGULFHSV 7HQGRQ ([WHQGV 6KDQN ³ 9DVWXV 0HGLDOLV± )HPXU 3DWHOODU²4XDGULFHSV 7HQGRQ ([WHQGV 6KDQN

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Lab 7: Body Cavities and Mesenteries Opening the Cat Begin by reading and following the procedure described on pp. 79-80 of the Cat lab man- ual (CLM). This description can be found in chapter 3 of the CLM. Pay close attention to the last paragraph on p. 80, being careful not to disturb any tissues initially so that you can identify as many of the body cavity membranes as possible. Body Cavities Using figures 3-2 and 3-3B, identify the body cavities on your cat. Distinguish between parietal and visceral serosa in these cavities. For example, lining the ribs of the thoracic cavity will be parietal pleura, but on the surface of the lungs is visceral pleura (see fig. 3-4). Lining the muscular wall of the abdomen is parietal peritoneum, but on the surface of the intestines is visceral peritoneum. The intestines may not be immediately visible on first opening the abdomen due to the overlying greater omentum. On your cat, you will need to be able to identify all cavities and structures labeled on fig- ure 3-3B. Mesenteries of Thoracic Cavities Following the instructions in the CLM, identify the following: • parietal pleura • visceral pleura • caval fold (identify the pos- terior vena cava within) • parietal pericardium • parietal cavity • visceral pericardium Mesenteries of Abdominopelvic Cavity Following the instructions in the CLM, identify the following: • central tendon of diaphragm • falciform ligament • round ligament • greater omentum (try to identify both the ventral and dorsal layer on your cat) • lesser omentum (two parts: gastrohepatic ligament and hepatoduodenal ligament) • mesentery

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Thorax: Skeletal Framework Thoracic Vertebrae Start by selecting a disarticulated thoracic vertebra. Using the description and figures on p. 144 of your text, review all of the structures on the vertebrae that you looked at in lab 2. Find the demifacets and and the transverse costal facets on the vertebra you have selected. On the molded plastic models that will be used on practicals, these facets can be a little difficult to identify, so be sure you can locate them. Next, find a TI, TX, and either a TXI or TXII vertebra. Notice the differences described in the middle of p. 144 of the textbook. Notice the lack of a superior demifacet on TI (that the superior costal facet is a “complete” facet, rather than a demifacet). Notice that the TX veterbra has only a single, complete costal facet on each side of the body. On either TXI or TXII, notice the lack of a transverse costal facet. TXI and TXII are unique in this way as they are the origins of the floating ribs that do not articulate with transverse processes of the vertebrae they attach to. Be sure you look at TXI, TXII, and their pairs of floating ribs on the fully articulated skeleton as well. Cat Pectoral Muscles Using figure(s) X in the CLM 6XSHUILFLDO 7KRUDFLF 3HFWRUDOLV PDMRU 0DQXEULXP +XPHUXV 'UDZV IRUHOLPE WRZDUG PLGOLQH & 6WHUQXP 3HFWRUDOLV PLQRU 6WHUQXP +XPHUXV 'UDZV IRUHOLPE WRZDUG PLGOLQH & ;LSKRLG SURFHVV 'HHS 7KRUDFLF 6HUUDWXV YHQWUDOLV & ,QWHUFRVWDOLV H[WHUQXV 3URWUDFWV WKH ULEV & 6FDOHQH EXQGOH )OH[HV ² URWDWHV WKH QHFN &

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Ribs Using the text on pp. 144 - 146, distinguish what differentiates true ribs and false ribs (and why the last two pairs of false ribs are also known as floating ribs ). Using several disarticulated ribs, identify all structures labeled in figure 3.21 on p. 145 of your text. Find disarticulated ribs I, XI and XII. Be able to identify these unique ribs. Sternum Identify all structures labeled in figure 3.23 of the text. On the models you won’t be able to directly identify the articular facets and demifacets for the ribs. Just know that they are there under the costal cartilages. You should be able to see everything else. 9DVFXODWXUH ´ 1HUYHV 5HJLRQ 7HUPV 3HFWRUDO *LUGOH 9HVVHOV $[LOODU\ $UWHU\ %UDFKLDO $UWHU\ 1HUYHV $[LOODU\ 1HUYH 0XVFXORFXWDQHRXV 1HUYH 0HGLDQ 1HUYH $QWHEUDFKLXP 9HVVHOV 5DGLDO $UWHU\ 8OQDU $UWHU\ 1HUYHV 5DGLDO 1HUYH 8OQDU 1HUYH 7KLJK 9HVVHOV 6XSHULRU *OXWHDO $UWHU\ )HPRUDO $UWHU\ )HPRUDO 9HLQ 'HHS )HPRUDO $UWHU\ 3RSOLWHDO $UWHU\ 3RSOLWHDO 9HLQ 1HUYHV 6FLDWLF 1HUYH )HPRUDO 1HUYH 6KDQN 1HUYHV 7LELDO 1HUYH &RPPRQ )LEXODU 1HUYH 'HHS 3HURQHDO 1HUYH ±.QRZ WKHVH WHUPV LQ ERWK WKH KXPDQ PRGHOV DQG FDW

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Respiratory System Following the instructions and figures in chapter 5 of the CLM, identify the following: • larynx • trachea • left and right primary bronchus • secondary bronchi (if possible) • anterior, medial, and posterior lobes of left lung • anterior, medial, posterior, and accessory lobes of right lung • diaphragm Though not labeled in this part of the lab manual, while you are in this region, notice the relationship between the ribs, intercostal muscles, and the tiny intercostal blood vessels.

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Cat Heart and Thoracic Vessels Heart The Cat lab manual, on pp. 125 - 131, focuses on the dissec- tion and identification of the anatomy of the sheep heart. We will return to this later, but for now, identify the following structures on the external surface of the cat heart. Note: the lab manual does not identify all of these structures on the cat heart, but you should be able to use the image at right along with your textbook and notes from lecture to identify them. • parietal pericardium • apex • anterior interventricular sulcus • anterior interventricular artery • left ventricle • right ventricle • left atrium • right atrium • pulmonary trunk For now, leave the cat’s heart intact. Internal structures will be studied on the sheep hearts, and you can open the cat’s heart for detailed dissection at the end of the semester, at your TA’s discretion and time permitting. Thoracic Vasculature Identify the following vessels of the thoracic (and dorsal neck) region: • aorta • aortic arch • thoracic (dorsal) aorta • pulmonary arteries • brachiocephalic artery • right subclavian artery • right and left common carotid arteries • left subclavian artery • pulmonary veins • anterior vena cava • posterior vena cava • right and left brachio- cephalic veins • external jugular veins • azygous vein • intercostal arteries and veins

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Sheep Heart Dissection Following the instructions in the lab manual, identify the following: • all structures in Figure 8-1 • Notes on Fig 8-1 and 8-2: • The lab manual uses the term “groove” where we use the term sulcus. The term I prefer you to use is sulcus. • The lab manual also does not distinguish between the ventral interventricular “sulcus” and the dorsal (on humans these are the anterior and posterior, respec- tively). I do want you to make sure you are able to distinguish these on the sheep heart since it indicates your ability to determine the front of the heart from the back, an important skill. • all structures in Figure 8-2 • all structures in Figure 8-4 , except you do not need to individually identify the indi- vidual cusps of the tricuspid and bicuspid valves • moderator band (Figure 8-5) • additionally, be able to identify the left and right semilunar valves , also known as the aortic and pulmonary semilunar valves, respectively Be able to identify all structures indicated or listed above both on the sheep heart and the plastic models, as both will be featured on the practical.

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Lab 8: Abdominal Cavity Abdominal Muscles Using figure(s) X in the CLM Abdominal Organs: Digestive System (and Spleen) Using chapter 4 of the posted CLM pages identify the abdominal organs listed below. Fig 3 - ure 4-3 on p. 92 of the CLM provides a useful schematic to help you make sense of what can sometimes be a confusing arrangement of tubes and organs! Stomach • greater curvature • lesser curvature • body • cardiac region • fundus • pyloric region Liver • caudate • quadrate • right lateral • right medial • left lateral • left medial • round ligament Gallbladder Pancreas Small Intestine • duodenum • jejunum • ileum For most of the CLM chapters, not all pages have been scanned and posted. Only the pages that are relevant to your dissection have been 3 scanned. $EGRPLQDO ([WHUQDO REOLTXH &RPSUHVVHV DEGRPLQDO UHJLRQ & ,QWHUQDO REOLTXH &RPSUHVVHV DEGRPLQDO UHJLRQ & 7UDQVYHUVXV DEGRPLQLV &RPSUHVVHV DEGRPLQDO UHJLRQ & 5HFWXV DEGRPLQLV &RPSUHVVHV DEGRPLQDO UHJLRQ & )OH[LRQ RI WUXQN /LQHD DOED &

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Large Intestine • cecum • ascending colon • transverse colon • descending colon Spleen Abdominal Vessels Identify the following vessels of the abdominal cavity: The CLM section on eLC titled “Systemic Vessels” should give a pretty good guide to iden- tifying these vessels, especially starting with figure 8-13. Our cats do not have the yellow- dye labeled vessels, only red and blue. Abdominal Organs: Urinary System Following the descriptions and photos on pp. 107-110 of the CLM, identify the following structures of the cat’s urinary system. Figures 6-5 and 6-12 also provide useful schematics, especially studying these organs in relation to the closely-related reproductive systems. Kidney • renal capsule • renal cortex • renal medulla • renal papilla Ureter Urinary bladder Urethra Arteries Veins abdominal aorta posterior vena cava celiac a. (spelled “coeliac” in the CLM) renal vv. cranial mesenteric a. hepatic portal v. (if possible, can be diffi- cult to ID) renal aa. cranial mesenteric v. caudal mesenteric a. caudal mesenteric v. external iliac aa. gastrosplenic v. internal iliac aa.

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Abdominal Organs: Reproductive Systems Identify the following organs of the reproductive system on your cat. Be sure to find a cat of the other sex and study it. You will be responsible for organs of both reproductive sys- tems on the practical. Female Using Figure 6-5 in the CLM, identify the following structures of the female cat’s reproduc- tive system. Ovaries Uterus • body • horns Male Using Figure 6-12 in the CLM, identify the following structures of the male cat’s reproduc- tive system. Testis Epididymis Vas deferens

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Pig Kidney Dissection Obtain a pig kidney and a dissection tray. Before beginning the dissection, identify the fol- lowing on the surface of your kidney: • renal capsule • hilum • ureter • renal artery • renal vein Dissecting the Kidney Your group will perform a dissection of a sheep kidney. The dissection itself is pretty straightforward, but watch through the complete process on the linked video first, before you start dissecting. This video does a very good job of showing you the process of dissecting the kidney as well as labeling the major structures that you need to know. As you watch, notice the posi- tioning of the dissector’s hands relative to the scalpel. Feel free to practice this a bit once you get your kidney, before you start cutting. NOTE: The video goes into additional detail on blood vessels and histology that you do not need to know (starting at about 3:45). The list of structures you need to identify in- side your kidney is below the video link. Kidney Dissection Video Using the photo on the next page as a guide, identify the following on your dissected kid- ney: • cortex • medulla • pyramids • columns • papillae • minor calyx (pleural: calyces, calices) • major calyx • renal pelvis

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Lab 9: Skull Anterior View Beginning with figure 8.18, and following the text descriptions beginning on p. 855 of your text, identify the following structures on the human skull models: • frontal bone • glabella • supraorbital notch • zygomatic bones • maxilla • infraorbital foramen • mandible • angle of mandible • mental foramen Lateral View Beginning with figure 8.19, and following the text descriptions beginning on p. 857 of your text, identify the following structures on the human skull models. Many of these may be the same bones/structures from a previous list, just from a different view: • frontal bone • coronal suture • nasal bone • lacrimal bone • zygomatic bone • temporal process • maxilla • mandible • mental foramen • coronoid process • ramus • angle • mandible (cont) • condylar process • mandibular foramen (not labeled, but on medial side of mandibular ra- mus) • parietal bone • squamous suture • temporal bone • zygomatic process • mastoid process • styloid process • external acoustic meatus (not labeled) • occipital bone • lambdoid suture

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Posterior View Beginning with figure 8.20, and following the text descriptions beginning on p. 859 of your text, identify the following structures on the human skull models. Many of these may be the same bones/structures from a previous list, just from a different view: • sagittal suture • lambdoid suture • parietal bone • occipital bone • external occipital protu- berance • superior nuchal line • inferior nuchal line Superior View From figure 8.21, be able to identify all structures previously identified in other views (i.e., everything in the figure except the bregma and parietal foramen). Inferior View Beginning with figure 8.23, and following the text descriptions beginning on p. 860 of your text, identify the following structures on the human skull models. Many of these may be the same bones/structures from a previous list, just from a different view: • incisive fossa • hard palate • maxillary part • palatine bone • vomer • sphenoid bone • pterygoid process • greater wing • foramen ovale • foramen spinosum • temporal bone • mandibular fossa • styloid process • mastoid process • jugular foramen • carotid canal • occipital bone • foramen magnum • occipital condyle • external occipital protu- berance • superior nuchal line • inferior nuchal line

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Floor of Cranial Cavity First, using figures 8.25, 8.26, and 8.27, be able to visually identify the anterior, middle, and posterior cranial fossas. Using these figures, in conjunction with fig- ure 8.28, and following the text descriptions beginning on p. 865 of your text, identify the following structures on the human skull models. Many of these may be the same bones/structures from a previous list, just from a different view: • frontal bone • ethmoid bone • cribriform plate • crista galli • sphenoid bone • lesser wing • greater wing • optic canal • superior orbital fissure • sella turcica • hypophyseal fossa (in sella turcica) • sphenoid bone (cont) • foramen lacerum • foramen rotundum • foramen ovale • foramen spinosum • occipital bone • jugular foramen (between temp and occ) • foramen magnum • hypoglossal canal

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Lab 10: Head & Neck Muscles Muscles of the Face Using the figures beginning on p. 904, identify all the muscles of facial expression listed on Table 8.7 (p. 905) except: depressor septi, anterior auricular, superior auricular, and posterior auricular. Notice that the innervation for all of these muscles is cranial nerve VII (known as the Fa- cial nerve). Muscles of the Mastication Using figures 8.137 and 8.139, identify the masseter and temporalis muscles. The innerva- tion for both is supplied by the mandibular division (V3) of cranial nerve V (known as the Trigeminal nerve). Muscles of the Neck Using the figures beginning on p. 1006, identify the following muscles of the anterior neck region. Other than the SCM muscle, you do not need to know innervations for these mus- cles. • sternocleidomastoid (innervated by cranial nerve XI, known as the Accessory nerve) • stylohyoid • anterior and posterior belly of digastric • mylohyoid • sternohyoid • omohyoid • sternothyroid

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Lab 11: Brain For this lab, I’ve borrowed figures from another source. I’ve posted the figures in a folder on eLC. It is less convenient, but your textbook lacks some of the detail that I feel you need to know about the neuroanatomy of the brain. Figure numbers in parentheses indi- cate figures posted to eLC, not from your primary textbook. Cerebrum (Fig. 12.5, 12.7, 12.11) left and right cerebral hemi- spheres lobes: • frontal • parietal • occipital • temporal • insula (central lobe) sulci (singular “sulcus”) • central sulcus • lateral sulcus gyri (singular “gyrus”) • cingulate gyrus • precentral gyrus • postcentral gyrus longitudinal fissure corpus callosum fornix Diencephalon (Fig. 12.11, 12.14) • olfactory bulbs • olfactory tracts • optic nerves • optic chiasma • optic tracts • pituitary gland • mammillary bodies • thalamus • hypothalamus • infundibulum • pineal gland (part of epi- thalamus) Midbrain (Fig. 12.11a, b) • corpora quadrigemina • cerebral aqueduct Brain Stem (Fig. 12.13) • pons • medulla oblongata • pyramids • decussation of pyramids Cerebellum (Fig. 12.16) • anterior lobe • posterior lobe • vermis • arbor vitae

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Cranial Nerves Using figures 8.50 and 8.51 in your text. Identify the 12 pairs of cranial nerves on the models. Be sure you can accurately identify the cranial nerves on the unlabeled half of each brain model. Sheep Brain Using figures and descriptions from the scanned chapter 9 of the CLM (primarily pp. 155 and 158 of the CLM), identify the following structures on the external views of the sheep brain: • gyri • sulci • cerebral hemispheres • longitudinal fissure • cerebellar hemispheres • vermis • olfactory bulbs • optic nerves • optic chiasma • optic tracts • mammillary bodies • pons • medulla oblongata Gently separate the cerebral hemispheres of the brain, and, using a scalpel, carefully cre- ate a sagittal incision, separating the brain into roughly equal left and right halves. Follow- ing the figures on p. 156 of the CLM, identify the following structures on the sagittal view of each half of the sheep brain: • corpus callosum • pineal body • arbor vitae (of cerebellum) • third ventricle • fourth ventricle

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Lab 12: Eye & Ear Extraocular Muscles Using figure 8.92, identify the following muscles on the models. As you identify them, practice learning the indicated innervations of the muscles as well. Innervated by CN III (Oculomotor n): • superior rectus m. • inferior rectus m. • medial rectus m. • inferior oblique m. Innervated by CN IV (Trochlear n.): • superior oblique m. Innervated by CN VI (Abducens n.): • lateral rectus m. Anatomy of the Eye Using figures 8.104 and 8.106, identify the following structures on the eye models. Notice the organization of the structures within the 3 layers of the wall of the eye. Outer (fibrous) layer • sclera • cornea • scleral venous sinus Middle (vascular) layer • choroid • ciliary body • iris • pupil (opening in iris) • lens Inner (sensory) layer • retina • fovea centralis • ora serrata • optic disc • optic nerve The eye is also divided into chambers. The anterior and posterior chambers are filled with a liquid called aqueous humor . This fluid is filtered from capillaries in the ciliary body, flows forward through the pupil, into the anterior chamber, and is drained back into the blood by the scleral venous sinuses. Glaucoma is a higher than normal pressure of this fluid in these chambers.

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Most of the volume of the eye is filled with a gelatinous vitreous humor found in the postremal (vitreous) chamber . The vitreous humor helps maintain the shape of the eye- ball. Dissection of the Cow Eye I’ve posted a guide that will walk you through the steps of dissecting the cow eye. Anatomy of the Ear Using figures 8.109, 8.115, 8.118, and 8.125, identify the following structures on the ear models. Notice that the organization of the structures of the ear fall within 3 regions: the external, middle, and internal ear. The boundary between the external and middle ear is the tympanic membrane. The boundary between middle and internal ear is the oval win- dow. External Ear • auricle • external acoustic meatus • tympanic membrane Middle Ear • malleus • incus • stapes • pharyngotympanic tube Internal Ear • oval window • round window • vestibule • anterior semicircular canal • lateral semicircular canal • posterior semicircular canal • cochlea • helicotrema

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CBIO 3010L Lab Manual 05_22_22

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