Biol& 241 Human Anatomy and Physiology 1 M, W 6:00-9:30 pmE. Stavney Winter 2011 Section 8 Lecture in AS1521 North Seattle Community College Lab in AS1615

Tentative Lecture/Lab Schedule

Date Topic Textbook Reading

1/5 Registration, Introduction, Biochemistry Chp 1, 2Lab: Intro, Lab Safety, Parts of the Microscope (3.1)Lab: Microscopy labs( 3.1-3.5)

1/10 Biochemistry, Cell membranes and physiology Chp 2, 3Lab: Cell Anatomy (4.1-4.6) - Histology

1/12 Cellular structure, Gene Expression Chp 3 Lab: Cell Transport (Lab 5A), dialysis, Brownian motion, and diffusion demoinstead of Activity 3

1/17 NO CLASS - MLK Day

1/19 Epithelial, Connective, Muscular, & Nervous Tissues Quiz 1 Chp 4Lab: Tissues (6A, 6.1, 6.2)

1/24 Exam I (Introduction through Gene Expression, Chp 1-3)

Integumentary System Chp 5Lab: Integumentary System( 7.1-7.5)

1/26 Bone Structure and Physiology, Growth Chp 6Lab: Skeleton Overview (9.2-9.4)

1/31 Bone Growth and Repair, Axial Skeleton Quiz 2 Chp 6, 7 Lab: Lab Practical Exam I - Histology and Tissues Lab: Axial Skeleton (Start Lab 10) if time allows

2/2 Exam II (Epithelial Tissue through Integumentary System, Chp 4-5)

Lab: Complete Axial Skeleton (continue lab 10)

2/7 Appendicular Skeleton Chp 7Lab: Appendicular and Fetal Skeletons (11.1-11.6, 12)

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2/9 Articulations/Joints Chp 8 Lab: Articulations/Joints (Lab 13.1-13.6); Cow femur, Chicken leg dissection

2/14 Muscle Structure and Metabolism, Quiz 3 Chp 9, 10Lab: Lab Practical II- Bones and Joints

2/16 Exam III (Bone Structure & Physiology; Bone Divisions, Names, & JointsLab: Skeletal Muscle (Lab 14.1-14.3), Strength and Muscle Fatigue (Handout)Lab: Begin Gross Muscular Anatomy Lab (15.1-15.6) if time allows

2/21 NO CLASS (President's Day)

2/23 Muscle Metabolism & Naming, Neurophysiology I Chp 10, 11 Lab: Complete Gross Muscular Anatomy Lab (15.1-15.6)

2/28 Neurophysiology II, Central Nervous System: The Brain, Quiz 4 Chp 11, 12Nervous Tissue Histology (17.1-17.3)

3/2 Central Nervous System: Spinal Cord; Peripheral Nervous System Chp 12, 13Lab: Lab Practical III - Muscles

3/7 Exam IV (Muscle Metabolism, Chp 9-10) Lab: Brain Anatomy (Lab 19), Sheep brain dissection

3/9 Autonomic Nervous System Chp 14Lab: Spinal Cord (Lab 21.1-21.5), Fresh Spinal cord demo

3/14 The Senses, Quiz 5 Chp 15Reflex Physiology (Labs 22.1-22.7)At home: Try Neurophysiology Comp Lab (18B) on PhysioEx CD, Activities 1-7

3/16 The Senses, continued Chp 15Lab: Lab Practical IV: Brain and CNS

3/21 Monday, Exam V (Neurophysiology through the Senses, Chp 11-15)

Please note that this schedule, as well as the course information that follows, is subject to change and modification by the instructor at any time during the quarter. Assignments and exams may be added, dropped, or changed in point value despite what this syllabus says. Changes will be announced in class, usually at the very beginning. You are responsible for changes made in the class even if you are not present to hear a particular announcement.

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Course Description

Introduction to the structure and function of tissues, organs, and systems of the human body. Both BIOL& 241 and BIOL& 242 are needed for a complete study of the anatomy and physiology of all human systems. Format includes laboratory work. Prerequisite: BIOL& 160 (prev BIOL 101) or BIOL& 211 (prev BIOL 201) with a C or better.

Intended Learning Outcomes

1. When presented with a microslide, the student should be able to identify each of the 4 tissue types and their subcategories.

2. When presented with any major organ, the student should be able to describe the structure and function of that organ in terms of the structure, location and function of the tissues of which the organ is comprised.

3. The student should be able to match each gland with its secretions(s) and each secretion with its effect.

4. The student should be able to identify and locate via diagram, articulated or disarticulated skeleton, every bone of the human body.

5. When presented with any organ studied, the student should be able to describe that organ, using appropriate directional an anatomical terminology specific to that organ.

6. The student should be able to describe the exact position of each visceral organ in its appropriate cavity.

7. The student should be able to describe the contribution of each organ to the system of which it is a part.

8. The student should be able to describe the contribution each system makes to the integrity of the whole organism.

9. Given an abnormality, the student should be able to explain that abnormality in terms of the system and/or primary organ disrupted.

10. The student should be able to predict the consequences of any primary organ failure.11. The student should be able to describe the structure and action of channel – linked,

intramembranous and intracellular receptors.12. Using appropriate terminology, the student should be able to explain the generation and

spread of an action potential on a neuron, skeletal muscle fiber or cardiac muscle fiber.13. Starting with the action potential entering a muscle fiber, the student should be able to

identify and describe the steps leading to contraction in both skeletal and cardiac muscle.14. The student should be able to identify and describe the action of the major excitatory and

inhibitory neurotransmitters.15. The student should be able to specifically locate and describe the function of each of the

brain’s major functional areas and systems and/or predict the effect of damage to any of these areas.

16. The student should be able to trace any somatic an autonomic reflex presented in the course from a receptor to an effector, identifying the stimulus, receptor type, neurons, nerves, neurotransmitters, ganglia and spinal pathways (where relevant).

17. The student should be able to describe the anatomical and physiological differences between the parasympathetic and sympathetic divisions of the autonomic nervous system.

18. The student should be able to describe the specifics of autonomic control of any system that include glands, smooth muscle and/or cardiac muscle.

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Intended Learning Outcomes , continued19. The student should be able to match all cranial nerves and major nerves derived from

somatic plexuses with the organs they innervate and the functions they control.20. The student should be able to trace an impulse along a motor pathway from its source in

the brain to its effector and along a sensory pathway from a receptor to its primary somesthetic area of the brain.

21. Using anatomical diagrams, the student should be able to locate and identify the major superficial skeletal muscles of the body.

22. The student should be able to explain the differences between, and give examples of, both negative and positive feedback.

23. The student should be able to identify the stimulus, source, target, effect and control of each of the hormones presented in this course.

24. Using anatomical diagrams and/or their dissected pig, the student should be able to locate and identify all the major arteries and veins.

25. Starting with the right atrium, the student should be able to trace blood flow through the pulmonary and systemic diversions of the circulatory system, with special emphasis on the cerebral, coronary, hepatic – portal and renal patterns of circulation.

26. Starting with the sinoartial node, the student should be able to trace the transmission of impulses to the myocardium and explain the correlation between this transmission and the defections of an EKG.

27. Cardiac output, blood volume, peripheral resistance and vessel elasticity are all factors that influence blood pressure. The student should be able to identify and explain all the variables that determine each of these factors as well as predict the consequences of changing any of the variables.

28. Given the blood hydrostatic pressure and blood osmotic pressure of the arteriole and venous ends of a capillary, the student should be able to calculate net filtration pressure, net absorption pressure and the net movement of fluids into or out of the capillary.

29. The student should be able to identify and describe the causes, consequences, prevention and treatments for the major cardiovascular abnormalities.

30. The student should be able to identify the source, morphology and functions of all the formed elements of the blood.

31. The student should be able to describe in detail the components and steps included within blood clot formation and an immune response.

32. The student should be able to explain the dynamics of fluid, electrolyte, blood gas and nutrient distribution and exchange.

33. If a system involves a tract, the student should be able to trace the movement of the appropriate substance (air, food, urine, gametes) through the tract.

34. Given an organ system, the students should be able to explain how that system accomplishes its mission.

35. The student should be able to explain the dynamics of respiratory, buffer and renal control of pH balance.

36. Communicate summary knowledge of the importance of fluid, electrolytes, and pH balance to maintaining homeostasis with the systems and the body as a whole.

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Texts and Supplies for BIOL 241

Required texts Human Anatomy and Physiology, Eighth or Ninth Ed., Elaine N. Marieb & Katja Hoehn,

Pearson Benjamin Cummings, 2007, 2011. Human Anatomy and Physiology Laboratory Manual, Eighth or Ninth Ed., Elaine N.

Marieb & Susan J. Mitchell, Pearson Benjamin Cummings, 2008. This manual should be purchased new; photocopies of lab assignments will not be accepted.

A Brief Atlas of the Human Body, Second Ed., Matt Hutchinson et al., Pearson Benjamin Cummings, 2007.

Required Supplies• Nine Scantron forms (Type 882) for exams, available in the bookstore• Several #2 or mechanical pencils and erasers for taking Scantron exams

Optional Texts Study Guide for Human Anatomy and Physiology, Eighth or Ninth Ed., Elaine N. Marieb

& Katja Hoehn, Pearson Benjamin Cummings, 2007. The Anatomy Coloring Book, Third Ed.,Wynn Kapit and Lawrence M. Elson, Benjamin

Cummings, 2001. The Physiology Coloring Book, Wynn Kapit, Robert I. Macey, and Lawrence Meisami,

Second Ed., Benjamin Cummings, 2000. Dictionary of Word Roots and Combining Forms , Donald Borror, Mayfield Publishing,

1960/1988

Supplemental Resources

You are strongly encouraged to use the textbook offers a Student Website at: www.myaandp.com that accompanies the textbook for reviewing and testing yourself on the parts and functioning of the human body. This site has excellent quizzes, crossword puzzles, and other review materials. If you do not have a subscription to the anatomy text (such as if it is used), you can purchase access for 1 quarter for about $35. However, you should be using a brand new lab manual, which also comes with a quarter-long subscription to this same website.

You also are directed to look for course materials on the website for this specific course. Here you can find lab handouts, review sheets, practice tests, and other helpful materials. The Bio 241 website is on the North Seattle faculty website at http://facweb.northseattle.edu/ estavney/bio241.

Instructor Information

Mr. Eric StavneyOffice: IB 2324C Phone: (206) 527-3755Email: estavney@sccd.ctc.eduOffice Hours for Winter 2010 will be by appointmentYou may leave messages for me at email address above.

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Attendance and Policies

Students are expected to attend every class session. It is the student's responsibility to obtain lecture notes, handouts, or other materials in case of an absence. Please see my policy in the Grades section about missing exams. If you anticipate missing an exam, I must know as soon as possible. If you stop attending class without an official withdrawal will be assigned a grade based on the work completed up to that point. If you miss a midterm exam without notifying me or providing a compelling excuse (as decided by me), your course grade will be reduced by 0.2 gradepoints.

This is a course that will require a great deal of individual effort by you. Based on the syllabus schedule you should be able to stay on top of the material. Attendance, attentiveness, and effort are essential for success in the class. I also highly recommend that you find some fellow students to study with.

You have the option of withdrawing from this course as late as Friday, the 11th week of the term. Withdrawing or dropping is the responsibility of the student, not the instructor.

Please note that no food or drink is allowed in the classrooms, except in sealed containers inside of a bag or backpack. We ask that you leave coffee, water bottles, or any other "exposed comestible" outside of the classroom. No food or drink is allowed in the laboratory room in any form, for additional reasons of lab safety. This rule will be rigorously enforced.

Please turn off your cell phones and all other audible devices out of courtesy to your classmates and the instructor. I will ask you to leave class if the device goes off twice in the same class session.

Many people suffer from allergies and/or chemical sensitivities. As NSCC is officially a “fragrance-free” campus, please minimize your use of perfumes, colognes, and other heavily scented products.

Grading

Your final grade in this course will be based on the total amount of points that you earn on quizzes, lectures exams, lab exams, and homework assignments as follows:

4 of 5 Lecture Exams (lowest score dropped) @ 100 pts each 4003 of 4 Lab Practical Exams (lowest score dropped) @ 100 pts each 3004 of 5 Quizzes (lowest score dropped) at 20 pts each 8014 of 15sets of lab RS sheets, lowest dropped @ 10 pts each 130

910 total possible

Grades will be assigned as follows:

A (3.5-4.0) 90-100% of total points and aboveB (2.9-3.4) 80-89.9% of total pointsB-/C+ (2.2-2.8) 70-79.9% of total points

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C-/C (1.5-2.1) 60-69.9% of total pointsD+/D- (0.9-1.4) 50-59.9% of total pointsF (0.0-0.8) below 50% of total points

If you miss an exam for any reason (including reasons that I deem excusable), that test will count as your lowest score and will not count in the total. This does not mean that you should count on missing an exam. If you miss a midterm exam without notifying me or providing a compelling excuse, your course grade will be reduced by 0.2 gradepoints.

You cannot miss the final exam or more than 2 laboratories. If you have unavoidable and compelling circumstances that prevent you from taking an exam, be sure to contact me by email or phone immediately at your earliest opportunity and be prepared to show documentation demonstrating why you missed the exam. Generally, you will not be able to make up an exam or turn in an assignment late. Your first missed exam, for whatever reason, will always be used as your dropped exam.

Extra credit questions may be offered on any of the exams to help you increase your point total on that exam. Additional extra credit can be earned in the form of concepts maps, up to a maximum of 25 pts. No other extra credit opportunities will be offered.

Regrades

You may wish to resubmit an assignment or test that you believe was graded incorrectly. I call this submission a "regrade". Regrades should only be submitted if you think there is an error in the calculation of your grade or a question that was marked wrong when it should have been right. Submitting a regrade should not be considered as a "done deal" since I may not agree with you (for various reasons) or because you have not followed the regrade instructions exactly as I ask.

To request that I look again at particular questions or parts of an assignment or test, you must do the following:

1. Write or type (typing best) on a clean sheet of paper exactly which questions or parts of the assignment you want me to look at.

2. Defend your answer or why you believe your answer is correct by quoting the textbook or lab book indicating the page where your citation comes from. Write a persuasive argument. In some cases, I simply may have made a bookkeeping or addition error: show me the correct math.

3. Staple all parts of the assignment or test, including the question sheets, Scantron, etc. to the back of your cover sheet. If you forget to include a part of the assignment or test, I’ll return it and ask for the missing parts.

4. Be sure your name and date are on the cover sheet, as well as a title describing which test or specific assignment the regrade is for.

5. You would be wise to retain a copy of the test or assignment (but always give me the original) since it may be several weeks before your regrade is returned.

6. Any regrade request must be submitted within 1 week after the return of the exam or assignment. Regrades submitted after 1 week will not be considered.

7. Each quiz or exam must have a separate cover sheet and be a totally separate package. Please do not submit regrade requests for multiple tests in a single package.

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Academic DishonestyAcademic dishonesty will not be tolerated, and will result in a ZERO for the

affected exam, quiz, or assignment. A second offense will result in a failing grade and you will be barred from the class for the remainder of the quarter. Additionally, I will notify the Vice President of Students of your academic dishonesty. Plagiarism is a form of academic dishonesty where you present ideas, diagrams, or other information without crediting your source; you present the ideas or writings as if they were your own. Even if you do credit your source, you will not receive a good grade if your writing consists of direct quotations. If you’re not familiar with plagiarism, or have any concerns about what constitutes plagiarism, please talk with your instructor!

Disability Accommodation

NSCC supports students with special needs. Students with disabilities must contact Student Services to arrange any special accommodations.

How to do well in this class

In reading the assigned material, take notes.  Paraphrase the material in your own words; do not just copy the text!  If you can't say something in your own words, then you probably don't understand it.  Don't skip over the pictures and examples given in the text.  Think about them as you read because the examples help you remember concepts, principles and aid you to help solve some of the problems you'll be given in the group discussions. Use the course website at http://facweb.northseattle.edu/estavney/ to get study sheets and practice materials helpful in studying for exams. Make concepts maps or review sheets for yourself to help associate ideas together and to organize the material in a way that makes sense for you.

Extra Credit

Extra credit questions may be offered on any of the exams to help you increase your point total. You may also earn extra credit for making a concept map of any lecture, aside from the first lecture. The criteria for concept maps are given in the following paragraphs. Note that late extra credit submissions will not be accepted. The maximum amount of extra credit you can earn in this class is 25 points.

One of the most helpful ways to remember lots of facts and names is to weave these items together by association, such as in a concept map. Concept mapping is the drawing of an elaborate diagram showing the topics, subtopics, and sub-sub topics of a particular subject. The goal of a concept map is to get you to associate ideas and organize lecture material. It requires you to be fairly familiar with how the subjects of a lecture are linked together. It is a great way to review your notes and study.

Instructions for setting up a concept map (as an example assignment) can be found at http://biology.arizona.edu/sciconn/lessons2/renfro/concept_map_assess.htm.

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Examples of concept maps can be found at http://www.fed.cuhk.edu.hk/~johnson/misconceptions/ concept_map/concept_maps.html,

Concept maps should be done on an 8 ½ x 11” piece of paper, but you can use both sides. Typing up concepts maps using text boxes in Word works well, but you can also draw them neatly by hand. Legibility and neatness are part of your concept map grade. Concept maps are worth 5 points each. We may draw some maps together in groups during lecture time; these maps will be considered a regular activity and not eligible for extra credit. You will have 1 week to complete a concept map for any particular lecture and to turn it in. That is, a lecture given on a Monday can be mapped for extra credit and submitted the following Monday in lecture. Each concept map earns 8 points extra credit. Note: don’t copy or print out someone else’s map as your own! Copied concept maps will not earn any credit and will be considered an act of academic dishonest (for which there are severe penalties).

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A very simple concept map showing the components of blood

QuickTime™ and a decompressor

are needed to see this picture.

Note how the concept map above shows ideas organized into hierarchies of association. Also, "linking phrases" are used between boxes to show how the subtopics fit in with the larger topic. Some good linking phrases are: 1) Include2) Which Includes3) Such As 4) Which Are Involved In5) Are Divided Into 6) Which Communicates To/Across 7) Is Controlled By 8) Which Secrete/Secretes9) Which Relates 10) Which Is Divided Into11) Which Contains 12) Which Consists Of 13) Made Of 14) Into The Categories of15) Which Is Made Of 16) Results In 17) Occurs In

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Partially Completed Concept Map for the Organ Systems of the Human Body

Study Tip: How to Preread a Textbook Chapter

1. Read the chapter title. The title provides the overall topic of the chapter.

2. Read the introduction or first paragraph. The introduction or fist paragraph if there is not introduction, serves as a lead-in to the chapter. It gives you an idea of where the material is starting and where it is leading.

3. Read each major heading. The boldface heading will give you an idea of what is contained in the following chapter section.

4. Read the first (topic) sentence of each paragraph. The first sentence often tells you what the paragraph is about or states the central thought. However, be aware that in some material the first sentence may instead function as a transition or lead-in statement. In this case, go on to the second sentence to try to determine the central thought.

5. Look over any typographical aids. Notice words in slanted italic type or in dark boldface type; usually a definition of an important term follows.

6. Look over any visual aids carefully. Notice any material that is numbered 1, 2, 3, lettered a, b, c, or presented in list form. Graphs, charts, pictures, diagrams, and maps are very important means of conveying information in science. Read the captions that go with these graphic aids. Visual aids are included to point out what is important in the chapter.

7. Read the last paragraph or summary. The last paragraph or summary give a condensed view of the chapter and helps you identify important ideas. Often the summary outlines the main points of the chapter.

8. Read quickly any end-of-chapter material. If there are study questions, read through them quickly since they will indicate what is important in the chapter. If a vocabulary item is included, skim through the list rapidly to identify terms you will need to learn as you read.

Adapted from Kate Kinsella, San Francisco State University, 1994

How To Take Great Lecture Notes

BEFORE THE LECTURE

1. Read the required assignments in your textbook.2. Review any notes you took in the previous class session.3. Write down any questions about the homework reading or assignments that you want to ask your

teacher during the next day's lecture and discussion.4. Come to class ready to take notes. Bring a binder with enough paper and a pen.5. Sit near the front of the class to better see the chalkboard and hear your teacher.6. Keep a separate section in your binder for each class.7. Get your paper ready to take notes. Draw a 2" margin on the left side of the page. 8. Write the date and the name of the class at the top of the page.

DURING THE LECTURE

1. Use a blue or black ink pen.2. Use standard 81/2" x 11" paper3. Write the topic of the lecture at the top of the page.4. Write down the main ideas of the lecture on the right side of the page. Save the 2" column on the left

to write down your recall clues after the lecture.5. Only write key words and phrases; don't try to copy your teacher's exact sentences6. Write down any examples your teacher or classmates use7. Write down any new terms your teacher defines.8. Use abbreviations whenever possible.9. Write as neatly as possible.10. Leave plenty of blank space between ideas so you can add missing information after asking the

teacher a questions or asking a classmate for help.11. Ask questions during the lecture if you don't understand something. You can also write a question

mark next to any ideas that are unclear. Later you can ask your teacher or a classmate to explain this idea.

AFTER THE LECTURE

1. Edit your notes immediately after the lecture to remember more facts and examples.2. Underline important new words and important ideas in your notes.3. Fill in the left margin with words and phrases that briefly summarize your notes. These recall clues

should be words that will help you remember the complete information in your notes. You can also write questions in the left margin.

4. To study for a test, cover your notes with a piece of paper, showing only the recall clues in the left margin. Read the first recall clue and try to remember the information in the notes beside it. Then slide the paper down and check that portion to see if you remembered all the important facts. If you remembered only part of the information, cover up your notes again and try to remember.

5. Make a chart or diagram that links together concepts or ideas from your notes. Try to show how details are linked together the greater subject or concept.

6. Study the details of a complex subject together with other related details. Make connections. 7. Look for the big picture that holds the details together.

Adapted from Kate Kinsella, San Francisco State, 1994

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How to Write a Good Exam Essay: An Example

Question: Name three ways that DNA differs from RNA.

Deoxyribonucleic acid (DNA) differs from ribonucleic acid (RNA) in three structural respects. DNA is double-stranded, it uses a different sugar, and it uses the nitrogenous base T instead of U.

DNA is composed of two antiparallel strands of deoxyribonucleotides. The two strands are held together by hydrogen bonds between the nitrogenous bases of each strand. Unlike DNA, RNA is composed of only a single strand. It sometimes folds upon itself (as in transfer RNA) and forms hydrogen bonds between bases in the same strand.

DNA has the sugar deoxyribose, which has only a hydrogen atom attached to the 2’ carbon. RNA, on the other hand, has the sugar ribose, which has a hydroxyl group (OH) attached to the 2’ carbon.

Finally, DNA utilizes four nitrogenous bases: Adenine, Guanine, Cytosine, and Thymine. RNA utilizes three of these four bases, with the exception of Thymine. RNA has the base Uracil instead of Thymine.

In summary, DNA and RNA differ in three important ways, all related to their structure. These nucleic acids also differ with respect to their function within cells.

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Topic sentence and introductory paragraph lay out the points that will be covered.

Supporting paragraphs take up each point separately, providing detail. Each point mentioned in the introductory paragraph has its own paragraph.

The summary paragraph recaps the nature of the question and how it was answered. It need not be lengthy, and can often be a single sentence.

Study Guide for Bio 241 Lab Practicals

Four practical quizzes will be administered in the lab and will test your knowledge ofboth gross anatomy and microscopic anatomy (histology). Each will be worth 50 pointsand may be made up of microscope slides, projected Powerpoint slides, models, and freshtissues. You will have time in lab to learn the material for these and additional timeavailable during open labs. This guide is subject to change throughout the quarter sobe sure to get any updates from me about what will be covered on each practical.

For Lab Practical Exam #1 you should know the following:

HistologyBe able to identify the following tissues microscopically:

• Epithelia: simple squamous, simple cuboidal, simple columnar, pseudostratified ciliatedcolumnar, transitional, stratified squamous, stratified columnar• Connective tissues: loose CTPs (areolar, adipose, reticular), Dense CTPs (dense regular,dense irregular, elastic), cartilage (hyaline, elastic, fibrocartilage), blood

Integumentary System:• Be able to identify the following structures microscopically: epidermis (all of the layers), dermis (reticular and papillary), sweat glands (apocrine, merocrine), sebaceous glands, sebaceous follicles, arrector pillus muscle

For Lab Practical Exam #2 you should know the following:

Axial skeleton• Know all the bones and bone parts listed on the list below. This portion will bemade up of skulls and disarticulated bones.

1. Skullcranial bones - frontal, occipital, sphenoid, ethmoid, parietal, temporalfacial bones - mandible, vomer, maxilla, zygomatic, lacrimal, nasal, palatine,inferior nasal conchaesutures - coronal, sagittal, squamous, lambdoidsinuses - frontal, maxillary, sphenoidal, ethmoidalprocesses - styloid, zygomatic, mastoid, palatineforamina – foramen magnum, supraorbital foramen, infraorbital foramen, mentalformaen, optic foramen, foramen ovale, foramen rotundum, jugular foramenfontanels - frontal (anterior), occipital (posterior), mastoid (posteriolateral),sphenoidal (anteriolateral)other structures - zygomatic arch, orbit, sella turcica, crista galli, cribiform plates,external auditory canal, condylar process of mandible, nasal, occipital condylesseptum (and its constituents), hard palate (and its constituents)

2. Vertebral columntypes of vertebrae - cervical, atlas, axis, thoracic, lumbar, sacral, coccygealparts of a vertebra - body, spinous process, transverse process, inferior and

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superiorarticular processes, vertebral foramen, costal facets, intervertebral disc

3. Thoraxribs - true, false, floatingparts of a rib – head (capitulum), neck, body, tubercleparts of the sternum - manubrium, body, xiphoid process, clavicular articulation,jugular notch

4. Hyoid bone hyoid bone – that’s all, just the bone. Really.

Appendicular Skeleton• Know all the bones and bone parts listed below. This portion will be made up mostly of disarticulated bones. You will need to be able to distinguish a right bone from a left bone.

1. Shoulder girdle* parts of the scapula - spine, acromion process, glenoid fossa, supraspinous fossa, infraspinous fossa, subscapular fossa, coracoid process* parts of the clavicle - sternal end, body, acromial end

2. Upper appendages* parts of the humerus - head, neck, greater tubercle, lesser tubercle, lateral

epicondyle, medial epicondyle, trochlea, capitulum, coronoid fossa, olecranon fossa, deltoid tuberosity

* parts of the ulna - olecranon process, coronoid process, semilunar (trochlear) notch, radial notch, styloid process, head

* parts of the radius - head, neck, radial tuberosity, styloid process, ulnar notch* types of carpals - scaphoid, lunate, triquetral (triangular), pisiform, trapezium,

trapezoid, capate, hamate* metacarpals - base (proximal), shaft, head (distal), and know the numbering* types and parts of the phalanges - proximal, middle, distal, pollex

3. Hip girdle* parts of the innominate bone - ilium, iliac crest, anterior superior iliac spine,

(os coxae) posterior superior iliac spine, anterior inferior iliac spine, posteriorinferior iliac spine, greater sciatic notch, ischial tuberosity, ischialramus, lesser sciatic notch, pubis, acetabulum, obturator foramen,ischium, pubic symphysis, sacroiliac joint

4. Lower appendages* parts of the femur - head, neck, greater trochanter, lesser trochanter, lateral

epicondyle, medial epicondyle, lateral condyle, medial condyle, intercondylar fossa, patellar surface

* parts of the patella - base, apex, articular facets* parts of the tibia - lateral condyle, medial condyle, tibial tuberosity,

intercondylar eminence,medial malleolus* parts of the fibula - head, neck, lateral malleolus* types of tarsals - calcaneus, talus, cuboid, navicular, first, second, and third

(lateral, intermediate and medial) cuneiform* metatarsals –base (proximal), shaft, head (distal), and know the numbering

types and parts of the phalanges - proximal, middle, distal, hallus (hallux)

Biology 241 Human Anatomy and Physiology I E. Stavney pg 18

For Lab Practical Exam #3 you should know the following:

Muscles• Know the names, locations, and general functions of all the muscles on the list ofmuscles found attached to the syllabus. You need to know the origins and insertions for all the muscles listed in bold.

Head and Face occipitofrontalis orbiculuaris oculi corrugator supercilii orbiculuaris oris buccinator depressor labii

inferiorus levator labii

superiorus zygomaticus masseter temporalis

Neck platysma digastric sternocleidomastoid splenius capitus

Chest pectoralis major serratus anterior external intercostals internal intercostals diaphragm

Abdominal Region rectus abdominus external oblique internal oblique transverse

abdominus

Back trapezius latissimus dorsi splenius capitus

Shoulder supraspinatus infraspinatus subscapularis teres major rhomboideus

major levator

scapulae deltoid

Upper Arm biceps brachii brachialis triceps brachii brachioradialis

Lower Arm flexor carpi radialis flexor carpi ulnaris flexor digitorum

superficialis extensor carpi

ulnaris extensor digitorum extensor carpi

radialis flexor pollicis longus extensor pollicis

longus

Hip and Thigh psoas major iliacus gluteus maximus gluteus medius adductor longus

Upper Leg sartorius quadriceps femoris rectus femoralis vastus lateralis vastus medialis vastus intermedius gracilis adductor longus Hamstringsobiceps femoriso semitendinosuso semimembranosus

Lower Leg tibialis anterior extensor hallucis

longus extensor digitorum

longus fibularis (peroneus)

longus gastrocnemius soleus flexor hallucis longus flexor digitorum

longus

Biology 241 Human Anatomy and Physiology I E. Stavney pg 19

Biology 241 Human Anatomy and Physiology I E. Stavney pg 20

For Lab Practical Exam #4 you should know the following

Brain and Cranial nerves• Know the names and locations of the internal and external brain structures below.• Know the 12 cranial nerves by name and by number and know their major functions

External structures cerebral hemispheres cerebrum midbrain cerebellum pons medulla central sulcus precentral gyrus postcentral gyrus lateral sulcus longitudinal fissure frontal lobe parietal lobe occipital lobe temporal lobe

Internal structures: corpus callosum basal ganglia (nucleus) -caudate -putamen internal capsule thalamus hypothalamus hippocampus amygdala pineal gland pituitary gland reticular formation fornix substantia nigra cingulate gyrus optic chiasm lateral ventricles mammilary bodies corpora quadrigemina

-inferior colliculus -superior colliculus

12 cranial nerves:I. OlfactoryII. OpticIII. OcculomotorIV. TrochlearV. Trigeminal VI. AbducensVII. FacialVIII. Vestibulococlear (aka. Auditory)IX. GlossopharyngealX. VagusXI. Accessory (aka. Spinal Accessory)XII. Hypoglossal

Mnemonics: Oh, Oh, Oh, to touch and feel very good velvet! Ah!OLd OPie OCcasionally TRies TRIGonometry And Feels VEry

GLOomy, VAGUe, And HYPOactive