Laboratory Manual for Anatomy and Physiology, 6e WileyPLUS (next generation) + Loose-leaf
6th Edition
ISBN: 9781119490906
Author: Connie Allen, Valerie Harper
Publisher: Wiley (WileyPLUS Products)
expand_more
expand_more
format_list_bulleted
Videos
Question
Chapter 17, Problem 3UYK
Summary Introduction
Introduction: The spinal cord is a part of the central nervous system and plays a role in conducting sensory and motor information between the brain and the peripheral nervous system and acts as a reflex center. The spinal cord is a long tubular structure that is continuous with the brainstem from the medulla oblongata and extends up to the lumbar region of the vertebral column. The spinal cord contains cerebrospinal fluid and is covered with meninges, the protective envelope. Similar to the brain, the spinal cord is also composed of gray and white matter. The spinal cord has 31 pairs of spinal nerves that carry information to and from the spinal cord.
Expert Solution & Answer
Want to see the full answer?
Check out a sample textbook solution
Students have asked these similar questions
Describe and give a specific example of how successionary stage is related to species diversity?
Explain down bellow what happens to the cell in pictures not in words:
Decreased pH in mitochondria
Increased ATP
Decreased pH in cytosol
Increased hydrolysis
Decreasing glycogen and triglycerides
Increased MAP kinase activity
Poor ion transport → For each one:→ What normally happens?→ What is wrong now?→ How does it mess up the cell?
1.) Community Diversity:
The brown and orange line represent two different plant communities.
a. Which color represents the community with a higher species richness?
b. Which color represents the community with a higher species evenness?
Relative abundance
0.1
0.04
0.001
2 4 6
8
10 12 14 16 18 20 22 24
Rank abundance
c. What is the maximum value of the Simpson's diversity index (remember, Simpson's
index is D = p², Simpson's diversity index is 1-D)?
d. If the Simpson's diversity index equals 1, what does that mean about the number of
species and their relative abundance within community being assessed?
Chapter 17 Solutions
Laboratory Manual for Anatomy and Physiology, 6e WileyPLUS (next generation) + Loose-leaf
Ch. 17 - Prob. 1.1BGLCh. 17 - Prob. 2.1BGLCh. 17 - Lebel Figures 17.3 and 17.4
FIGURE 17.3...Ch. 17 - Label the photomicrograph of a transverse section...Ch. 17 - __________. Middle meninx; web-like
Ch. 17 - __________. Tough, outer meninx
Ch. 17 - __________. Space filled with adipose tissue
Ch. 17 - __________. Thin meninx intimate with spinal cord
Ch. 17 - __________ Contains cerebrospinal fluid
Ch. 17 - __________ Extension of pia mater attaching to...
Ch. 17 - __________ Contains neuron cell bodies and...Ch. 17 - __________ Shallow groove on dorsal side of spinal...Ch. 17 - __________ Connects right and left halves of gray...Ch. 17 - __________ Sensory branch of spinal nerve entering...Ch. 17 - __________ Tapered end of spinal cord
Ch. 17 - _______________ Motor branch of spinal nerve...Ch. 17 - ______________ Contains sensory neuron cell...Ch. 17 - ______________ Collection of spinal nerves that...Ch. 17 - _______________ Contains myelinated axons
Ch. 17 - _______________ Contains somatic motor neuron cell...Ch. 17 - _______________ Space in center of spinal cord...Ch. 17 - _______________ Bulge in spinal cord containing...Ch. 17 - _______________ Wide, deep groove on ventral side...Ch. 17 - ________________ Extension of pia mater that...Ch. 17 - ________________ Bulge in spinal cord at T9–T12
Ch. 17 - ________________________
FIGURE 17.7 Transverse...Ch. 17 - Prob. 2.2SCSCh. 17 - Prob. 2.3SCSCh. 17 - Prob. 2.4SCSCh. 17 - Prob. 2.5SCSCh. 17 - Prob. 2.6SCSCh. 17 - Prob. 2.7SCSCh. 17 - Prob. 2.8SCSCh. 17 - Prob. 2.10SCSCh. 17 - Prob. 2.11SCSCh. 17 - Prob. 2.12SCSCh. 17 - Prob. 2.13SCSCh. 17 - Prob. 2.14SCSCh. 17 - Prob. 2.15SCSCh. 17 - Prob. 1UYKCh. 17 - Prob. 2UYKCh. 17 - Prob. 3UYKCh. 17 - Prob. 4UYKCh. 17 - Prob. 5UYKCh. 17 - Prob. 6UYKCh. 17 - Prob. 7UYKCh. 17 - Prob. 8UYKCh. 17 - Identify the structural class(es) of neurons whose...Ch. 17 - Prob. 10UYKCh. 17 - Prob. 11UYKCh. 17 - Numbering 1–5, indicate the order of structures...Ch. 17 - Numbering 1–5, indicate the order of structures...Ch. 17 - Numbering 1–5, indicate the order of structures...Ch. 17 - Numbering 1–5, indicate the order of structures...Ch. 17 - Numbering 1–5, indicate the order of structures...Ch. 17 - Numbering 1–4, indicate the order of structures...Ch. 17 - Numbering 1–4, indicate the order of structures...Ch. 17 - Numbering 1–4, indicate the order of structures...Ch. 17 - Numbering 1–4, indicate the order of structures...
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, biology and related others by exploring similar questions and additional content below.Similar questions
- 1.) Community Diversity: The brown and orange line represent two different plant communities. a. Which color represents the community with a higher species richness? b. Which color represents the community with a higher species evenness? Relative abundance 0.1 0.04 0.001 2 4 6 8 10 12 14 16 18 20 22 24 Rank abundance c. What is the maximum value of the Simpson's diversity index (remember, Simpson's index is D = p², Simpson's diversity index is 1-D)? d. If the Simpson's diversity index equals 1, what does that mean about the number of species and their relative abundance within community being assessed?arrow_forwardwhat measures can a mother to take to improve the produce of her to milk to her newborn baby ?arrow_forward1. Color the line that represents all ancestors of the Eastern white pine tree green (but only the ancestral line NOT shared with other organisms) 2. Oncle the last common ancestor of the Colorado blue spruce tree and Eastern white pine tree. 3. Put a box around the last common ancestor of the sugar maple tree and the dogwood tree. 4. Put a triangle around the last common ancestor of the red pine tree and the american holly bush. 5. Color the line that represents all ancestors of the Ponderosa pine tree red (including all shared ancestors). 6. Color the line that represents all ancestors of the American elm tree blue (including all shared ancestors). 7 Color the line that represents all ancestors of the Sabal palm tree purple (including all shared ancestors) 8. Using a yellow highlighter or colored pencil, circle the clade that includes all pine trees. 9. Using a orange highlighter or colored pencil, circle the clade that includes all gymnosperms 10. Can you tell…arrow_forward
- You have been hired as a public relations specialist to give invertebrates a good name. After all, they are much more than just creepy crawly bugs! Your first task though is to convince yourself that is true. The best way to do that is to start close to home. Find something in your house that is a product obtained directly from an invertebrate or only due to an invertebrate’s actions. Describe the product, its function and utility, as well as any human manufactured alternatives. Be sure to highlight the advantages of obtaining this directly from nature. Keep in mind, a product can be something you use, wear, eat, or enjoy for its visual appeal.arrow_forwardUse the following tree diagram to answer Questions #8-10. 8) Which of the following two animals are the most closely related based on the tree to the left? a) Pig and camel b) Hippo and pig c) Deer and cow 9) CIRCLE on the tree diagram where the common ancestor between a hippo and a cow is. 10) Put a SQUARE on the tree diagram where the common ancestor between a pig and a peccary is.arrow_forwardExplain: Healthy Cell Function Overview→ Briefly describe how a healthy cell usually works: metabolism (ATP production), pH balance, glycogen storage, ion transport, enzymes, etc. Gene Mutation and Genetics Part→ Focus on the autosomal recessive mutation and explain: How gene mutation affects the cell. How autosomal inheritance works. Compare the normal and mutated gene sequences simply. → Talk about possible consequences of a faulty hydrolytic enzyme.arrow_forward
- Can you fill out those termsarrow_forwardExplain down bellow what happens to the cell: Decreased pH in mitochondria Increased ATP Decreased pH in cytosol Increased hydrolysis Decreasing glycogen and triglycerides Increased MAP kinase activity Poor ion transport → For each one:→ What normally happens?→ What is wrong now?→ How does it mess up the cell?arrow_forwardAn 1100 pound equine patient was given 20 mg/kg sucralfate 3 times a day, 2.8 mg/kg famotidine twice a day, and 10mg/kg doxycycline twice a day. Sucralfate comes as a 1 gm tablet, famotidine as 20 mg tablets, and doxycycline as 100mg tablets. All are in bottles of 100 tablets.How many total mg are needed for the patient and how many tablets of each would be needed to provide each dose?How many bottles of each would be needed to have available if this patient were to be on this drug regimen for 5 days?arrow_forward
- The patient needs a solution of 2.5% dextrose in Lactated Ringer’s solution to run at 75 ml/hr for at least the next 12hours. LRS comes in fluid bags of 500 ml, 1 Liter, 3 Liters and 5 Liters. How can a 2.5% solution be made by adding50% dextrose to the LRS?arrow_forward“Gretchen” was a 68-pound canine who came to the VMTH as small animal surgery patient. She receivedacepromazine, 0.2 mg/kg from a 10 mg/ml solution and oxymorphone, 0.08 mg/kg from a 1 mg/ml solution before surgery.What are the mechanisms of action of acepromazine and oxymorphone? Why would they be given together?How many mg provide each dose and how many ml of each of these solutions were given?arrow_forwardAfter surgery, “Gretchen” was put on carprofen, 1 mg/pound bid (twice a day). The tablets come in 25, 75 and 100 mgsizes. Which size tablet would be appropriate?What is the mechanism of action of carprofen?An outpatient prescription was written for her so she would have enough for 10 days. How many tablets did she need?What information needs to be on her out-patient prescription?arrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
Human Anatomy & Physiology (11th Edition)BiologyISBN:9780134580999Author:Elaine N. Marieb, Katja N. HoehnPublisher:PEARSON
Biology 2eBiologyISBN:9781947172517Author:Matthew Douglas, Jung Choi, Mary Ann ClarkPublisher:OpenStax
Anatomy & PhysiologyBiologyISBN:9781259398629Author:McKinley, Michael P., O'loughlin, Valerie Dean, Bidle, Theresa StouterPublisher:Mcgraw Hill Education,
Molecular Biology of the Cell (Sixth Edition)BiologyISBN:9780815344322Author:Bruce Alberts, Alexander D. Johnson, Julian Lewis, David Morgan, Martin Raff, Keith Roberts, Peter WalterPublisher:W. W. Norton & Company
Laboratory Manual For Human Anatomy & PhysiologyBiologyISBN:9781260159363Author:Martin, Terry R., Prentice-craver, CynthiaPublisher:McGraw-Hill Publishing Co.
Inquiry Into Life (16th Edition)BiologyISBN:9781260231700Author:Sylvia S. Mader, Michael WindelspechtPublisher:McGraw Hill Education
Human Anatomy & Physiology (11th Edition)
Biology
ISBN:9780134580999
Author:Elaine N. Marieb, Katja N. Hoehn
Publisher:PEARSON
Biology 2e
Biology
ISBN:9781947172517
Author:Matthew Douglas, Jung Choi, Mary Ann Clark
Publisher:OpenStax
Anatomy & Physiology
Biology
ISBN:9781259398629
Author:McKinley, Michael P., O'loughlin, Valerie Dean, Bidle, Theresa Stouter
Publisher:Mcgraw Hill Education,
Molecular Biology of the Cell (Sixth Edition)
Biology
ISBN:9780815344322
Author:Bruce Alberts, Alexander D. Johnson, Julian Lewis, David Morgan, Martin Raff, Keith Roberts, Peter Walter
Publisher:W. W. Norton & Company
Laboratory Manual For Human Anatomy & Physiology
Biology
ISBN:9781260159363
Author:Martin, Terry R., Prentice-craver, Cynthia
Publisher:McGraw-Hill Publishing Co.
Inquiry Into Life (16th Edition)
Biology
ISBN:9781260231700
Author:Sylvia S. Mader, Michael Windelspecht
Publisher:McGraw Hill Education
Serology 101: Testing for IgG and IgM antibodies; Author: Beckman Coulter Dx;https://www.youtube.com/watch?v=LtqKB-qpJrs;License: Standard youtube license