Revised summer 2004
Laboratory Supplement
J. Ellen Lathrop-Davis, M.S., Course Coordinator
Ewa Gorski, Ph.D.
Stephen Kabrhel, M.S., ATC.
BIOL 221 Revised Summer 2004 A&P II
BIOLOGY 221
ANATOMY & PHYSIOLOGY II
Laboratory Supplement
Welcome to Biology 221 – Anatomy and Physiology II. Like the Biology 220 Laboratory, these exercises are designed to give you experience in:
· following directions accurately;
· using microscopes properly and observing histological specimens using prepared slides;
· identifying anatomical structures based on diagrams, models, and preserved specimens;
· understanding various physiological processes through experiments and virtual experiments (PhysioEx).
You should come to each laboratory prepared to learn. Models, slides, atlases, books, diagrams, etc. may not be taken out of the laboratory. No open lab time is available. Use your time in lab wisely. Read through the upcoming laboratory exercise before coming to lab (see course lab schedule) and write out definitions and functions of structures to be observed. You should bring the following to each lab period:
· Marieb laboratory manual with PhysioEx CD (all page, figure and table numbers are based on the 8th edition, cat version);
· 3-ring binder with laboratory supplement, which provides the objectives for the day’s lab activities;
· paper to take notes; and
· pencils (preferred) or pens.
You are expected to have successfully completed Biology 220 – Anatomy and Physiology I, or the equivalent. We will not review the material covered in that course. You are responsible for material covered in A&P I such as body cavity names, regional terminology, histology, and bones and muscles related to the systems you will study in A&P II. If you had difficulty with any of the subjects, you should review the relevant exercises in the laboratory manual.
The laboratory is a place of serious observation and study. Toward that end, please observe the following:
1. Students should maintain appropriate classroom behavior (see the College Catalogue under Student Code of Conduct); disruptive students will be asked to leave the laboratory.
2. Smoking, eating and drinking are NOT permitted in the laboratory at any time.
3. For your safety, close-toed shoes are required in lab. If you are wearing sandals, your instructor may not permit you to enter the lab. It is your responsibility to dress appropriately and wear proper footwear.
4. You may wish to bring a smock to lab when doing dissections.
5. Cell phones and pagers are disruptive – especially during tests. Please turn them to a silent mode; or, better yet, turn them off. In an emergency, you can be reached through the Department Secretary (410-455-4212) or Security (410-455-4545).
6. Models, slides, atlases, books, diagrams, etc. may not be taken out of the laboratory. No open lab time is available. Use your time in lab wisely. Read through the upcoming laboratory exercise before coming to lab (see course lab schedule) and write out definitions and functions of structures to be observed. A limited number of models are available for study in the library. Many excellent web sites exist that provide images of materials similar to those we use in lab. See your instructor for more information.
7. Please treat all materials with care; many students need to use them. Please do NOT use pens, pencils or markers on the models. Probes or pipe cleaners will be available for pointing at structures on models. Report any problems with equipment to the instructor as soon as possible.
8. Clean all equipment used and return it to its place of storage before you leave the lab. Clean up any chemicals that may have spilled during physiological experiments.
9. Dissection is a vital part of understanding anatomical relationships and tissues. Students are expected to participate in dissection of selected materials or view prosections during lab. Dissected materials will appear on most laboratory practical exams; students who do not dissect or observe can expect to lose points on lab exams. Students who object to the use of animal material for dissection must submit a written explanation of their objections by the end of the first full week of classes. Students with valid reasons (“I just don’t want to.” is not a valid reason) will meet with the course coordinator during the first two weeks of class to discuss their objections.
10. Clean up all material used to dissect and dispose of animal parts properly; DO NOT through animal parts in the regular trash.
11. After completing each lab, the student should be able to identify any structure or organ viewed as part of the objectives from models, slides, micrographs and/or diagrams, as appropriate; discuss the function of these structures or organs; and/or discuss physiological principles studied. Review Sheets for each exercise are found at the back of the lab manual. A histology atlas is also located toward the back of the lab book and as part of the PhysioEx CD. You may find these helpful in studying. YOU are responsible for making sure you cover and understand all of the objectives.
12. Group study both during and after lab is highly beneficial. Taking turns “teaching” each other about the material will help both the “teacher” and the “learner” better understand and remember the material.
13. Your instructors are here to help you learn. It is YOUR responsibility to seek help when needed in and out of lab.
14. You are responsible for knowing the importance and/or function of every structure or term listed regardless of whether it is stated in the objective.
15. Attendance is required. If you are going to miss a lab, please contact the instructor as soon as possible, preferably before the missed lab, to schedule a make-up. It is YOUR responsibility to contact the instructor and to make up the material. If your regular instructor does not teach the lab section you want to attend to make up the lab, you must contact that instructor as well to make sure there is room in her/his lab section.
Good luck and have a great semester!
Lathrop-Davis/ Gorski / Kabrhel Updated Summer 2004
BIOL 221 Revised Summer 2004 A&P II
CIRCULATION: BLOOD
Exercise 29A; Ward’s Blood Typing
Materials
· Prepared slides of normal blood
· Prepared slides of blood representative of specific diseases
· Ward’s simulated ABO blood typing kit
· Models of formed elements
NOTE: We lack the proper facilities to utilize real human blood in lab. Therefore, activities will be completed using prepared slides and artificial blood substitutes.
Objectives
1. Describe the major functions of the circulatory system.
2. List the 3 major components of the circulatory system.
3. Describe the physical characteristics of blood. p. 309-310
4. Differentiate between the terms plasma and serum.
5. Identify the formed elements on prepared slides, diagrams and models and state their main functions. Table 29.1, p. 310
Erythrocytes
Leukocytes
Granulocytes
Neutrophils
Eosinophils
Basophils
Agranulocytes
Monocytes
Lymphocytes
Platelets
6. Perform a differential white blood cell count. State the expected range (percentage) of each type of white blood cell in normal blood. Compare your results to “expected” values. Classify the various leukocytes as granulocytes or agranulocytes. pp. 312-313; Fig. 29.3
WBC Type / Measured / Expected (Marieb) / Gran./Agran.Neutrophils
Eosinophils
Basophils
Monocytes
Lymphocytes
7. State the normal ranges and discuss the clinical importance of each of the following: p. 313
Measurement / Range / ImportanceTotal RBC count
Total WBC count
Hematocrit
8. State the normal abundance range and characteristics of erythrocytes and define/describe the following disorders and terms associated with them:
Anemia
Iron deficiency anemia:
Hemorrhagic anemia
Sickle cell anemia
Hemolytic anemia
Polycythemia
Hyperchromic
Normochromic
Hypochromic
Microcytic
Macrocytic
9. Describe the following disorders:
a. Neutrophilia
b. Mononucleosis
10. Identify the following disorders prepared slides and micrographs. Describe the characteristics of each.
Sickle cell anemia
Eosinophilia Instructor’s Option
Iron deficiency anemia Instructor’s Option
Granulocytic leukemia Instructor’s Option
11. Define the following:
Agglutinogen (antigen)
Agglutinin (antibody)
Cross-reaction:
12. Perform ABO blood typing using synthetic blood and anti-sera according to the directions in “WARD’S Simulated Blood Typing Activity”. Discuss the identification and inheritance of the ABO agglutinogens (antigens), what agglutinins (antibodies) each blood type produces, and cross-reactions that may occur between different blood types. Indicate which type is the universal donor and which is the universal recipient. Table 29.2, p. 319; Fig. 29.7, p. 320
Blood Type / Anti-Serum Reacts With For Typing / Agglutinogens Present / Agglutinins Produced / Donates To / Receives FromA
B
AB
O
13. Perform Rh factor blood typing using synthetic blood and anti-sera (Ward’s blood typing); record your answers in the Data Table 1 on the Analysis Sheet. Discuss the inheritance of the Rh factor proteins, the circumstances under which agglutinins are produced, and cross reactions that may occur between different blood types. Define erythroblastosis fetalis and explain how it arises.
Blood Type / Anti-Serum Reacts With For Typing / Agglutinogens Present / Agglutinins Produced / Donates To / Receives FromRh+
Rh-
Lathrop-Davis/ Gorski / Kabrhel Circulatory System: Blood
BIOL 221 Revised Summer 2004 A&P II
Lathrop-Davis/ Gorski / Kabrhel Cardiac Anatomy
BIOL 221 Revised Summer 2004 A&P II
CIRCULATORY SYSTEM: CARDIAC ANATOMY
Exercises 30 and 32
Materials
· Heart models
· Preserved human heart in plastic
· Preserved animal hearts
· Cardiac, skeletal and smooth muscle histology slides
· Fetal circulation model
· Heart Video
Objectives
- Describe the location and position of the heart.
- Identify the layers of the heart wall and pericardium on models, diagrams, and preserved specimens and describe their structure and function.** MariebFig. 18.2, p. 677; Fig. 30.2, p. 323 (lab manual)
Endocardium
Myocardium
Epicardium (visceral pericardium)
Pericardial cavity**
Parietal pericardium**
Fibrous pericardium**
- Identify the features of cardiac muscle on a slide; compare it with skeletal and smooth muscle; you should be able to identify all of the types.
Fig. 30.7, p. 327; pp. 63-64 (skeletal and smooth muscle)
Muscle Type / FeaturesCardiac
Skeletal
Smooth
- Identify the following chambers and structures on preserved human hearts, preserved animal hearts, models, and diagrams; state the function or importance of each: Fig. 30.2, p. 323; Fig. 30.3, p. 324
Base
Right atrium and auricle
Left atrium and auricle
Atrioventricular groove
Apex
Left ventricle
Right ventricle
Anterior interventricular sulcus
Interatrial septum
Fossa ovalis
Interventricular septum
Tricuspid (right atrioventricular [AV]) valve
Mitral (bicuspid; left atrioventricular [AV]) valve
Chordae tendineae
Papillary muscles
Trabeculae carneae
Aortic semilunar valve
Pulmonary semilunar valve
- Identify the following blood vessels and associated structures of the heart on models, diagrams and, when possible, on a preserved human heart. Indicate whether they are part of the pulmonary circulation, systemic circulation, or coronary circulation (a subset of systemic circulation); and whether they carry oxygenated or deoxygenated blood. Fig. 30.2, p. 323 and 324; Fig. 30.5, p. 327
Pulmonary trunk
Right and left pulmonary arteries
Right and left pulmonary veins
Aorta
Ascending Aorta
Right coronary artery
Left coronary artery
Circumflex artery
Anterior interventricular artery
Aortic Arch
Brachiocephalic artery
Left common carotid artery
Left subclavian artery
Great cardiac vein
Coronary sinus
Superior vena cava
Inferior vena cava
- Identify the following blood vessels on preserved animal hearts.
Pulmonary trunk
Right and left pulmonary veins Instructor’s Option
Aorta
Brachiocephalic artery Instructor’s Option
Left subclavian artery Instructor’s Option
Superior vena cava
Inferior vena cava
Coronary sinus Instructor’s Option
- Identify the following fetal structures on models and diagrams as well as the remnants of these structures on adult heart models. (Exercise 32, p. 357)
Fetal Structure / Adult Structure
Foramen ovale
Ductus arteriosus
- Trace the flow of blood through the three main circulatory pathways through the heart (systemic, coronary, pulmonary) starting from the appropriate ventricle and ending at the appropriate atrium.
Lathrop-Davis/ Gorski / Kabrhel Cardiac Anatomy
BIOL 221 Revised Summer 2004 A&P II
CIRCULATORY SYSTEM: CARDIAC PHYSIOLOGY – ECGs
Exercises 31, 33A, 33B, and 34B
Materials
Lathrop-Davis/ Gorski / Kabrhel Cardiac Physiology
BIOL 221 Revised Summer 2004 A&P II
· Stethoscopes
· iWorx equipment and ECG leads
· PhysioEx CD
· Computers
· ECGs of various disorders
Lathrop-Davis/ Gorski / Kabrhel Cardiac Physiology
BIOL 221 Revised Summer 2004 A&P II
Objectives
- Describe the events of the cardiac cycle.
- Auscultate heart sounds; correlate them with the events of the cardiac cycle. P.361-362
1st heart sound
2nd heart sound
- Identify the components of the heart’s intrinsic conduction system on diagrams and state the function of each: Fig. 31.1, pp. 332-334
Sinoatrial (SA) node
Atrioventricular (AV) node
Bundle of His (AV bundle)
Right and left bundle branches
Purkinje fibers
- Identify the ECG waves, segments and intervals; describe the mechanical heart activity normally associated with each. Fig. 31.2, p. 333
P wave
QRS complex
T wave
PR (PQ) interval Instructor’s Option
ST segment Instructor’s Option
QT interval Instructor’s Option
- Define the following arrthymias. Identify each on ECG tracings provided.
Marieb Fig. 18.18, p. 695
Sinus Tachycardia
Sinus Bradycardia
Ventricular Fibrillation
Second-degree heart block Instructor’s Option
- Discuss the effects the following: (PhysioEx Exercise 34B Activities 1-9, pp. P71-P-77)
Factor / Effect on Rate and Strength of Contraction
Vagal stimulation
Temperature
Pilocarpine
Atropine
Epinephrine
Digitalis
Ca2+
Na+
K+
- Discuss the effects of radius and stroke volume on pump activity. Write your answers in the lab manual then summarize here. (PhysioEx Exercise 33B Activities 5 & 6, pp. P-65-P-69) Instructor’s Option
Radius:
Stroke volume