Coloring Atlas of the Human Body 1

Coloring Atlas of the Human Body

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Kerry L. Hull, BSc, PhDProfessor

Department of BiologyBishops University

Sherbrooke, QuebecCanada

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Library of Congress Cataloging-in-Publication Data

Hull, Kerry L.Coloring atlas of the human body / Kerry L. Hull.

p. ; cm.Includes bibliographical references and index.ISBN 978-0-7817-6530-5 (alk. paper)1. Human anatomyAtlases. 2. Human physiology-Atlases. 3. Coloring

books. I. Title.[DNLM: 1. AnatomyAtlases. 2. AnatomyProblems and Exercises.

3. PhysiologyAtlases. 4. PhysiologyProblems and Exercises. QS 17H913c 2010]QM25.H835 2010611dc22

2008050771

DISCLAIMER

Care has been taken to confirm the accuracy of the information present and to describe generally ac-cepted practices. However, the authors, editors, and publisher are not responsible for errors or omissions orfor any consequences from application of the information in this book and make no warranty, expressed orimplied, with respect to the currency, completeness, or accuracy of the contents of the publication. Applica-tion of this information in a particular situation remains the professional responsibility of the practitioner; theclinical treatments described and recommended may not be considered absolute and universal recommen-dations.

The authors, editors, and publisher have exerted every effort to ensure that drug selection and dosageset forth in this text are in accordance with the current recommendations and practice at the time of publi-cation. However, in view of ongoing research, changes in government regulations, and the constant flow ofinformation relating to drug therapy and drug reactions, the reader is urged to check the package insert foreach drug for any change in indications and dosage and for added warnings and precautions. This is particu-larly important when the recommended agent is a new or infrequently employed drug.

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I dedicate this book to my children, Lauren and Evan.

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Preface

Coloring Atlas of the Human Body provides a comprehensive overview of humananatomy and physiology for visually oriented and kinesthetic learners. This atlas is not atraditional textbook; it requires active input from the reader. By coloring a series of spe-cially designed diagrams and the accompanying flashcards, students will learn and re-member concepts much more effectively than with traditional textbooks alone. Thecompleted coloring exercises and flashcards can also serve as tools to review and pre-pare for examinations.

This book is particularly suited to students taking their first 3-credit course inanatomy and physiology. Coloring Atlas of the Human Body is a valuable supplement toany anatomy and physiology text, but can also serve as a stand-alone text.

Why Color?Coloring is an excellent way to learn about the structure (anatomy) and function (physi-ology) of the human body. Anatomy, by its nature, is learned primarily by memorization.Coloring helps students remember because they must pay attention to detail, visualizestructures, and physically feel the relationship between different structures as theycolor. Physiology builds upon anatomical knowledge by explaining how structures ac-complish particular tasks. Learning physiology requires some memorization, which is fa-cilitated by the coloring process, but it also requires an additional level of conceptual un-derstanding. Complex pathways and principles must be broken down into componentparts and subsequently reassembled and related to other pathways. Students using theColoring Atlas of the Human Body approach will deepen their understanding of physiol-ogy because they can visualize the participation of structures and components in thepathway. Moreover, the necessity of coloring one section of a diagram at a time helpsstudents to break the pathways into their component parts. Once a pathway is under-stood as a function of its parts and as a whole, its relevance to disease can also be un-derstood.

Best of all, coloring is fun for studentsa welcome distraction from more staticstudying activities such as reading and memorizing!

OrganizationColoring Atlas of the Human Body follows the systems approach favored by traditionalanatomy and physiology textbooks, so it can be used with any such book. The first chap-ter summarizes fundamental concepts in anatomy, cell biology, and histology. Studentswill find it useful to complete these exercises before proceeding with the rest of thebook. Subsequent chapters deal with the anatomy and physiology of different bodysystems, and need not be completed in order.

Some chapters also discuss selected aspects of disease. Sometimes, the normalfunctioning of a system can be best understood by studying the problems caused bydisease. The effects of insulin, for example, are brought to life by learning about dia-betes mellitus.

Each exercise contains two parts: a narrative page and a figure page. The narrativepage summarizes critical information using bulleted lists, tables, and flowcharts, and di-rects the reader to the matching flashcards (if any) in Appendix I. As students readthrough the narrative, they will be asked to color in relevant structure names and thestructures themselves on the diagram on the facing page. The action of coloring thestructure name and the structure will help students remember the spelling and locationof the structure. In addition, the completed diagram will serve as a useful reference andreview tool, since it will be easy to match different structures to the different terms.

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FlashcardsSome coloring exercises cover content students often have trouble remembering.These exercises have accompanying flashcards that can be found at the back of thebook in Appendix I. The front of each flashcard features a magnified view of a section ofthe coloring exercise figure with up to 15 labeled structures, with the names of thestructures featured on the back. Students can rip out flashcards that accompany aparticular exercise and color them in conjunction with the larger figure, using the samecolor scheme. In addition to the extra reinforcement that coloring the flashcards pro-vides, students benefit from being able to use the colored-in flashcards anywhereonthe bus or walking to classas a portable study tool for review and self-testing.

Additional Student ResourcesFor students who have purchased the book, Coloring Atlas of the Human Body alsoincludes two bonus Coloring Exercises as well as helpful study tips, available on thecompanion website at www.thepoint.com/HullColoringAtlas. See the inside front coverof this text for more details, including the passcode you will need to gain access to thewebsite.

In short, the Coloring Atlas of the Human Body provides an essential learning pack-age for todays visually oriented students. It integrates two popular and effective learn-ing toolscoloring guides and flashcardsto help students learn challenging conceptsand evaluate their progress.

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Acknowledgments

I would like to thank Barbara Cohen, author of Memmlers Human Body in Health andDisease and Memmlers Structure and Function of the Human Body, for her tremendousleadership and support as I began my forays into textbook writing.

A number of individuals at LWW were instrumental in this project, including DavidTroy, John Goucher, Dana Knighten, and Renee Thomas. Enormous thanks are due toJennifer Clements and to the artists at Dragonfly Media Group, who were able to turnmy rough sketches into instructive and attractive drawings. I would also like to acknowl-edge the reviewers, whose feedback and suggestions were invaluable.

Finally, I thank my husband, Norman Jones, for his unstinting support and willing-ness to take on many household tasks, and my parents, Bill and Lorraine Hull, whoalways incouraged my interest in all things biomedical.

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Contents

Chapter 1 Fundamentals of Anatomyand Physiology 2

Coloring Exercises1-1. Organ Systems and Levels of Organization 21-2. Directional Terms and Planes of Division 41-3. Body Cavities and Abdominal Regions 61-4. Cell Structure 81-5. The Plasma Membrane and

Chromosomes 101-6. Membrane Transport 121-7. Tissues 1: Epithelial Tissues 141-8. Tissues 2: Connective Tissues 16

Chapter 2 The Skin 18Coloring Exercises2-1. Skin Structure and Function 182-2. Skin Disorders 20

Chapter 3 The Skeletal System 22Coloring Exercises3-1. The Skeletal System: An Overview 223-2. Long Bone Structure and Fractures 243-3. Compact Bone Tissue 263-4. Joints: Classification 283-5. Synovial Joints: Structure and Disease 303-6. The Skull 323-7. The Vertebral Column 343-8. The Thorax and Shoulder Girdle 363-9. The Upper Limb 38

3-10. The Pelvis and Hip Joint 403-11. The Lower Limb 423-12. The Hand and Foot 443-13. Movements at Synovial Joints 46

Chapter 4 The Muscular System 48Coloring Exercises4-1. Muscle Tissue and Skeletal Muscle

Anatomy 484-2. The Neuromuscular Junction 504-3. Muscle Contraction 524-4. Energy for Working Muscles: ATP 544-5. Muscles in Action 564-6. Muscles of the Head 584-7. Muscles of the Torso 604-8. Muscles that Move the Upper Limb 624-9. Muscles that Move the Lower Limb 64

4-10. Skeletal Muscles Review (Part 1) 664-11. Skeletal Muscles Review (Part 2) 68

Chapter 5 The Nervous System 70Coloring Exercises5-1. Organization of the Nervous System 705-2. Nervous Tissue 725-3. The Action Potential 745-4. Transmission of Nerve Impulses 765-5. The Spinal Cord and Spinal Reflexes 785-6. The Spinal Nerves 805-7. The Brain 825-8. The Cerebral Cortex and the Meninges 845-9. The Ventricles and Cerebrospinal Fluid 86

5-10. The Cranial Nerves 885-11. The Autonomic Nervous System 90

Chapter 6 The Sensory System 92Coloring Exercises6-1. Touch and Pain 926-2. The Eye 946-3. Muscles of the Eye 966-4. Vision and Vision Abnormalities 986-5. Anatomy of the Ear 1006-6. Physiology of the Ear: Hearing 1026-7. Physiology of the Ear: Equilibrium 1046-8. The Chemical Senses: Smell and Taste 106

Chapter 7 The Endocrine System:Glands and Hormones 108

Coloring Exercises7-1. The Endocrine System and the

Endocrine Glands 1087-2. The Parathyroid Glands and Calcium

Metabolism 1107-3. The Pancreas and Glucose

Metabolism 1127-4. The Pituitary Gland: Posterior Lobe 1147-5. The Pituitary Gland: Anterior Lobe 1167-6. Thyroid Hormones 1187-7. Adrenal Hormones: Epinephrine and

Aldosterone 1207-8. Adrenal Hormones: Glucocorticoids 122

Chapter 8 The Cardiovascular System 124

Coloring Exercises8-1. The Cardiovascular System: An

Overview 1248-2. The Pulmonary and Systemic

Circulations 126

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8-3. Blood 1288-4. Blood: Formed Elements 1308-5. Hemostasis: Blood Loss Prevention 1328-6. Anatomy of the Heart 1348-7. The Cardiac Vessels 1368-8. The Cardiac Cycle and Conducting

System 1388-9. Branches of the Aorta 140

8-10. Systemic Arteries 1428-11. Arterial Supply to the Head 1448-12. Systemic Veins: Upper Body 1468-13. Systemic Veins: Lower Body 1488-14. Venous Drainage of the Head 1508-15. Blood Pressure 1528-16. Blood Flow: Capillary Beds and Veins 154

Chapter 9 The Lymphatic System andImmunity 156

Coloring Exercises9-1. The Lymphatic and Cardiovascular

Systems 1569-2. Lymphatic Vessels 1589-3. Lymphoid Tissues 1609-4. Nonspecific and Immune Defenses 1629-5. Immunity: Antigens and the Cellular

Response 1649-6. Immunity: Humoral Response 1669-7. Hypersensitivity Diseases 168

Chapter 10 The Respiratory System 170

Coloring Exercises10-1. The Respiratory System 17010-2. Phases of Respiration 17210-3. Ventilation 17410-4. Gas Transport 17610-5. Control of Breathing 17810-6. Analysis of Lung Function and

Dysfunction 180

Chapter 11 The Digestive System 182

Coloring Exercises11-1. Anatomy of the Digestive System 18211-2. The Digestive Tract Wall 18411-3. The Oral Cavity and Teeth 18611-4. The Stomach 18811-5. Accessory Organs 19011-6. Small Intestine: Digestion and

Absorption 19211-7. Regulation of Digestion 194

Chapter 12 The Urinary System andWater Balance 196

Coloring Exercises12-1. Water Balance 19612-2. The Urinary System 19812-3. The Nephron and Its Blood Supply 20012-4. Urine Formation 20212-5. Regulation of Renal Function: ADH

and Urine Concentration 20412-6. The Juxtaglomerular Apparatus and

Blood Pressure 20612-6. Urinalysis 208

Chapter 13 Reproduction andHeredity 210

Coloring Exercises13-1. The Male Reproductive System 21013-2. The Testis and Spermatogenesis 21213-3. The Female Reproductive System 21413-4. Fertilization: Spermatozoa and the Female

Internal Reproductive Organs 21613-5. The Menstrual Cycle 21813-6. The Placenta and Fetal Circulation 22013-7. Mammary Glands and Lactation 22213-8. Meiosis and Heredity 224

Appendix I Answers to Coloring Exercises 3-1, 4-10, and 4-11 227

Appendix II Pull-Out and Color Flashcards228

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2Levels of Organization Chemicals

Basic elements (e.g., sodium, calcium) or Combinations of elements

Carbohydrates (e.g., sugars) Fats (e.g., cholesterol) Proteins Nucleic acids (DNA, RNA)

Cells see Coloring Exercise 1-4 Contain organelles Constructed from chemicals

Tissues see Coloring Exercises 1-7 and 1-8 Specialized groups of cells Epithelial, connective, nervous, and muscle tissues

Organs tissues functioning together Systems

Group of organs working together for the same general purpose Some organs are found in several systems

Organism systems cooperate to maintain and propagate organism

Body Systems

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Coloring Exercise 1-1 Organ Systems and Levels of Organization

COLORING INSTRUCTIONSColor each figure part andits name at the same time,using the same color. Colorthe six different levels oforganization (parts to ).

COLORING INSTRUCTIONSColor some examples of or-gans belonging to specificsystems (parts to ).Color the correspondingterms at the same time,using the same color. Notethat you already colored thedigestive system, and thatthe respiratory and urinarysystems are shown on thesame torso.

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Fundamentals of Anatomy and Physiology

C H A P T E R 1

System Structures Major Functions

Integumentary Skin and associated structures Protection (chemical, mechanical)

Skeletal Bones, ligaments, joints Movement

Muscular Skeletal and smooth muscles Movement

Nervous Neurons and ganglia; brain, Communicationspinal cord, and nerves

Endocrine Glands Communication

Cardiovascular Heart, blood vessels Transportation (gases, nutrients, wastes, heat)

Lymphatic Lymphatic vessels, lymph Protection (immune defense)nodes, tonsils, thymus, spleen

Respiratory Lungs and respiratory tract Gas exchange (take in oxygen, expel carbon dioxide)

Digestive Mouth, esophagus, stomach, Extraction of usable nutrients intestine, liver, pancreas from ingested food

Urinary Kidneys, ureter, bladder, urethra Expulsion of waste and excess water

Reproductive External sex organs, gonads, Production of offspringinternal duct systems

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Chapter 1 Fundamentals of Anatomy and Physiology 3

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4Directional Terms Terms apply to body in anatomic position (upright, face front, arms at sides,

palms forward, feet parallel)

Terms describe position of one structure in relation to another

Coloring Exercise 1-2 Directional Terms and Planes of Division

COLORING INSTRUCTIONSOn the top figure: coloreach arrow (representing

to ) and its correspon-ding term at the sametime, using the same color.

COLORING INSTRUCTIONSOn the bottom figure: colorthe three planes ( , , )and the types of sections( , , ) the same coloras the corresponding termsin the list.

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Term Opposite Term Example

Superior: above Inferior: below Lungs are superior to intestines;intestines are inferior to lungs

Cranial: closer to Caudal: closer to tail Nose is cranial to mouth;head (sacrum) mouth is caudal to nose

Ventral/Anterior: Dorsal/Posterior: closer Sternum is ventral to vertebrae;closer to front (belly) to back vertebrae are dorsal to sternum

Proximal: closer Distal: farther from origin Knee is proximal to ankle;to origin ankle is distal to knee

Medial: closer Lateral: farther from Nose is medial to ears;to midline midline ears are lateral to nose

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Planes of Division Frontal plane

Longitudinal plane, in line with ears Divides body into unequal anterior and posterior sections Sections along this plane called longitudinal or coronal (not shown)

Sagittal plane Longitudinal plane, perpendicular to ears Divides body into right and left portions Sections along this plane called longitudinal or sagittal Midsagittal section: cut body down midline

Transverse plane Divides body into unequal upper and lower segments Also called horizontal plane Sections along this plane called transverse or cross sections Angled sections called oblique sections N

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6Body Cavities Body organs contained within CAVITIES (large spaces)

Cavities lined with bone (dorsal cavities) or membranes (ventral cavities)

Abdominal RegionsRemember that right and left refer to the PATIENTS right and left, not yours!

Abdomen divided into nine regions by four lines Two horizontal lines, just inferior to ribcage and just inferior to the top of

hipbones Two vertical lines just medial to both nipples

Three central regions Upper: epigastric Middle: umbilical Lower: hypogastric

Six lateral regions Upper: right /left hypochondriac Middle: right /left lumbar Lower: right /left iliac (inguinal)RQ

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dorsal

cranial:brain

spinal:spinal cord

ventral

diaphragmseparates

thoracic:lungs, heart,

large vessels,mediastinum

abdomino-pelvic

abdominal:stomach, intestine, spleen,liver, gallbladder, pancreas

pelvic:bladder, rectum, internal

reproductive organs

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Coloring Exercise 1-3 Body Cavities and AbdominalRegions

COLORING INSTRUCTIONSColor each structure and itscorresponding term at thesame time, using the samecolor. On the top figure:

1. Use the following color-ing scheme: , blue.

and , different blues., red. , yellow. , orange. , brown. and , different

oranges.

2. Write the correct termson lines , , and inthe appropriate color.

3. Color the parts indicatedby letters , , and

.

4. You can shade the boxesin the flowchart on thispage with the appropri-ate color as well.

COLORING INSTRUCTIONSOn the bottom figure: colorthe nine regions of theabdomen ( to ).RJ

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8Cells Constructed from chemicals (proteins, carbohydrates, lipids, ions, water...)

Independently carry out many life functions: energy generation, waste dis-posal, protein and lipid synthesis

Cell ConstituentsA cell can be compared to a factory

Plasma membrane ( see Coloring Exercise 1-5) Outer wall: separates cell from its surroundings Plasma membrane extensions include

Cilia : create fluid movement Flagellum : moves entire cell (sperm cells only)

Factory Components: ORGANELLES Factory Library: Nucleus

Separated from rest of cell by the nuclear membrane Contains blueprints (DNA) for all cell proteins Nucleolus within nucleus assembles ribosomes

Workers and Machines: Ribosomes/Endoplasmic reticulum Ribosomes synthesize proteins from amino acids Rough endoplasmic reticulum (ER)

Consists of ribosomes bound to membranous sacs Modifies proteins synthesized by ribosomes

Smooth endoplasmic reticulum Consists of membranous sacs without ribosomes Synthesizes lipids

Shipping and Receiving: Golgi apparatus Layers of membrane-bound compartments Modify, sort, and package proteins for export Incoming and outgoing material packaged in vesicles

Power Generation and Maintenance Mitochondria generate energy (ATP) from nutrients Lysosomes dispose of waste generated inside the cell or

imported in vesicles Peroxisomes break down toxic metabolic byproducts

New Factory Development: Centrioles Help organized microtubules, which move chromosomes

The Factory Air: Cytosol Contains free ribosomes, enzymes, cytoskeleton, ions, nutrients,

gases, and other soluble substances

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Coloring Exercise 1-4 Cell Structure

COLORING INSTRUCTIONSColor the plasmamembrane and themembrane extensions and different shades ofyellow. Color the terms inthe list the same shades.

COLORING INSTRUCTIONS1. Color each organelle as

you read about its func-tion. Color the terms in the list in matchingcolors.

2. Save a light color for thecytosol .

3. Draw a cartoon illustrat-ing the function of eachof the organelles for ,

, , , and /in the small boxes pro-vided. For instance, youcould draw a book for .D

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Plasma MembraneLipid bilayer separating the cytoplasm from the extracellular fluid.

Lipids (fats) Phospholipid bilayer

Hydrophilic phosphate heads interact with water, hydrophobic lipid tailshate water

Hydrophilic substances (ions, sugars, proteins) cant pass through hydropho-bic membrane core

Cholesterol Lipid molecules interspersed between phospholipids that strengthen plasma

membrane

ProteinsProteins serve diverse functions, including channels , transporters (seeColoring Exercise 1-6), enzymes, receptors

Carbohydrates (sugars) Confined to the extracellular face of the membrane

Attached to some proteins and lipids, resulting in glycoproteins and glycolipids (respectively)

Chromosomes and DNAChromosomes Usually unravelled; only visible during cell division

Contain DNA and proteins. Proteins organize the DNA.

Genes Many genes in each chromosome (the figure is simplified). Each gene contains the information (DNA ) to make a specific protein (for

instance, insulin).

DNA Each gene consists of a segment of DNA .

DNA consists of two strands of nucleotides.

The sequence of nucleotides determines the sequence of the protein.

Nucleotide All nucleotides contain identical phosphate and sugar units: these

make up the DNA backbone

Each nucleotide contains one of four nitrogen bases: guanine (G) , cytosine (C) , adenine (A) , thymine (T)

Nitrogen bases give nucleotides their identity and bind the two DNA strandstogether

A binds T, G binds C

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Coloring Exercise 1-5 The Plasma Membrane andChromosomes

COLORING INSTRUCTIONSColor each structure and itsname at the same time,using the same color. Onthe top figure:

1. Color phospholipidheads dark blue andtails light blue in themagnified phospholipidand in the membrane.

2. Find and color the cho-lesterol molecules red. They have smallerheads and shorter,uneven tails.

3. Try to find and color allexamples of each part.For instance, color all ofthe phospholipid heads,not just the labelledones.

4. Color the channel darkpurple and the other pro-teins light purple.

5. Color the sugarmolecules attached toproteins and lipids ,using light and dark pink.

COLORING INSTRUCTIONSOn the bottom figure:

1. Shade the entire chromo-some light yellow.

2. Color the different boxeson the chromosome,representing differentgenes, a rainbow of col-ors. Color the boxedgene light green.

3. Color the DNA in thebox brown.

4. Color the phosphate and sugar units lightand dark brown (respec-tively)

5. Color the guanine andthymine bases, andthe labelled cytosine and thymine bases.

6. Can you determine theidentity of the otherbases? Color them.

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Nucleotide

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PhospolipidBilayer

Cytoplasm

Extracelluar Fluid

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Concentration Gradients and Transport

The top figure shows the distribution of a solute (circles, ) dissolved in water (squares, ) in the cytosol and extracellular fluid. The solute can passbetween the membrane phospholipids .

More solute less water

Solute concentration gradient (large left arrow) directed into cell (there aremore circles outside than inside)

Diffusion : NET influx of circles, with the gradient Kinetic energy of solute particles drives movement; no ATP required Circles will enter and exit cell, but more will enter cell

Active transport : efflux of circles with the help of ATP , against thegradient.

Osmosis : NET movement of water out of cell, with the water (osmotic)gradient. Water cannot be actively transported.

Substances also enter and exit cells by other mechanisms (exocytosis, endo-cytosis, pinocytosis, phagocytosis; not shown).

Transport MechanismsDetermined by the DIRECTION of the concentration gradient and thePERMEABILITY of the membrane

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Coloring Exercise 1-6 Membrane Transport

COLORING INSTRUCTIONSColor each structure and itsname at the same time, us-ing the same color. On thetop figure:

1. Color all of the soluteparticles (circles) and thelarge circle red .

2. Color the membranephospholipids orange.

3. Shade the arrow repre-senting the concentrationgradient. Start with red atthe top and gradually re-duce the color to a whitearrowhead.

4. Color the arrow repre-senting diffusion .

5. Color the activetransport protein andthe ATP molecule .

6. Color the watermolecules ( , squares)and the large squareblue. Shade the arrowrepresenting theosmotic gradient (OG).Start with blue at thebottom and graduallyreduce the color to awhite arrowhead.

7. Color the arrow repre-senting osmosis .

On the bottom figure:

1. Shade the arrow repre-senting the concentrationgradient . Start withred at the top and gradu-ally reduce the color to awhite arrowhead.

2. Color the soluteparticles red .

3. Color the threetransporter proteins thesame color .

4. Color the large arrowsrepresenting activetransport andfacilitated diffusion .I

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Diffusion:NO ATP Required

I Facilitated Diffusion:needs carrier protein

D Simple Diffusion

GOsmosis

Direction of Net Movement

Membraneimpermeable

Against the gradient With the gradient

WaterMembranepermeable

Carrier ProteinsCarrier proteins Required for facilitated diffusion and active transport Conformational changes in protein move substance through plasma

membrane Import particle: begin with conformation 1 and end with conformation 3 Export particle: begin with conformation 3 and end with conformation 1

Facilitated diffusion: transporters work in both directions, but net movementis with gradient

Active transport: transporter works in one direction (against gradient); ATPrequired for conformational change

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Four Tissue Types

Tissues contain living cells ( A1 to D1) and sometimes nonliving matrix ( ). Matrix can contain water, minerals, protein fibers

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Coloring Exercise 1-7 Tissues 1: Epithelial Tissues


1. Color the cells ( A1 to D1) in the different tissuetypes different colors.Note the wide variety ofcell shapes.

2. Color the basementmembrane ( ) for theepithelial tissue.

3. Color the matrix ( ) forthe connective tissue.Other tissues have minimal matrix.


1. Color the basementmembrane gray in eachpicture. It has beenlabelled for you inpicture .

2. Color the cells in eachtype of epithelia ( to

) in different colors.KG

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Tissue Type Structure Function

Epithelial ( , this Tightly packed epithelial cells A1 Protective: Lines inner cavities Coloring Exercise) Minimal matrix and blood vessels, covers

No blood supply outer surfaceUsually attached to adjacent Secretory: Forms endocrine/connective tissue by exocrine glandsbasement membrane Transport: regulates

movement between cells and body cavities/blood

Muscle ( , Tightly packed muscle cells B1 MovementColoring Minimal matrixExercise 4-1)

Nervous ( , Neurons C1, glia Conduct nerve impulsesColoring Exercise 5-2)

Connective ( , Cells (e.g., fibroblast D1) Supports all parts of the bodyColoring separated by large amounts Specialized functions (blood, Exercise 1-7) of matrix bone)

Matrix ranges from liquid (blood) to hard (bone)

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Classification of Epithelial TissuesClassified by number of layers, cell appearance

Number of Layers Simple to : one layer resting on basement membrane, easy passage of

chemicals and gases

Stratified : multiple layers, stronger Pseudostratified : stratified appearance, but single layer of staggered cells

Cell Appearance Squamous : flat, irregular Cuboidal : square Columnar : long and narrow Transitional: cells can compress and expand (not shown)

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Characteristics of Connective Tissue Constitutes the connective fabric of the body

Cells separated by nonliving matrix

Matrix can be liquid, jellylike, fibrous, or hard

Matrix components can include water, protein fibers, minerals

Classification of Connective TissueDetermined by distribution and function

Coloring Exercise 1-8 Tissues 2: Connective Tissues

COLORING INSTRUCTIONSColor each structure and itsname at the same time, us-ing the same color. Readall instructions beforeproceeding.

1. Choose six contrastingcolors for the sixconnective tissuesshown in the figure.

2. Use these colors tolightly shade therelevant table rows.

3. Use the same colors forthe cells of each tissue.For example, color bloodcells A1 the color usedfor blood .

4. Color the matrix of eachtissue, using a color re-lated to the one used forthe cells. For instance,use dark red for A1 andlight pink for .

5. Note that some compo-nents (e.g., collagen) arefound in more than onetissue type.

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Type Example Cells Matrix Functions

Circulating: fluid consistency

Generalized: widely distributed

Structural: associated with the skeleton

Blood

Lymph(not shown)

Adipose

Areolar

Tendons ,ligaments(not shown)

Cartilage

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Leukocytes

Adipose cells C1

Fibroblasts E1Immune cells

Fibroblasts K1

Chondrocytes L1

Osteocytes N1,osteoblasts

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Lymph

Minimal:Cells contain fatdroplets

Collagen& elastic fibers :JellylikebackgroundsubstanceContainscapillaries

Densely packedcollagen ,elastic fibers (not shown):Fibrous matrix

Firm matrix

Mineral matrixO

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Immunedefense, fattransport

Cushions jointsHeat insulatorEnergy supply

Most abundanttissueSurroundsvessels/organsSupports,nourishes skinSeparatesmuscle sheaths

Connectmuscles(tendons) orbones(ligaments) tobones

ShockabsorptionReduces frictionin jointsProvides shape(e.g., nose)

See ColoringExercise 3-1



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Skin Functions Protection against infection, dehydration, cold, heat

Sensory information collection

Vitamin D synthesis

Skin Structure

Coloring Exercise 2-1 Skin Structure and Function

COLORING INSTRUCTIONSColor each structure and itsname at the same time, us-ing the same color.

1. Color the names of theskin layers ( to ).Use red for epidermis,blue for dermis, and yel-low for subcutaneouslayer.

2. As you read through thetable, color each struc-ture as you review itscharacteristics and func-tion. Try to color allexamples of each struc-ture (for instance, all ofthe nerves).

3. Use variants of red forthe epidermal layers.

4. Shade the backgroundconnective tissue in thedermis light blue.

5. Color the adipose tissuelight yellow.H

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The Skin

C H A P T E R 2

Skin Layer Structure Characteristics Function

Epidermis Surface portion of skin; Separates body from no blood vessels the environment

Stratum Surface layer; Protective layercorneum keratin-filled cells

Stratum Deepest epidermal layer Produces new basale epidermal cells

Melanocyte Cell deep within epidermis Produces melanin

Dermis Connective tissue; Cushions, stretchesmany blood vessels

and nerves

Subcutaneous Connective tissue under Connects skin to Layer skin; contains adipose surface muscle;

tissue insulates; stores energy

Accessory Pressure Distends in response to Detects pressureStructures receptor pressure, activating

sensory nerve

Touch Distends in response to Detects light touchreceptor touch, activating nerve

Free nerve Detect pain, endings G1 temperature

Sebaceous (oil) Associated with hair Sebum lubricates skin; glands follicles; produce sebum prevents dehydration

Eccrine Gland secretes watery, Coolingsudoriferous salty sweat via a glands pore L1

Hair Grows from hair follicle M1; Heat conservation, arrector pili muscle protection from

elevates hair ultraviolet light

Nails Composed of keratin Protect fingers and synthesized by stratum toes; facilitate graspingcorneum cells

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Common Skin Lesions Classified by size, firmness, appearance, and the presence/absence of fluid

Caused by disease, drugs, physical trauma

Rash: temporary skin eruption

Lesion Definition Examples

SURFACE LESIONSMacule Small spot neither raised nor depressed Freckles, measles

Larger area called patchPapule Small firm, raised area Some chicken pox, pimple,

Larger areas called nodules moleVesicle Small blister filled with serous fluid Shingles, herpes simplex

Larger blisters called bullaePustule Pus-filled vesicle Infected vesicle, acne,

impetigo

DEEP LESIONSExcoriation ScratchLaceration Rough, jagged woundUlcer Open sore caused by tissue Bedsore

disintegrationFissure Skin crack Athletes foot

Burns Caused by chemicals, abrasion, sunlight, contact with hot objects or liquids

Classified by depth of damage, surface area involved

Depth of Tissue Damage

Classification Skin Layers Involved Appearance Examples

Superficial Epidermis, occasionally Reddened skin; Sunburnpartial-thickness part of dermis possibly blisters

Deep partial- Epidermis, part of Blistered, broken skin; Scaldingthickness dermis weeping surface

Full-thickness Full skin, occasionally Tissue may be broken, Requires skin underlying structures dry, and pale or charred grafting

Surface Area Estimated by Lund and Browder method (more accurate, not shown) or Rule

of Nines

Each area assigned percentage in multiples of nine ( to )

Example: burn to both legs , external genitalia covers 19% of bodysurface

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Coloring Exercise 2-2 Skin Disorders

COLORING INSTRUCTIONSColor each figure part andits corresponding term atthe same time, using thesame color. On the topfigure:

1. Lightly color the threeskin layers ( to ) ineach diagram. They havebeen labeled for you infigure G.

2. As you go through thetable, color each lesionon the diagram and pho-tograph ( to ).

3. Note the skin layers im-plicated in each lesion.

4. You can also lightlyshade each table rowwith the same color.

COLORING INSTRUCTIONSOn the bottom figure: Coloreach body area and therelevant percentage in theanterior and posteriortorsos ( to ). NJ

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Anterior Posterior

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Skeletal Divisions Axial skeleton: head and trunk; 80 bones ( to ) Appendicular skeleton: 126 bones of the shoulders, hips, arms, legs ( to )

Bone Functions Serve as body framework (all bones)

Protect delicate structures (e.g., brain, )

Work with muscles to produce movement (e.g., )

Store calcium salts (all bones)

Produce blood cells (red bone marrow)

Bone Shapes Bones have different shapes to accomplish different functions

Long bones (levers, blood cell synthesis); humerus Short (joints); wrist (carpals ), ankle, kneecap Flat (protection); skull, ribs, sternum ( ) Irregular (varied functions); vertebrae , hip bones

Bone MarkingsProjections form joints (head, condyle, some processes) or sites of attachmentfor connective tissue (all others)

Marking Description Example

Process Any raised area of bone

Head Rounded, knoblike end

Condyle Rounded projection

Epicondyle Small projection above condyle

Tuberosity Large, rounded projection

Trochanter Very large projection

Depressions and holes form joints or permit the passage of soft tissue

Marking Description Example

Foramen Hole permitting passage of nerve (plural: foramina) or vessel

Sinus Air space

Fossa Shallow depression on a bone surface

Meatus Short channel

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Coloring Exercise 3-1 The Skeletal System: An Overview

COLORING INSTRUCTIONSLightly color the bones ofthe axial skeleton light blue( ) and the appendicu-lar skeleton ( ) yellow.

COLORING INSTRUCTIONS1. Color a few examples of

each bone type on theskeleton in different colors.

2. Use brown for longbones, dark green forshort bones, red for flatbones, and purple for irregular bones.

3. Once you have finishedyour study of skeletalanatomy, use this Color-ing Exercise for review.Write the name of eachbone in the blanksbeside the skeleton. Theanswers are listed in Appendix I.

INSTRUCTIONSLook through Coloring Exer-cises 3-6 to 3-12 to find ex-amples of each bone mark-ing. Write the example inthe box on the table to theleft. To get you started, youcan find an example of anepicondyle in Coloring Exercise 3-11.

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The Skeletal System

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Structure of a Long Bone Middle shaft (diaphysis ) and two irregular ends (proximal epiphysis ,

distal epiphysis ) Covered by a connective tissue membrane, the periosteum

Periosteum contains blood vessels, nerve fibers, bone-building osteoblasts

Epiphyses , Contain spongy bone

Small, bony plates filled with red marrow red marrow synthesizes blood cells

Bones grow at the epiphyseal plate When growth is complete, epiphyseal plate fuses to form the epiphyseal

lineDiaphysis Compact bone ( , see next exercise) surrounding a hollow space (medullary

cavity, ) Medullary cavity

Lined by endosteum ( , connective tissue membrane) Contains yellow marrow ( , contains fat) and blood vessels

Fractures The most common bone lesion

Fractures can be described by more than one term (e.g., a closed, impacted,spiral fracture)

Classification of Fractures Condition of skin

Closed : skin remains unbroken, or Open : bone fragments protrude through skin

Degree of break Complete: bone completely broken, or Partial: incomplete break, e.g., greenstick

Nature of the fracture pieces Impacted : bone fragments wedged together Comminuted : multiple bone fragments

Pattern of the fracture line Spiral : bone twisted apart Transverse : fracture line is straight across the bone Oblique : fracture line is at an angleS

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Coloring Exercise 3-2 Long Bone Structure and Fractures


1. Color the boxes ( )and the correspondingterms in the list with dif-ferent colors. Do not usered, yellow, or brown.

2. Color the periosteum brown where it coversthe bone.

3. Color the other parts ofthe long bone. Use redfor and yellow for .Use very dark colors tooutline and .

COLORING INSTRUCTIONSOn the bottom figure: colorthe bone corresponding toeach fracture classification( to ) and thecorresponding term, usingthe same color.

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Long Bones Remember that long bones consist of proximal and distal epiphyses

and a middle diaphysis The diaphysis consists of compact bone surrounding a medullary cavity Long bones are covered by the periosteum

Compact Bone Tissue Compact bone is HARD

Consists of concentric rings of bone matrix , primarily calcium salts,organized in osteons

Ringlike structure adds strength

Compact bone is ALIVE The diagram at the far right shows live bone Osteocytes (spiderlike, living cells) maintain bone Osteocytes live in spaces (lacunae ) between rings of hard bone tissue Osteocytes touch each other through small radiating channels (canaliculi ) Blood vessels nourish bone Central canal , perforating canals contain blood vessels and

nerves (not shown)

The middle diagram shows dead bone; only lacunae are observed

Remember that the central canal and medullary cavity are completely different!

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Coloring Exercise 3-3 Compact Bone Tissue


1. Color the epiphyses anddiaphysis ( to )where only the bone exterior is visible.

2. Color part in the smallcutout.

3. Color the term osteonblack; do not color

the osteons on the diagrams.

4. Color the periosteum .

5. Color the perforatingcanals and bothoccurrences of the cen-tral canal using lightcolors (you can colorover the vessels).

6. Color the blood vesselspurple (each canal

contains both arteriesand veins).

7. Color the bone matrix light yellow. You maywant to lightly shade theentire bone of each dia-gram, except the largecanals, blood vessels,and periosteum.

8. Color the osteocytes using a dark color.

9. Color some of the lacunae and thecanaliculi .J

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Classification of JointsFunctional Classification: Degree of Movement Synarthrosis: no movement

Amphiarthrosis: minimal movement

Synovial: significant movement

Higher mobility often equates with frequent injury

Structural Classification: Anatomical Characteristics

Joint Type Characteristics Examples

Fibrous: Usually No synovial cavity; bones Skull sutures , syndesmosissynarthroses joined by connective tissue joining radius and ulna

Cartilaginous: Usually No synovial cavity; bones Pubic symphysis ; amphiarthroses held together by cartilage joints between vertebral bodies

Synovial: Usually Joint cavity: see Coloring See below: to diarthroses Exercise 3-5

Classification of Synovial JointsSynovial joints classified by anatomy and function

Anatomical Movements Joint Type Characteristics Permitted Examples

Gliding (or Flat or slightly curved Gliding movements Joints between wrist planar) surfaces along a plane bones (Coloring

Exercise 3-12)

Hinge Convex surface of Movements change Knee joint (Coloring one bone fits into the angle between Exercise 3-5)concave surface of bones along 1 axisanother

Pivot Rounded surface of Rotation around the Joint between first one bone fits into a length of the bone two neck vertebrae ring created by another (rotates head); bone and ligament radioulnar joint (elbow;

rotates forearm; Coloring Exercise 3-9)

Condyloid Oval-shaped projection Side-to-side and Joint between finger on bone fits into oval- back-and-forth and hand (knuckle) shaped depression in (Coloring Exercise other bone 3-12); joint between

skull and vertebrae

Saddle Each bone has convex Side-to-side and Joint between the and concave areas back-and-forth thumb and the hand

(Coloring Exercise 3-12)

Ball-and- Ball-like head of one Movements in Shoulder and hip joints socket bone fits into many directions (Coloring Exercise 3-10)

socketlike depression of other bone

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Coloring Exercise 3-4 Joints: Classification

COLORING INSTRUCTIONSColor each illustration andits corresponding term atthe same time, using thesame color.

1. Color the examples offibrous and cartilaginousjoints ( to ). Use related colors for thetwo fibrous joints (and ).

2. The bones are notshown for the synovialjoints. Color the bodypart and model for eachsynovial joint type ( to

). View the anatomicalcharacteristics of eachjoint type on the cross-referenced Coloring Exercises.

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General CharacteristicsAll Synovial Joints Contain Joint capsule: fibrous connective tissue continuous with periosteum

encloses each joint Knee joint: capsule is weak and incomplete (not shown on top figure) Synovial membrane lines the capsule (but does not cover the articular

cartilage ) Joint cavity contains synovial fluid Articular cartilage : protects bone surfaces Ligaments hold bones (femur , tibia , patella ) togetherSome Synovial Joints Contain Fat pads : help protect joint Bursae ( ): small sacs containing synovial fluid; sometimes extend

from the joint cavity

Additional cartilage: cushions joint (e.g., meniscus ) Tendons also strengthen joint (e.g., quadriceps tendon )

ArthritisArthritis: joint inflammation

Rheumatoid Arthritis (Bottom Center Figure) Usually strikes smaller joints first (like hands)

Autoimmune disorder; antibodies attack joint tissues

Inflammatory enzymes destroy joint cartilage and bone

Abnormal tissue (pannus ) grows in synovial membrane Pannus contains inflammatory cells, many blood vessels

Result: joint inflammation and pain, swelling, lack of mobility

Osteoarthritis (Bottom Right Figure) Also known as degenerative joint disease (DJD)

Occurs mostly in weight bearing joints (e.g., knees, hips) due to normal wearand tear

Erosion of articular cartilage, eventually bone

New bone forms at joint margins, narrowing joint and eventually formingbone spurs

Cartilage atrophies, ligaments calcify

Result: limited movement

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Coloring Exercise 3-5 Synovial Joints: Structure and Disease

COLORING INSTRUCTIONSColor each bone and itsname at the same time, us-ing the same color. On thetop figure:

1. Color the bones of theknee joint ( to ) us-ing related light colors.

2. Use a dark color to out-line structure . Thisthin membrane overliesstructure .

3. Color the articular carti-lage covering thethree bones (it is labeledfor the femur ).

4. Color the joint cavity ( ,lightly shaded). A bursa

is continuous with .5. Color the other joint

structures ( , , to). Use related colors

for the three bursae ( ).

COLORING INSTRUCTIONSBottom three figures:

1. Color the synovial mem-brane , articular carti-lage and joint cavity

on the normal joint(bottom left) and the twodiseased joints (bottomcenter and right). Notethat very little normalsynovial membrane re-mains in the joint withrheumatoid arthritis be-cause a large pannushas formed.

2. Color the pannus andthe bone spur .

3. Compare the changes inthe different joint struc-tures resulting fromrheumatoid arthritis (bottom center) and osteoarthritis (bottomright).

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Loss ofcartilage

Joint spacenarrows

Erosion ofcartilageand bone

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Facial Bones

Bone Bone Features Bone Functions

1 Mandible Only moveable skull bone Forms lower jaw: joint with maxilla

2 Maxillae Contain maxillary sinus; Forms upper jaw bone, part of eye (fused) cleft palate results if bones orbit, nasal cavity, hard palate

do not fuse

2 Zygomatic Articulate with temporal, Form cheekbones, part of eye orbit bones maxilla, frontal, sphenoid

2 Nasal bones Articulate with nasal Form bridge of nosecartilage

2 Lacrimal Smallest facial bones Form part of eye orbit wallbones

Vomer Articulates with ethmoid, Forms inferior part of nasal septumpalatine, maxillae

2 Palatine L-shaped bones (not shown) Forms part of hard palate, nasal bones cavity, eye orbit

2 Inferior nasal Protrude into nasal cavity Form part of nasal cavityconchae

Cranial Bones Bone Bone Features Bone Functions

Frontal Contains frontal sinuses Forms forehead, eye orbit bone roofs, part of cranial floor

2 Parietal Articulate with frontal bone (coronal Form most of the roof and bones suture ), temporal bones superior portion of the side

(squamous suture ), occipital walls of craniumbone (lambdoid suture ), and each other (sagittal suture )

2 Temporal Contain mastoid sinuses, auditory Form inferior sides, part of bones meatus (ear canal), parts of ear, floor of the cranium

and the styloid O1 , mastoid O2and zygomatic O3 processes

1 Occipital Articulates with first vertebra; spinal Forms posterior portion and bone cord passes through foramen magnum part of floor of the cranium

1 Ethmoid Contains some paranasal sinuses, Forms part of cranial floor, bone superior nasal conchae eye orbits, nasal septum,

nasal cavity

1 Sphenoid Articulates with all cranial bones; Holds all cranial bones bone contains sphenoid sinus together; helps form eye orbit

Hyoid bone U-shaped bone Attaches to tongueS

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Coloring Exercise 3-6 The Skull

COLORING INSTRUCTIONSColor each bone (or bonefeature) and its name at thesame time, using the samecolor.

1. As you read about thedifferent bones, colorthem in both theanterior (top) and lateral(bottom) views.

2. Note that sometimesonly one example of abone (e.g., the maxillae)is labeled. Make sureyou color both, if applicable.

3. Use dark colors to out-line the cranial sutures( to ).

4. If you wish, you can usedarker versions of thesame color to identify la-beled bone characteris-tics. For example, youcould color the temporalbones light blue, and theprocesses darker blue.

5. Color the blow-up draw-ings of the ethmoid and sphenoid bones.R

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The Vertebral Column Vertebrae are identified by region (C, T, L) and subsequently numbered from themost cephalic vertebra to the most caudal vertebra Cervical vertebrae

Seven neck vertebrae, labelled C1 to C7 Atlas (C1) supports the head Axis (C2) acts as a pivot to turn the head

Thoracic vertebrae Twelve vertebrae located in chest, labelled T1 to T12 Ribs attach to long spinous processes (see top right figure)

Lumbar vertebrae Five vertebrae located in the lower back, labelled L1 to L5 Very large and strong to support weight of torso

Sacral vertebrae Five bones in child fuse to form one bone, the sacrum Sacrum forms the posterior part of the pelvis

Coccygeal vertebrae Four or five bones in child fuse to form one bone, the coccyx (tail bone)

Structure of a Vertebra Intervertebral discs join together the bodies of adjacent vertebrae The spinal cord passes through the vertebral foramen Spinal nerves leave spinal cord through intervertebral foramina The dorsal spinous process and lateral transverse processes of each

vertebra are sites of muscle attachment

The top right figures shows vertebra T6 in more detail.

Abnormal Curvatures Kyphosis : excessive thoracic curve Lordosis : excessive lumbar curve Scoliosis : abnormal lateral curvatureP

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Coloring Exercise 3-7 The Vertebral Column

COLORING INSTRUCTIONSColor each bone (or bonefeature) and its name at thesame time, using the samecolor. On the top figure:

1. Color the five types ofvertebrae ( , , , ,and ) different lightcolors, but do not colorC1 or C2 . Writethe name of each verte-bra (e.g., T2) on orbeside the bone. For thecervical vertebrae, usethe spinous processesto guide you.

2. Use variants of the colorused for the cervical ver-tebrae to color the atlas

and the axis .

COLORING INSTRUCTIONSOn the top right figures:

1. Color the parts of thevertebra (parts to ).Use dark colors.

2. The parts of the vertebraare also labeled on thelarger figure (top left).Color these parts on afew vertebrae.

COLORING INSTRUCTIONSOn the bottom figures:

1. Color the term describ-ing the abnormal curva-ture and the correspon-ding vertebral columnthe same color (to ).

2. Color the abnormalcurve(s) with a darkerversion of the color.

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Anterior

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The Thoracic Cage Sternum 12 pairs of ribs (and associated cartilage) Protects lungs, heart, kidneys, upper abdominal organs

Supports bones of shoulder girdle and upper limbs

Involved in respiration

Sternum Manubrium A1 joins with the clavicles at the clavicular notch A2 and with

the first pair of ribs

Junction between manubrium and body A3 can be felt as a ridge (the sternalangle A4; identifies the second rib)

Body joins the costal cartilage of ribs two through seven Xiphoid process A5 attached to some abdominal musclesRibs 12 pairs, attached to thoracic vertebrae 112

True ribs (pairs 17) attach directly to sternal body, via costal cartilages Some false ribs (pairs 810) attach to the cartilage of the rib above Other false ribs (pairs 11 and 12the floating ribs ) do not attach

anteriorly

Intercostal space : the space between ribs

The Shoulder Girdle Attaches upper limb to the axial skeleton

Consists of the clavicle and scapula Clavicle (Collarbone) Articulates with sternum anteriorly, scapula laterally

Sternoclavicular joint is the only bony connection between the upper limb(arm) and the axial skeleton

S-shaped for increased strength; still site of frequent fractures

Scapula (Shoulder Blade) Secured to axial skeleton by muscles

Prominent ridge (spine H1) can be palpated Muscles attach to depressions (supraspinous fossa H2, infraspinous fossa

H3) and the coracoid process H4

Acromion H5 joins with the clavicle Glenoid cavity H6 forms the shoulder joint with the humerus I

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Coloring Exercise 3-8 The Thorax and Shoulder Girdle


1. Color the sternum .You can use variants ofthe same color to distin-guish between themanubrium A1, body A2,and xiphoid process A3.

2. Color the costal cartilageof all ribs.

3. Color the seven true ribs, false ribs , and

floating ribs using dif-ferent light colors. Useclosely related colors forthe false and floatingribs, because floatingribs are a subtype of thefalse ribs.

4. Write the numbers ofthe rib pairs on each rib.

5. If you like, color some ofthe intercostal spaces with a light color.


1. Color the bones of theshoulder girdle ( and

) and the associatedbones ( and ). High-light the features of thescapula (H1 to H6) usingrelated, darker colorsthan the one used tocolor the scapula.

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The Arm The region between the shoulder and elbow

Contains the humerus Humerus Head A1: helps form shoulder joint Medial A2/lateral A3 epicondyles: sites of attachment for forearm muscles Ulnar nerve passes over medial epicondyle; blows here produce tingling

(hence, this area is called the funny bone)

Trochlea (A4 medial) and capitulum (A5 lateral) help form elbow joint Radial fossa A6 interacts with radius when elbow is bent Olecranon fossa A7 interacts with ulna when elbow is straight

The Forearm The region between the elbow and wrist

Consists of the ulna and radius Mnemonic: p.u. (pinky on ulnar side)

Ulna Medial bone (in anatomical position); longer than radius

Head B1 is at the wrist joint Olecranon B2 forms elbow point Trochlear notch B3 helps form elbow joint Radial notch B4 interacts with radius Wrist ligaments attach to the styloid process B5

Radius Lateral bone (in anatomical position)

Head C1 is at the elbow joint; neck C2 is distal to the head Forearm muscles/wrist ligaments attach to styloid process C3

ArticulationsShoulder joint : head of humerus articulates with glenoid cavity of scapula(ball and socket)

Elbow Joint Radius head interacts with humerus capitulum (hinge)

Ulnar trochlear notch interacts with humerus trochlea (hinge)

Radius head interacts with radial notch of ulna (pivot)

Wrist Joint Wrist ligaments bind styloid processes of ulna and radius

Distal end of radius interacts with carpal bones Ulnar head interacts with ulnar notch of radius

Ulnar-radial Syndesmosis (fibrous joint): See Coloring Exercise 3-4

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Coloring Exercise 3-9 The Upper Limb

COLORING INSTRUCTIONSColor each bone (or bonefeature) and its name at thesame time, using the samecolor. On the left figure:

1. Color the entirehumerus light yellow.

2. Use darker versions ofyellow and orange tohighlight the differentfeatures of the humerusA1 to A7.

COLORING INSTRUCTIONSOn the right figure:

1. Color the radius lightblue and the ulna light green.

2. Use darker versions ofblue and green to high-light the differentfeatures of the radius B1to B4 and ulna C1 to C3,respectively.

COLORING INSTRUCTIONSOn the small locator skele-ton and on the right-handfigures:

1. Color the carpal bones .

2. Draw circles around theshoulder joint , elbowjoint , and wrist joint

using three differentcolors.

3. Note the bones involvedin each joint.

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The Pelvis Two pelvic bones (ossa coxae, coxal bones)

Each os coxae consists of three bones: ilium , ischium , and pubisthat fuse together by age 23

Ossa coxae joined anteriorly (pubic symphysis ) and posteriorly (sacroiliacjoint)

All three bones form acetabulum (part of hip joint, see below)Ilium Curved superior rim is the iliac crest A1: Anterior superior iliac spine A2: can be palpated (commonly described as

the hipbone)

Articulates with sacrumIschium Largest, strongest pelvic bone

Ischial tuberosities B1: (commonly called the sit bones) can be palpatedbelow the buttock when in a seated position

Ischial spine B2 : used as point of reference during childbirthPubis Two pubic bones join at pubic symphysis Pubic arch is wider in females than males Pubis and ischium form obturator foramen

90%95% of obturator foramen covered by membranes and muscles inliving body

Hip Joint Strongest joint in the body (ball and socket)

Femoral head sits in acetabulum of os coxae Articular cartilage protects both bone surfaces Very strong joint capsule supported by ligaments Extensive synovial cavity (also called a joint cavity) cushions jointL

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Coloring Exercise 3-10 The Pelvis and Hip Joint

COLORING INSTRUCTIONSColor each bone (or bonefeature) and its name at thesame time, using the samecolor. Color both parts ofthe upper figure (anteriorand posterior views) at thesame time.

1. Use three different lightcolors to color the ilium

, ischium , and pu-bis on each view.

2. Color the sacrum .

3. Use darker colors tohighlight features of theilium A1 A2 and ischium B1 B2.

4. Use a dark color to out-line (anterior view) orcolor in (lateral view)portions of the os coxaecontributing to theacetabulum .

5. Color the pubic symph-ysis and the obturatorforamen .

6. Use a dark color to out-line the pubic archregion .

COLORING INSTRUCTIONSColor the structures of thehip joint in the bottom figure.

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Anterior view Lateral view

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The ThighRegion between the pelvis and knee

Femur Head A1 articulates with pelvis Neck A2 : common site of fracture (broken hip) Sites of thigh muscle attachment:

Greater trochanter A3 Lesser trochanter A4 Linea aspera A5

Medial A6 and lateral A7 condyles articulate with tibia Patellar surface A8 articulates with patella Medial epicondyle A9: attachment for knee ligaments Patella Enclosed within tendon of quadriceps femoris muscle

Tracks between femoral condyles during knee movements

The Leg Region between the knee and ankle

Contains the tibia and the fibula (LAteral fibuLA)Tibia Bears the weight of the entire body when standing

Lateral D1 and medial D2 condyles articulate with femur Anterior crest D3 can be palpated as the shin bone Medial malleolus D4: inner prominence of ankle; articulates with talus Fibula Not a weight-bearing bone; does not reach the knee

Head E1 interacts with tibial condyle Lateral malleolus E2 : outer prominence of ankle; articulates with talus

Articulations Hip joint : ball-and-socket joint between the femur head and the pelvis (see

Coloring Exercise 3-10)

Knee joint : hinge joint between the femur and tibia (Coloring Exercise 3-5) Tibiofibular joints

Tibia and fibula articulate proximally and distally ; these joints participate in rotating the lower leg (pivot joints)

Tibia and fibula bound longitudinally by an interosseous membrane (fibrous joint; not shown)

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Coloring Exercise 3-11 The Lower Limb


Color the six bones ( to). Do not color any of the

names of the bone featuresyet (for instance, A1).

COLORING INSTRUCTIONSTop right figure:

1. Color the entire femurusing light blue.

2. Use darker, related col-ors (blues and purples)to highlight the featuresof the femur ( A1 to A9).

COLORING INSTRUCTIONSBottom figure:

1. Color the entire tibia and fibula using lightcolors (say, pink andlight green).

2. Use darker, related col-ors (reds and darkergreens) to highlight thefeatures of the tibia ( D1to D4) and the fibula (E1and E2 ).

COLORING INSTRUCTIONSTop left and bottom figures:

1. Circle the hip andknee joints on theleft-hand figure (they arenot labeled on thediagrams).

2. Circle the proximal and distal tibiofibularjoints on both figures.

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BonesWrist and hand have the same basic plan as the ankle and foot

Wrist and Hand Ankle and Foot

More mobile Stronger, less mobile; arches of foot maintained by ligaments and tendons

Eight carpals in two Seven tarsals (ankle, foot)rows (wrist)* Anterior: scaphoid cuboid lunate three cuneiforms triquetral navicular pisiform Posterior: trapezium talus trapezoid calcaneus (heel) capitate hamate

Five metacarpals (palm) Five metatarsals (instep) Distal ends form knuckles Distal ends form ball of foot Numbered from 1 to 5, starting Numbered from 1 to 5, starting from the great

from the thumb side toe side

Fingers: three phalanges (proximal Toes: three phalanges (proximal , middle, middle , distal ) , distal )

Thumb: two phalanges (no middle Great toe: two phalanges (no middle phalanx)phalanx)

* Mnemonic for the carpal bones: Stop Letting Those People Touch the Cadavers Hand (Proximal,then Distal, Lateral to Medial) Edward Tanner, University of Alabama

Articulations Ankle: talus articulates with the fibula and tibia

Wrist: three carpals , , and articulate with the radius and indirect-ly with the ulna

Hand: condyloid joints between metacarpals and first finger phalanges; saddlejoint between trapezium and first thumb phalanx; hinge joints betweenphalanges

Foot: condyloid joints between metacarpals and toe phalanges; hinge jointsbetween phalanges

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Coloring Exercise 3-12 The Hand and Foot

COLORING INSTRUCTIONSColor each bone (or bonefeature) and its name at thesame time, using the samecolor.

1. Color the diagrams ofthe hand (top) and foot(bottom) at the sametime.

2. Color the carpal andtarsal bones ( to ) in related colors.

3. Color the metacarpaland metatarsal bones( and ) in related colors.

4. Color the three types ofphalanges ( to ) inrelated colors.

5. Color the other bonescontributing to the ankleand wrist joints (to ).V

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Movement Description Examples

Flexion Decreases angle between Touch chin to chestarticulating bones in the Raise arm in front of body1

sagittal plane Bend upper limb at the elbowMove palm toward the forearmMove fingers toward the palmRaise thigh in front of body2

Bend lower limb at knee joint

Extension Increases angle between Raise head away from chestarticulating bones in the Lower arm in front of bodysagittal plane (often returns Straighten arm at the elbowto anatomical position) Move back of hand toward the Hyperextension: forearmmovement continues Move fingers away from the palmbeyond anatomical position Swing thigh backwards2

Straighten lower limb at the knee joint

Abduction Movement away from the Move the arm laterally away from midline (frontal plane) the body

Move the thigh laterally away from the body2

Bend hand towards thumb

Adduction Movement toward the Bring the arm laterally towards the midline (frontal plane); bodyrestores anatomical Move the thigh laterally toward the position body2

Bend hand away from thumb

Circumduction Movement of the distal Circle the arm at the shoulderend of a bone in a circle Circle the thigh at the hip2

Pronation Palm faces posteriorly Radioulnar joints only

Supination3 Palm faces anteriorly Radioulnar joints only

Plantar flexion Bend foot towards the Ankle joint only: standing on toesplantar (bottom) surface

Dorsiflexion Bend foot upwards Ankle joint only: walk on heels

Inversion Move feet to face each Ankle joint only: walk on lateral other surface of feet

Eversion Move feet to face away Ankle joint only: walk on medial from each other surface of feet

Rotation Bone revolves around its Turn head side to sidelongitudinal axis

1Flexion at the shoulder joint is raising the arm.2Actions illustrated for the shoulder joint also occur at the hip joint.3Mnemonic: SUPinate to carry your SUPper.

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Coloring Exercise 3-13 Movements at Synovial Joints

COLORING INSTRUCTIONSColor each illustration andthe corresponding term atthe same time, using thesame color.

1. Review the planes of division in Coloring Exercise 1-2.

2. Find all of the examplesof flexion and exten-sion , and color the arrows the relevantcolor. Perform the movements.

3. Repeat step 2 forabduction and adduction .

4. Repeat step 2 forcircumduction .

5. Repeat step 2 for pronation and supina-tion .

6. Repeat step 2 for plantarflexion , dorsiflexion

, inversion, andeversion .

7. Repeat step 2 forrotation .L

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Movements at the Shoulder (or Hip)

Movements of the Hand and Fingers

Movements of the Foot Movements of the Head

Movements at the Knee (or elbow)

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Muscle Tissue Smooth muscle : walls of hollow organs, blood vessels, and respiratory

passages

Cardiac muscle : wall of heart (see Coloring Exercise 8-6) Skeletal muscle : makes up muscles under voluntary control; moves

bones and face, compresses abdominal organs Several muscle cell precursors fuse to form a single muscle cell, containing

multiple nuclei

Muscle cells are also called fibers

Skeletal Muscle: Attachments to Bones Tendons attach skeletal muscle body to bones Origin : attachment to less moveable bone (e.g., scapula ) Insertion : attachment to more moveable bone (e.g., radius )

Anatomy of a Skeletal Muscle Muscle enveloped by a membrane, the epimysium

The tendon is a continuation of the epimysium Skeletal muscle body divided into fascicles

Each fascicle surrounded by membrane; the perimysium Blood vessels travel between fascicles

Each fascicle made up of individual muscle cells Each muscle cell surrounded by endomysium membrane

Remember, you already colored a longitudinal view of skeletal muscle fibersin the top figure

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Coloring Exercise 4-1 Muscle Tissue and Skeletal MuscleAnatomy


1. Color the nuclei black ineach figure.

2. Color the muscle cellsfor each muscle type (to ).

COLORING INSTRUCTIONSOn the middle figure:

1. Color the bones ( , ),tendons , and the mus-cle body . Use light col-ors for the bones ( , )and the muscle body.

2. Using two dark colors,draw circles at theorigins and insertion

of the muscle.


1. Color the bone ,tendon , andepimysium .

2. Color the perimysium around the extruded fas-cicle and in the crosssection.

3. Color the fascicle thatis labeled in the crosssection, and oneadditional fascicle.

4. Color the endomysiumaround the extruded

muscle fiber. Outlinesome muscle fibers inthe cross-section withthe same color, becausethe endomysiumsurrounds all fibers.

5. Color the ends of somemuscle fibers and the blood vessels .M

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The Muscular System

C H A P T E R 4

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Chapter 4 The Muscular System 49

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The Neuromuscular Junction Consists of a muscle cell and motor neuron Each muscle cell contains multiple nuclei

Components of a Muscle Cell Muscle cell organized into sarcomeres Each sarcomere contains actin (thin) and myosin (thick) filaments

Events at the Neuromuscular Junction Action potential arrives at axon branches B1 of a motor neuron Synaptic vesicles containing stored neurotransmitters (acetylcholine, )

fuse with the neuron membrane Acetylcholine released into the synaptic cleft Acetylcholine binds receptor in the motor end plate (muscle cell

membrane) Bound receptor creates action potential in muscle cell Mitochondria make some neurotransmitters and provide ATP M

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Coloring Exercise 4-2 The Neuromuscular Junction


1. Color the cytoplasm ofthe muscle cell lightpink; color the nuclei purple.

2. Color the column of sar-comeres indicated bythe bracket.

3. In the other sarcomeres,color the actin filaments

red and the myosinfilaments blue.

4. Shade the entire motorneuron light yellowand the mitochondria dark yellow in bothviews.

5. Color the arrowrepresenting the actionpotential travellingdown the axon.

6. Lightly shade the synap-tic vesicles in bothviews; use a darker colorfor acetylcholine mole-cules, represented bysmall dots .

7. Use a light color for the synaptic cleft , amedium color for themotor end plate , anda dark color for theacetylcholine receptor .K

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The Sliding Filament Mechanism Remember that each muscle fiber is organized in sarcomeres Each sarcomere contains overlapping filaments of

Myosin : long filamentous protein with globular head Actin : globular protein linked together in long strands; each actin has a

binding site for myosin During muscle contraction, sarcomeres SHORTEN

The length of myosin and actin filaments does not change The overlap between thick and thin filaments increases; filaments slide

over each other As sarcomeres shorten, the muscle shortens

Sliding filament mechanism includes three stages Attachment : myosin binds specific binding sites on the actin

, forming a cross-bridge Power Stroke : Myosin pulls on actin, shortening the sarcomere (and

thus the muscle) Release/Reattachment : Myosin head detaches (step requires fresh ATP

molecule), binds further along the actin molecule Cycle repeats

Calcium and Muscle Contraction The sliding filament mechanism only occurs if calcium is present Calcium is present in the muscle cell following an action potential in the

motor end plate If calcium is absent;

Tropomyosin covers the binding sites The three-part troponin complex keeps tropomyosin in place

If calcium is present: Calcium binds troponin Troponin lets tropomyosin move away from binding sites on actin Myosin heads can bind actin Muscle contraction occurs

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Coloring Exercise 4-3 Muscle Contraction


1. Use the same colors forstructures to asyou used in the previous Coloring Exercise.

2. Color the bracket repre-senting the sarcomere

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3. For the top diagram,color the bracket repre-senting the name of thestage .

4. Lightly color the myosinand actin

molecules. Color theactin binding sites using a dark color.

5. Repeat steps 3 and 4 forthe other two diagrams,representing stages and .

6. After coloring all threediagrams, note that theoverlap between thickand thin filamentsincreases. This results inshortening of both thesarcomere and themuscle.

7. Note that the myosinheads reattach to a dif-ferent site on the actinmolecules.


1. Color all of the compo-nents in the topdiagram, when calciumis not present.

2. Color all of the compo-nents in the bottom dia-gram, when calcium ispresent.

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Documents

Coloring Atlas of the Human Body 1