Portland Community College, Sylvania Campus



Portland Community College, Sylvania Campus

BI 232 Lab

Supplemental Package

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PCC-Sylvania BI 232 Laboratory Supplement

1. Upon entering the laboratory, please locate the exits, fire extinguisher, eyewash station, and clean up materials for chemical spills. Your instructor will demonstrate the location of fire blanket, safety kit, and showers.

2. Read the general laboratory directions and any objectives before coming to lab.

3. Food and drink, including water, are prohibited in laboratory. This is per Federal laboratory guidelines and per College Safety Policy. Do not chew gum, use tobacco products of any kind, store food or apply cosmetics in the laboratory. No drink containers of any kind may be on the benches.

4. Please keep all personal materials off the working area. Store backpacks and purses at the rear of the laboratory, not beside or under benches. Some laboratory spaces have shelving in rear for this purpose.

5. For your safety, please restrain long hair, loose fitting clothing and dangling jewelry. Hair ties are available, ask your instructor. Hats and bare midriffs are not acceptable in the laboratory. Shoes, not sandals, must be worn at all times in laboratory. You may wear a laboratory apron or lab coat if you desire, but it is not required.

6. We do not wish to invade your privacy, but for your safety if you are pregnant, taking

immunosuppressive drugs or who have any other medical conditions (e.g. diabetes, immunological defect) that might necessitate special precautions in the laboratory must inform the instructor immediately. If you know you have an allergy to latex or chemicals, please inform instructor.

7. Decontaminate work surfaces at the beginning of every lab period using Amphyl solution.

Decontaminate bench following any practical quiz, when given, and after labs involving the dissection of preserved material.

8. Use safety goggles in all experiments in which solutions or chemicals are heated or when instructed to do so. Never leave heat sources unattended: hot plates or Bunsen burners.

9. Wear disposable gloves when handling blood and other body fluids or when touching items or surfaces soiled with blood or other body fluids such as saliva and urine. (NOTE: cover open cuts or scrapes with a sterile bandage before donning gloves.) Wash your hands immediately after removing gloves.

10. Keep all liquids away from the edge of the lab bench to avoid spills. Immediately notify your instructor of any spills. Keep test tubes in racks provided, except when necessary to transfer to water baths or hot plate. You will be advised of the proper clean-up procedures for any spill.

11. Report all chemical or liquid spills and all accidents, such as cuts or burns, no matter how minor, to the instructor immediately.

12. Use mechanical pipetting devices only. Mouth pipetting is prohibited.

Students who do not comply with these safety guidelines

will be excluded from the Laboratory

Safe Disposal of Contaminated Materials

➢ Place disposable materials such as gloves, mouth pieces, swabs, toothpicks and paper towels that have come into contact with blood or other body fluids into a disposable Autoclave bag for decontamination by autoclaving. This bucket is not for general trash.

➢ Place glassware contaminated with blood and other body fluids directly into a labeled bucket of 10% bleach solution. ONLY glass or plastic-ware is to be placed in this bucket, not trash.

➢ Sharp’s container is for used lancets only. It is bright red. When using disposable lancets do not replace their covers.

1. Properly label glassware and slides, using china markers provided.

2. Wear disposable gloves when handling blood and other body fluids or when touching items or surfaces soiled with blood or other body fluids such as saliva and urine. (NOTE: cover open cuts or scrapes with a sterile bandage before donning gloves.) Wash your hands immediately after removing gloves.

3. Wear disposable gloves when handling or dissecting specimens fixed with formaldehyde or stored in Carosafe/Wardsafe.

4. Wear disposable gloves when handling chemicals denoted as hazardous or carcinogenic by your instructor. Read labels on dropper bottles provided for an experiment, they will indicate the need for gloves or goggles, etc. Upon request, detailed written information is available on every chemical used (MSDS). Ask your instructor.

5. No pen or pencil is to be used at any time on any model or bone. The bones are fragile, hard to replace and used by hundreds of students every year. To protect them and keep them in the best condition, please use pipe cleaners and probes provided instead of a writing instrument.

a. Probes may be used on models as well. The bones are very difficult and costly to replace, as are the models and may take a long time to replace.

6. At the end of an experiment:

a. Clean glassware and place where designated. Remove china marker labels at this time.

b. Return solutions & chemicals to designated area. Do not put solutions or chemicals in cupboards!

7. You cannot work alone or unsupervised in the laboratory.

8. Microscopes should be cleaned before returning to numbered cabinet. Be sure objectives are clean, use lens paper. Place objectives into storage position, and return to the storage cabinet. Be sure cord has been coiled and restrained. Your instructor may require microscope be checked before you put it away. Be sure it is in assigned cupboard.

9. Please replace your prepared slides into the box from which they came (slides and boxes are numbered), so students using them after you will be able to find the same slide. Before placing slides in box, clean it with Kimwipes if it is dirty or covered with oil. If you break a slide, please, inform you instructor so the slide can be replaced. Please be aware that there is hundreds of dollars worth of slides in each box and handle the boxes with care when carrying to and from your workbench.

10. Be sure all paper towels used in cleaning lab benches and washing hands are disposed of in trash container

provided.

Students who do not comply with these safety guidelines

and directions will be excluded from the Laboratory

Please Read

You are beginning a very intense laboratory course. Before you come to class you will want to review what the study focus is for that day’s lab. This is important because you will be liable (tested) for the information listed in your study guide and manual. There are lists of terms that you are required to know, as well as tables and diagrams. These are testable as well. If there are slides listed in the study guide then you are also liable to identify these structures under the microscope on quizzes or on practicals. There will also be various models that are available in the classroom which will be used in the tests. It is up to the student to identify the structures on these models. Remember, majority of your practicals will be on these models. Please do not think that you will be able to look at the pictures in the book and do well on quizzes and practicals. YOU NEED TO SPEND TIME WITH THE MODELS!

Some labs will have exercises that are required. Please make sure that you understand what was learned in these exercises because these are also fair game to be used for questions in the tests.

Each lab will start with a 10 point quiz. You are required to be in attendance at the beginning of each lab. You will receive a zero on the quiz if you miss it. There will not be quizzes on the weeks we have a practical or the week after a practical. If you stay in lab only long enough to take the quiz and then leave soon after the lab will be counted as a missed lab.

Spelling can account for up to 10% off of your grade so please be careful. Also be aware of singular and plural usage because these mistakes will count as spelling errors.

Absences: You cannot miss more than two labs and still pass the course. Also you can only attend another instructor’s class once during the quarter. This must be approved by both instructors. If you attend another instructor’s lab without permission your quiz will be automatically thrown out.

There are review sheets at the end of each exercise that we recommend that you do. You will not receive credit for these pages but they will help you study the material and prepare for the tests.

Any material found in the lab manual can be used for the extra credit questions.

If you have any questions please contact Marilyn Thomas, Lab Coordinator (Marilyn.thomas@pcc.edu) Thank you!

BI 232 Laboratory: Week 1

Spinal Cord, Spinal Nerves, Reflexes

Ex 13. Histology of Nervous Tissue (page 259-262)

Ex 15. The Spinal Cord and Spinal Nerves

Ex 16. Human Reflex Physiology

________________________________________________________________________________

Study focus: spinal cord histology, spinal nerves, reflex physiology

Lab resources: Cross-section models of C7 with spinal cord, several flat models with spinal cord and spinal nerves/plexuses, vertebral column with spinal cord and spinal nerves, large and smaller arm and leg models, full-body muscle models, slide boxes, microscopes,…. Reflex hammers, calipers

Slides available: Multipolar neuron, spinal cord, nerve osmium stain (cs & ls), nerve Masson ( c.s & l.s.)

Lab activities:

✓ 15.3 Two-point discrimination test

✓ 16.4 and 16.5 Reflexes

List of spinal nerves that will be tested on arm models, leg models, and flat models (Fig. 15.1)

➢ Phrenic nerve

➢ Musculocutaneous nerve

➢ Axillary nerve

➢ Median nerve

➢ Ulnar nerve

➢ Radial nerve

➢ Femoral nerve

➢ Sciatic nerve

Terms to know:

Chapter 13

Posterior horn

Anterior horn

Lateral horns

Gray commissure

Central canal

Funiculi (singular=funiculus)

Posterior (dorsal) white column

Anterior (ventral) white column

Lateral white column

Anterior median fissure

Posterior median sulcus

Ascending tracts

Descending tracts

Lower motor neurons

Upper motor neurons

Ventral root

Dorsal root

Dorsal root ganglion

Epineurium

Nerve bundles (nerve fascicles)

Perineurium

Endoneurium

Saltatory propagation

Chapter 15 (know Table 15.1)

Conus medullaris

Vertebral canal

Vertebral foramen (foramina)

Cervical and lumbar enlargements

Spinal nerves

Intervertebral foramen (foramina)

Mixed nerves

Dura mater, arachnoid mater and pia mater

Subarachnoid space

Epidural space

Filum terminale

Denticulate ligaments

Cauda equine

Sympathetic (autonomic) ganglion

Dorsal rami

Ventral rami

Rami communicantes

Plexus

Intercostal nerves

Ascending and descending pathways

Primary sensory area

Sensory homunculus

Primary motor area

Upper motor neurons

Lower motor neurons

Dermatomes

Chapter 16 (know tables 16.1 & 16.2)

Primary motor area

Motor homunculus

Reflex

Reflex arc (know the 5 elements)

Stretch reflexes

Muscle spindles

Deep tendon reflex

Withdrawal reflex

Crossed extensor reflex

Biceps reflex

Patellar reflex

Achilles reflex

Babinski (plantar) reflex

Draw Microscopic view of a nerve (CS and LS)

BI 232 Laboratory: Week 2

Quiz 1 (material from previous week)

The Brain

Ex 14. The Brain – Part I

________________________________________________________________________________

Study focus: The brain pages 269-285

Lab resources: Various brain models, sheep brains for dissection and testing, sheep brains and human brains in resin and formaldehyde (please leave latter on instructor bench), models for the ventricles of the brain, dissectable full head models w/removable brains

Lab activities:

✓ Dissection of sheep brain be able to ID structures in fig 14.8 sections a & b, fig 14.8 all

Terms to know: Table 14.1 Major structures of human brain, Figures 14.7, 14.9 (All)

Cerebral hemispheres

Corpus callosum

Frontal, parietal, occipital and temporal lobes

Insula

Cerebral cortex

Gyri (singular=gyrus)

Sulcus

Fissure

White matter

Association fibers

Commissural fibers

Projection fibers

Basal nuclei

Pituitary gland

Infundibulum

Cerebellar cortex

Cerebellar nuclei

Cerebellar peduncles

Optic nerves

Optic chiasm

Subarachnoid space

Longitudinal fissure

Central sulcus

Parieto-occipital sulcus

Lateral fissure (sulcus)

Transverse fissure

Olfactory bulbs

Olfactory nerves

Olfactory tracts

Cingulate gyrus

Limbic system

Septum pellucidum

Mamillary body

Fornix

Hippocampus

Arbor vitae

Ependymal cells

Choroid plexuses

Arachnoid granulations (arachnoid villi)

Precentral gyrus

Postcentral gyrus

Cranial Nerves

________________________________________________________________________________

Study focus: Cranial nerves and cranial nerve tests

Lab resources: Brain models and sheep brains

Lab activities:

✓ 14.7

✓ 14.8

✓ 14.9

Terms to know: Be able to identify cranial nerves and foramina on both models and pictures

Figure 14.14 (All)

Table 14.6 (All)

Table 14.8 be able to answer questions concerning testing of cranial nerves

BI 232 Laboratory: Week 3

Quiz 2 (material from previous week)

Olfaction, Taste, Vision

Ex 17. Special Senses (pages 319-337)

________________________________________________________________________________

Study focus: identify structures of the special senses and know how these senses are tested

Lab resources: Eye models, sheep eyes for dissection, flat sagittal head models, dissectable full head models, PTC paper, slide boxes, microscopes

Astigmatism chart, Snellen eye chart, color charts, flashlight, opthalmoscope,

Slides available: mammal eye, monkey eye, Tongue: circumvallate papilla, fungiform papilla, filiform papilla

Lab activities:

✓ 17.1 A, skip B

✓ 17.2

✓ 17.3 and 17.4 (skip C)

✓ 17.5 and 17.6

Terms to know:

General senses

Somatic sensations

Visceral sensations

Specials senses

Olfaction

Gustation

Vision

Hearing

Equilibrium

Olfactory epithelium

Olfactory receptor cells

Supporting cells

Basal cells

Superior nasal concha

Cribriform plate

Perpendicular plate

Olfactory foramina

Olfactory area in temporal lobe

Cilia

Olfactory glands

Papillae (singular=papilla)

Fungiform, filiform and circumvallate papillae

Taste buds

Taste pore

Gustatory cells

Basal cells

Taste hairs

Facial nerve

Glossopharyngeal nerve

Vagus nerve

Gustatory nucleus

Thalamus

Primary gustatory cortex

Five primary taste sensations

Oral cavity

Pharynx

Soft palate

Epiglottis

Eye Structures ( Fig. 17.6 & 17.7 & 17.9)

Nervous layer

Melanocytes

Melanin

Photoreceptor cells

Lateral geniculate bodies

Superior colliculi

Optic radiations

Visual cortex

Tarsal (meibomian) glands

Nasolacrimal duct

Extrinsic eye muscles (Fig 11.4) all

Choroid

Suspensory ligaments

Lens

Optic disc

Blind spot

Macula lutea

Fovea centralis

Posterior cavity

Vitreous humor

Anterior cavity

Anterior chamber

Posterior chamber

Aqueous humor

Binocular vision

Presbyopia

Near-point accommodation

Emmetropia

Myopia

Hyperopia

Astigmatism

Color blindness

Draw taste papilla with taste bud: Draw Retina of the eye (label layers)

BI 232 Laboratory: Week 4

Quiz 3 (material from previous week)

Hearing and Equilibrium

Ex 17 – Part II. The ear (pages 337-344)

Review for Lab Practical I

Lab Resources: ear models, ear ossicles in resin, microscopes, slide boxes, tuning forks, otoscopes

Slides available: Cochlea

Lab Activities: Activities 17.7 & 17.8

Ear Structures

All structures in fig 17.16 & 17.17

Ossicles (malleus, incus, stapes)

Labyrinth

Bony labyrinth

Membranous labyrinth

Perilymph

Endolymph

Vestibule

Utricle

Saccule

Maculae (singular=macula)

Static equilibrium

Semicircular canals

Cristae within ampullae (cristae ampullaris)

Dynamic equilibrium

Cochlea

Organ of Corti

Stereocilia

Vestibulocochlear nerve

Vestibular division

Vestibular ganglia

Vestibular nuclei

Cerebellum

Cerebral cortex

Thalamus

Inferior colliculi

Medial geniculate bodies

Auditory areas in the temporal lobes

Auricle (pinna)

External acoustic meatus

Helix

Earlobe

Tympanic membrane

Auditory canal

Ceruminous (wax) glands

Cerumen

Cochlear duct

Vestibular duct

Tympanic duct

Vestibular membrane

Basilar membrane

Spiral ganglion

Tectorial membrane

Conductive deafness

Sensorineural deafness

Rinne test

Draw and label various ducts of the organ of Corti

Lab Practical I will be next week (week 5)!

The practical will cover all the material covered in the package for the last 4 weeks of lab

➢ Terms to know, labeled figures, tables, any additional info outlined in the package

➢ Models

➢ Images

➢ Microscopes (images will also be provided for histology questions)

➢ 75 questions (timed)

➢ One bonus question – 2 points credit

Also this week:

Instructors will determine 4 student volunteers who will be testing their blood glucose levels in week 6!

BI 232 Laboratory: Week 6

No quiz this week!

Endocrinology

Ex 18. The Endocrine System

________________________________________________________________________________

Study focus: Bold-faced terms on pages 349-363 of lab manual, Exercise 18 review sheet

Lab resources: Flat endocrine models, dissectable full-head models, dissectable torso models, slide boxes and microscopes

Glucometers, sharps and biohazard containers, sterilized cotton balls, band-aids, alcohol wipes, lancets

Slides available: Thyroid gland, adrenal, pancreas, hypophysis, ovary, testis

Please note: This week, some students will deal with blood which may contain infectious organisms! Please read the lab safety instructions provided on your lab benches before you start your lab activities today!!!

Lab activities:

✓ All activities outlined in the lab manual

✓ Glucometer testing with 4 volunteers

Terms to know:

Terms that must be identified in histology are marked with an * and if they can be seen in both gross and histological preparations they will be marked with a **.

Figure 18.1 (know all)

Table 18.1 (know all)

Table 18.2 (know all)

Endocrine system

Endocrine glands

Hormones

Target cells

Exocrine glands

Neuroendocrine effect

Releasing hormones

Inhibiting hormones

Infundibulum

Sella turcica

Trachea

Thyroid cartilage

Thyroid gland**

Isthmus of the thyroid

Thyroxine (T4)

Tri-iodothyronine (T3)

Calcitonin

Thyroid follicles*

Follicle cavity*

Follicle cells*

Colloid*

Thyroglobulin

Parafollicular (C cells)*

Parathyroid glands**

Parathyroid hormone (PTH)

Principal (chief) cells*

Oxyphil cells* (may be difficult to find)

Thorax

Mediastinum

Heart

Natriuretic peptides (ANP, BNP)

Thymus

Thymosins

Abdominopelvic cavity

Pancreas*

Head, body, tail

Pancreatic islets (of Langerhans)*

Alpha cells

Glucagon

Beta cells

Insulin

Delta cells

Somatostatin

F cells

Pancreatic polypeptide (PP)

Pancreatic acini*

Suprarenal/Adrenal glands**

Suprarenal medulla**

Epinephrine (E)

Norepenephrine (NE)

Medullary vein(s)*

Suprarenal cortex*

Zona glomerulosa*

Mineralocorticoids

Aldosterone

Zona fasciculata*

Glucocorticoids

Cortisol

Glucose-sparing effect

Zona reticularis*

Androgens

Kidneys

Calcitriol

Erythropoietin (EPO)

Testes**

Tunica albuginea*

Lobules*

Seminiferous tubules*

Spermatogenic cells*

Androgens

Testosterone

Ovaries**

Cortex**

Oocyte*

Medulla**

Estrogens

Draw the following glands

Pituitary gland (label pars distalis, pars intermedia, neurohypophysis)

Thyroid gland (label thyroid follicles, follicle cells, parafollicular cells (C cells))

Parathyroid gland (label parathyroid (chief) cells, oxyphil cells)

Pancreas (label pancreatic islets or islets of Langerhans, pancreatic acini)

Suprarenal (renal) gland (label zona reticularis, zona fasciculata, zona glomerulosa, capsule, suprarenal medulla)

Ovary (label oocytes, medulla, cortex)

Testes (label developing sperm cells, interstitial cells, seminiferous tubule)

▪ Review universal precaution (Blood lab, next section)

OR-OSHA Blood-borne Pathogens Standard

1. Blood-borne Pathogens include: HIV, Hepatitis B & C Viruses, etc.

2. Universal Precautions

a. Fluids: all human blood and other body fluids such as semen, vaginal secretions, CSF, saliva, & any fluid contaminated with blood should be considered sources of blood-borne pathogens.

b. Approach: treat all of the above fluids as if they contain blood-borne pathogens

3. Protective Equipment: When to Use: When known occupational exposure will occur, employer (or school) needs to provide

a. Disposable, single-use gloves. Hypoallergenic, powderless or liners required to be supplied for those with allergies to powdered gloves.

b. Masks, Eye Protection, and Face shields: wear when splashes, spray, etc.

may be generated & risk of eye, nose, or mouth contamination anticipated.

c. First Aid Pocket Masks: used with CPR

4. Housekeeping

a. Contaminated work surfaces: decontaminate with appropriate disinfectant: 1/4 cup household bleach per 1/2 gallon water

b. Contaminated laundry: bagged, transported with labels color coded in compliance with OSHA standards.

All lancets should be disposed of in the “sharps” containers. All other materials that have contacted blood should be autoclaved.

Oral Glucose Tolerance Test

▪ 4 volunteers needed to drink soda and check their glucose levels at intervals:

▪ 2 students that have been fasting for 10-16 hours (except for water)

▪ 2 students that have not been fasting

Directions:

1. Measure glucose level (follow instructor’s directions)

2. Drink one can of soda

3. Check glucose level at intervals

4. Fill in the chart below

| |Student 1 (Fasting) |Student 2 (Fasting) |Student 3 |Student 4 |

| | | |(Not fasting) |(Not fasting) |

|Initial reading | | | | |

|30 minutes after drinking | | | | |

|soda | | | | |

|1 hour after drinking soda | | | | |

|2 hours after drinking soda| | | | |

1. How many grams of sugar (fructose) are in one can of soda?

2. Why weren’t the two “fasting” students’ blood sugars lower than the “non-fasting” students before drinking the soda?

a. What hormone prevented hypoglycemia?

3. If the blood sugar level rose immediately after the sugar was ingested, but then dropped, which hormone was responsible for the drop?

4. What is the cause of Type 1 diabetes?

5. What is the cause of Type 2 diabetes?

6. What is the normal blood glucose level?

7. How is diabetes mellitus diagnosed?

a. A fasting value over ________ mg/dl on at two separate occasions

Or:

b. A blood sugar over ________ mg/dl at 2 hours and on at least one other occasion during a two-hour oral glucose tolerance test.

c. Impaired glucose tolerance is diagnosed by a blood sugar between ________& ________ mg/dl at 2 hours and 200 mg/dl at least one other occasion during a two-hour oral glucose tolerance test.

BI 232 Laboratory: Week 7

Quiz 4 (material from previous week)

The Cardiovascular System: Blood

Ex 19. Blood Cells

________________________________________________________________________________

Study focus: Identification of various blood cells, blood typing

Lab resources: Posters with examples for blood cells, slide boxes, microscopes

Blood typing kits, biohazard and sharps containers, sterile cotton balls, band-aids, lancets, alcohol wipes, hemoglobinometers

Slides available: Blood Wright’s stain, human, Infectious mononucleosis

Lab activities:

✓ 19.1 and 19.2 – Identifying formed elements

✓ 19.3 – Differential white blood cell count

✓ 19.4 – Determining blood type

✓ In 19.3, please do NOT use the oil immersion lens (100x)!!!

Terms to know:

Table 19.1

Table 19.3

Components/characteristics of blood and its precursors – Know the following components (histologically, when appropriate) and learn their functions.

Blood plasma – Know the general composition

Formed elements – Be able to identify the following cells with a microscope. Also learn their functions.

Erythrocytes

Leukocytes

Granulocytes

Neutrophils

Eosinophils

Basophils

Agranulocytes

Monocytes

Lymphocytes

Platelets

Hemoglobin

Megakaryocytes

Diapedesis

Commonly employed tests and procedures (excluding blood typing)

Hematocrit

Hemoglobin concentration

Differential white blood cell count

Bone marrow transplant

Abnormal blood conditions

Anemia

Leukemia

Myeloid leukemia

Lymphoid leukemia

Infectious mononucleosis

Blood typing

Antigens (agglutinogens) – also learn the specific antigens for the blood types listed below

Antibodies (agglutinins) – also learn the specific antibodies for the blood types listed below

Agglutination

Blood types – Know the antigens/antibodies for each type and be able to combine the two systems (e.g. A+, O-). Finally, be able to predict suitability of a blood transfusion given the donors and recipients blood types.

ABO system

A

B

AB

O

Rh system

Rh positive (Rh+)

Rh negative (Rh-)

Hemolysis

Hemolytic disease of the newborn

Please note:

This week, some students will deal with blood which may contain infectious organisms! Please read the lab safety instructions provided on your lab benches before you start your lab activities today!!!

Genetics of ABO blood types:

There are 4 blood group phenotypes that occur in the ABO system:

|Phenotype |Genotype |

|O |OO |

|A |AA, AO |

|B |BB, BO |

|AB |AB |

A Punnett Square can be used to help determine potential children. Place one parent’s blood type across the top and the other parent’s downward, then fill out the combinations.

Fill out the following Punnet squares:

1. Parents: dad is AB & mom is AO

| | |

| | |

2. Parents: dad is BO & mom is AO

| | |

| | |

3. Which blood type is the universal donor? Why?

4. Which blood type is considered the universal recipient?

5. Could two parents have a child with Type O blood and a child with Type A blood?

6. Could two parents have a child with Type O blood and a child with Type AB blood?

7. What parental genetics are needed to yield a child with Type O blood?

BI 232 Laboratory: Week 8

Quiz 5 (material from previous week)

The Cardiovascular System: Anatomy of the Heart/Cardiovascular Physiology

Ex 20. Gross Anatomy of the Heart

Ex 22. Cardiovascular Physiology

______________________________________________________________________________

Study focus: Heart gross anatomy and physiology

Lab resources: Several heart models in different sizes, sheep hearts for dissection, dissected sheep hearts and human hearts in formaldehyde (please leave on instructor bench)

EKG Verneer © equipment, stethoscopes, sphygmomanometers (blood pressure cuffs)

Lab activities:

✓ All activities outlined in the lab manual except for 22.6 C (pp.423-427)

Slides available: Cardiac muscle, intercalated discs

Terms to know:

Exercise 20 & 22– Term list; don’t forget the Exercise 20 review and all activities!

Some terms are abbreviated for space (L: left, R: right, A: anterior, P: posterior, AV: atrioventricular), you need to write them out on a quiz practical.

External Anatomy of the Heart and Position in Body – Ex. 20

-Locating the heart on the surface of the body

-Jugular notch

-Sternal angle

-Mediastinum

-Pericardium

-Fibrous pericardium

-Serous pericardium

-Parietal pericardium

-Visceral pericardium

-Pericardial cavity

-Base of the heart

-Apex of the heart

-L/R border of the heart

-Inferior border of the heart

-Epicardium

-Myocardium

-Endocardium

-Endocarditis

-Coronary (atrioventricular) sulcus

-A and P interventricular sulcus

Blood flow in the heart (be able to ID each term; listed in order of blood flow)

|Right side of heart – |Left side of heart |

|R atrium ( |L atrium ( |

|R AV (tricuspid) valves ( |L AV (mitral, bicuspid) valve ( |

|R ventricle ( |L ventricle ( |

|Conus arteriosus ( |Aortic vestibule ( |

|Pulmonary semilunar valve ( |Aortic semilunar valve ( |

|Pulmonary trunk ( |Arch of the aorta (Aortic arch) ( |

|L & R pulmonary arteries ( |Brachiocephalic trunk OR L common carotid artery OR L subclavian |

| |artery OR descending aorta ( |

|Lungs ( | |

|Pulmonary veins ( | |

|To left side of heart |Systemic circulation ( |

| |Superior and Inferior vena cave ( |

| |To right side of heart |

Internal Anatomy of the Heart (also ID structures listed in blood flow section)

-Atrium

-Auricle

-Pectinate muscles

-Fossa ovalis

-Foramen ovale

-R AV orifice

-Interatrial septum

-Ventricle

-Interventricular septum

-Ventricular septal defects

-Trabeculae carneae

-Papillary muscles

-Chordae tendineae

Coronary Circulation

-R and L coronary arteries

-Circumflex artery

-L marginal artery

-Ant. interventricular artery (LAD)

-R marginal artery

-Anastomosis

-Post. interventricular artery (PDA)

-Coronary sinus

-Great cardiac vein

-Middle cardiac vein

-Small cardiac vein

-Post. cardiac vein

-Ant. cardiac veins

Additional Terms

-Systemic circulation

-Pulmonary circulation

-Cardiac cycle

Cardiovascular Physiology – Ex. 22

Cardiac cycle

-Systole

-Atrial systole

-Ventricular systole

-Diastole

-Atrial diastole

-Ventricular diastole

-Heart sounds

-“Lubb-dupp”

-Auscultation areas for the heart

-Bicuspid area

-Tricuspid area

-Aortic semilunar area

-Pulmonary semilunar area

-Isovolumetric contraction

-Ventricular ejection

Blood pressure

-Systolic pressure

-Diastolic pressure

-Arterial blood pressure

-Brachial artery

-Pulse pressure

-Mean arterial pressure (MAP)

-Sphygmomanometer

-Korotkoff sounds

Pulse rate

-Pulse

-Temporal artery pulse

-Carotid artery pulse

-Radial artery pulse

-Popliteal artery pulse

Electrocardiography

-Cardiac conduction system

-Sinoatrial (SA) node

-Internodal pathways

-Atrioventrical (AV) node

-AV bundle (Bundle of His)

-Bundle branches

-Purkinje fibers

-Electrocardiography

-Electrocardiogram

-P wave

-QRS complex (interval)

-T wave

-QT interval

-Beats per minute (BPM)

BI 232 Laboratory: Week 9

Quiz 6 (material from previous week)

The Cardiovascular System: Blood Vessels and Circulation

Ex 21. Anatomy of Blood Vessels

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Study focus: know microscopic structure of blood vessels and be able to identify the major arteries and veins in the human body

Lab resources: Flat blood vessel model, wire models (images of these models can also be found online)

Lab activities:

✓ All activities outlined in the lab manual

Slides available: Artery, Vein & Nerves, Vein w/valve (l.s.)

Terms to know: Only need to know right and left for vessels that are asymmetric

General terms – Have a general understanding of the following terms, and when appropriate, how they differ from one another

Arteries

Elastic arteries

Muscular arteries

Arterioles

Capillaries

Continuous capillaries

Fenestrated capillaries

Sinusoids

Veins

Companion veins

Anastomosis

Collateral branches

Collateral circulation

Histology of blood vessels – be able to recognize the following on microscope slides

Lumen

Tunica interna

Endothelium

Internal elastic membrane

Tunica media

External elastic membrane

Tunica externa (adventitia)

Specific blood vessels – be able to identify any of these on the available models. NOTE: blood vessels are listed under regions of the body that they are easiest to see and/or consider and some can be found in multiple regions.

Arteries of the thorax

Pulmonary trunk

Right and left pulmonary arteries

Right and left pulmonary veins

Ascending aorta

Aortic arch

Brachiocephalic trunk

Left common carotid artery

Left subclavian artery

Internal thoracic artery

Anterior intercostals arteries

Subscapular artery

Arteries of the neck and head

Right and left common carotid artery (note the lack of symmetry between points of origination)

Right and left subclavian artery (note the lack of symmetry between points of origination)

Right and left external carotid artery

Right and left internal carotid artery

Lingual artery

Facial artery

Occipital artery

Maxillary artery

Superficial temporal artery

Ophthalmic artery

Anterior cerebral artery

Cerebral arterial circle (circle of Willis)

Middle cerebral artery

Vertebral artery

Basilar artery

Posterior cerebral artery

Anterior communicating artery

Posterior communicating artery

Arteries of the shoulder and arm – note that there is one for each arm (right and left), you should denote which is which

Subclavian artery

Axillary artery

Brachial artery

Deep brachial artery

Ulnar artery

Radial artery

Superficial and deep palmar arches

Arteries of the abdomen

Descending aorta

Celiac trunk

Left gastric artery

Splenic artery

Common hepatic artery

Superior mesenteric artery

Suprarenal arteries

Right and left renal arteries

Right and left gonadal arteries

Inferior mesenteric artery

Lumbar arteries

Median sacral artery

Right and left common iliac arteries

Right and left internal iliac arteries

Right and left external iliac arteries

Arteries of the legs – note that there is one for each leg (right and left), you should denote which is which

Femoral artery

Medial circumflex femoral artery

Lateral circumflex femoral artery

Deep femoral artery

Popliteal artery

Anterior tibial artery

Posterior tibial artery

Dorsal pedis artery

Fibular artery

Veins of the thorax

Anterior intercostal veins

Internal thoracic veins

Right and left brachiocephalic veins

Posterior intercostals veins

Hemiazygos vein

Azygos vein

Superior vena cava

Inferior vena cava

Veins of the neck and head

Vertebral veins

Right and left internal jugular veins

Right and left external jugular veins

Superior sagittal sinus

Inferior sagittal sinus

Straight sinus

Sigmoid sinus

Cavernous sinus

Transverse sinus

Veins of the shoulder and arm – note that there is one for each arm (right and left), you should denote which is which

Basilic vein

Cephalic vein

Median cubital vein

Ulnar vein

Radial vein

Brachial vein

Axillary vein

Subclavian vein

Veins of the abdomen

External iliac vein

Internal iliac vein

Inferior vena cava

Lumbar veins

Right and left gonadal veins (note the difference between right and left)

Renal veins

Suprarenal veins

Hepatic veins

Hepatic portal system

Inferior mesenteric vein

Superior mesenteric vein

Splenic vein

Gastric veins

Hepatic portal vein

Veins of the leg – note that there is one for each leg (right and left), you should denote which is which

Great saphenous vein

Anterior tibial vein

Posterior tibial vein

Fibular vein

Lab Practical II will be next week (week 10)!

The practical will cover all the material covered in the package for the last 4 weeks of lab

➢ Terms to know, labeled figures, tables, any additional info outlined in the package

➢ Models

➢ Images

➢ Microscopes (images will also be provided for histology questions)

➢ 75 questions (timed)

➢ One bonus question – 2 points credit

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