hubs191 - lab 1 intro.pdf

7/24/2019 HUBS191 - Lab 1 Intro.pdf

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Lab 1 Introduction

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Lab 1 Introductory lab

This first laboratory session will be divided into

three parts. Part I will be an orientation to the

laboratory and the course as a whole, you will

be given a short talk and then expected to workthrough your laboratory manual. After Part I

half the class will work through Part II and the

other half with Part III. Allocation to either part

will be made according to your seating location

in the lab. Part II is an introduction to

anatomical terminology and the human

skeleton. Part III is an introduction to

physiological data collection using the LabTutor

computer system.

All future labs require pre-lab preparation. The

first page of each lab will have a section called

Pre-lab Preparation. You will get more out oflabs if you prepare by reviewing related lectures

and textbook material and completing tasks

where indicated.

Part 1Laboratory Orientation

Aim

This session will comprise an introduction to

the course and laboratory protocols.

Objectives

By the end of part I you should be able to:

A. Describe the course outline and the

purpose of the laboratory sessions.

B. Identify the HUBS 191 administrative

staff and the HUBS 191 office.

C. Ensure a safe working environment in

the laboratory for you and those aroundyou.

D. Navigate the HUBS 191 Blackboard

website.

E. Outline the legal, ethical and moral

considerations involved in using human

and animal material.

F. Describe learning styles and the

effectiveness of each.

G. Explain the purpose and format of the

check-in and check-out process.

A Course Information

You have already been introduced to this course via

the course outline at the start of the lab manual.

It is important that you understand the structure and

organization of this course in order that you makethe most of the learning opportunities on offer.

You will sit in the same seat as you are sitting

today, on every day that you attend a laboratory

session.

During laboratory sessions there will be instances

when half of the group complete a task first and the

other half second. When this occurs you will be

divided according to your seating location.

Those seated nearest the main entrance are sitting

in the East seats and the remaining students are inthe West seats.

Class representatives serve an important role in this

paper. Class reps meet with staff three times during

the semester and relay comments from the class to

the staff in order to improve the course.

Task A.1

From what you already know of the course

structure, construct a graphical representation of

the major components of the course includingassessments. This could be a mind map, a simple

table or a diagram. You should include the three

main learning opportunities used in this course

(clue: you are attending one of them right now!).

Task complete


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Lab 1 Introduction

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Question A.1

What are the three disciplines that feature in

HUBS?

Microbiology, Physiology, Anatomy.

Question A.2

List three reasons why the labs are productive.

eg. Bridging the gap between learning and

theory, teaching theoretical material, training

in observation, deduction, measurement and

interpretation.

Question A.3

Make a note of your seat position. Are you at

an East seat or a West seat? What are the

names of the two people sitting next to you?

A.

Question A.4

Who are your class representatives?

B HUBS administration

The following person should be your first point

of contact for most matters relating to this

course:

Title: Course Administrator

Name: Mike McArthur

Phone: 479 7737

Email: [email protected]

The names of other teaching staff are available

on Blackboard.

Question B.1

Where is the HUBS Office?

This is room GO1 on the ground floor of

Microbiology, and is next to the HUBS lab.

Question B.2

How can you identify the lab supervisor and the

demonstrators?

Red lab coats for the lab supervisor, blue lab

coats for the demonstrators.

C Laboratory Safety

It is the responsibility of all of us to ensure a safe

working environment for ourselves and also for

those around us. In order to achieve this the

following rules must be observed:

1. Shoes must be worn in the laboratory at all

times. Lab coats must be worn unless you are

instructed otherwise.

Question C.1

Why are open toed shoes inappropriate in a

laboratory environment?

Someone could drop a scalpel/other equipment

directly into skin.

2. Personal belongings must be stored away

from public thoroughfares. Do not leave your coat

or bag where someone may trip over it. Do notleave valuables in the corridor.

3. Do not put anything in your mouth while in

the laboratory.

4. All accidents, must be reported at once to

the demonstrator or lab supervisor. Do not attempt

to clean up spills of body fluids. Notify a

demonstrator at once.


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Question C.2

Should you clean up your own spills in the

lab?

No. You need to inform a demonstrator

immediately.

5. Pay attention to hazardous chemicals

information. You will be made aware of all

known hazards in your working environment

before you begin work. It is your responsibility

to listen and take any steps required to ensure

your own safety. If you dont understand, ask!

6. You are responsible for ensuring the

safety of those about you, as well as yourself.

7. All specimens of human origin must be

considered as capable of transmitting infectious

disease and treated accordingly (see safety

manual or ask the laboratory supervisor).

Question C.3

Discuss with your neighbour: Do you know

the names of any such infectious diseases that

are carried via body fluids?

Examples are hepatitis C and B and HIV.

8. All cuts and abrasions on hands must be

covered with an occlusive (not perforated)

dressing.

Question C.4

Why would a normal plaster not suffice?

Perforations allow possibly infectious/harmful material through and into contact

with the broken skin.

9. Any skin puncture must be reported to

the laboratory supervisor immediately.

10. Familiarise yourself with the location

and use of safety equipment such as safety kits,

eye wash stations, fire extinguishers and fire

exits (see fig. 1.1).

IN THE EVENT OF A FIRE ALARM - when

no fire is evident in this lab, students on the

Clocktower side of the laboratory should exit

through the MAIN LAB EXIT and assemble over

by the Leith near the Physics building. All others

should leave by the CUMBERLAND ST EXIT,

and assemble by the Leith also. If a fire is evident,

follow the instructions given by the staff at the

time.

Fig 1.1 Location of fire exits

Question C.5

In the event of a fire alarm, which exit should

you use?

A.

Task C.1

On fig. 1.2 indicate the positions of:

First Aid kit

Two emergency showers

Eye splash kit

Two fire exits

Task complete


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Fig 1.2 Safety equipment.

11. Exercise care when disposing of material

after laboratories. Do not endanger the healthof technical staff by disposing of hazardous

material in the wrong place. You will be

informed where potentially dangerous material

should go.

12. Report any unsafe practices or situations

to the laboratory.

13. Do not remove any material from the

laboratory that you did not bring in yourself.

14. Wash your hands in the hand basin

before leaving the laboratory.

Question C.6

What should you do if you accidentally splash

something in your eyes?

A.

D Blackboard and computerresources

Blackboard is the means by which we provide

resources relevant to this paper. It is also the

principle means by which staff can

communicate with students. You are strongly

recommended to use Blackboard.

You should have your login and password by

now, make sure you keep them safe and do not

disclose your password.

You will be given a demonstration of how to log on

to Blackboard and find the HUBS 191 site. This

demonstration will include accessing each of the

following sections of the site:

Announcements

[appear when you log on].Course information

Course Outline

Textbook Information

Timetable Information

Course documents

Lectures (includes audio lecture resources)

Laboratories (includes Lab correct or model

answers)

Self-Directed Learning (includes specific

resources, SDL correct or model answers

and links to the assessment area)

Glossary

Integrated Case Study

Discussion board

Contacts

Staff Information

Class Representatives

Assessment

SDL Assessments

Terms Test 1

Terms Test 2

Final Examination

Check Your Grade

Question D.1

What is the integrated case study and what is its

purpose?

A video scenario that is related to questions and

discussions throughout the course. This allows

integration of the anatomy, physiology and

microbiology information learnt during the

semester.

Question D.2

How often do you intend to visit the Blackboard

site, given the information that you know is

available on Blackboard.

A personal choice, but we recommend regular

visits.


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E Legal and Ethical issues

The use of animals in research and teaching is regulated by the Animal Welfare Act (1999). The National

Animal Ethics Advisory Committee has established guidelines to assist all institutions to comply with

these regulations. These require Institutional Animal Ethics Committees (IAEC) to regularly review all

studies involving the use of animals. The IAEC is empowered to approve, defer or decline proposed

animal work and has the authority to inspect facilities, observe animal manipulations and terminateanimal usage as necessary. The staff teaching this course can provide further details and explain the

operation of the University of Otagos Animal Ethics Committee.

In Lab 3 you will be given the opportunity to examine embalmed human joints. The use of such material

is important for your understanding of Human Movement and Sensation. These prosections must be

treated with respect. The use of such material is regulated by legal provisions (The Human Tissues Act,

1964). The most relevant of these for HUBS 191 course is that under no circumstances is anything to be

removed from the laboratory class. Any breach of these rules of conduct for handling prosected human

parts will be dealt with by the University authorities.

In Lab 3 you will dissect deer joints obtained from an abattoir. This means that you will have access to

both human and animal tissue along with other items such as bones and models in one room. In these

instances you must be particularly vigilant in order to avoid any cross contamination between theseelements. Different gloves must be used to handle each of them, and they must remain on their separate

and allotted tables.

You must treat all human tissue with respect as access to this is a privilege.

You must handle all models with care as they are extremely expensive and difficult to replace. Any

deliberate mistreatment of specimens or models will be taken seriously.

Question E.1

The removal of tissue from the lab is

prohibited by the Human Tissue Act. Do youthink that it might be appropriate to involve

the human tissue in the labs for any purpose

other than learning?

No.

Question E.2

In what two ways can cross contact

(contamination) between human tissue andother items in the lab be avoided?

By using gloves and by keeping the resources

separate.

F Learning styles

In order to learn efficiently it is important to think

about improving your learning style.

There are many learning, studying and reading

strategies. Some methods are quite universally

accepted whilst others may or may not suit you as

an individual. We have included some of the

better established methods in this course.

Through SDL modules, lab sessions, lectures and

Blackboard we offer many learning opportunities.

It is up to you to make the most of these

opportunities primarily by engaging in the

activities on offer.

In addition, and outside of this direction, you will

need to develop your own learning style.

G Check-in and check-out

Check-in and check-out may differ from other

assessment systems that you may haveexperienced. The emphasis is more on helping you

learn and understand than on testing your

knowledge.

Check-in does not contribute to your final grade

for the paper, however check-out does. Each

successful check-out is worth 1% of your final

grade (a maximum of 6% for the six laboratory

sessions).

As a student check-out gives you feedback on how

well you understand the lab and gives the teaching

staff an indication of how well we taught theconcepts.


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Check-in structure

You will be asked to answer 5 questions on the

computer before starting each lab session. These

questions refer to the content of the laboratory.

For this to run smoothly, please ensure that you

arrive five minutes early for every lab session.

You will not be given your check-in results until

the end of the lab. This is to ensure that your lab

performance is not influenced by your check-in.

Check-out structure

At the end of each laboratory session, we will ask

you to answer five randomly assigned questions on

the labs content. In the 5th

question you will

apply your knowledge to the integrated case.

If you have shown the required level of knowledge

and understanding, you are awarded 1%.

If you have not passed, a demonstrator will discussyour check-out answers with you. After this

discussion you will be given an opportunity to

revise and then attempt check-out a second time.

If you need further help, we will ask you to attend

a tutorial after which there will be a third

opportunity to complete the check-out.

Fig. 1.3 Check-out process.

You must complete check-out before leaving the

class unless excused by the laboratory supervisor.

If you are absent from a class, due to exceptional

circumstances, you may be given an opportunity to

attend a catch-up tutorial session. This must be

arranged through the HUBS office.

Question G.1

What percentage of your final grade does each

check-in and check-out assessment count for?

Check-in; 0%, check-out; 1%.

Check-in and check-out protocol

Check-out is conducted under examination

conditions. This means that you need to follow

the procedures below.

Wait away from students engaged in check-

out until a computer becomes available.

Do not access books or your lab manual

during your check-out test.

Do not communicate with other studentsduring the check-out process.

After check-out collect your belongings,

leave the lab or move on to the SDL area.

Failure to follow these rules will jeopardize your

attainment of terms.

Question G.2

After the lab what should you do to ensure that

you get the most from each laboratory session?

You will need to look up the model answers for

the session on Blackboard.

You have finished Part I. You will now be

allocated to either Part II or Part III of the lab.


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Part IIAnatomical Terminology

and Skeletal Anatomy

Aims

The first steps in understanding human movement

are to become familiar with the structures involved

and with their relationships within the body.

In this practical session you will be introduced to

anatomical terminology including the terms used

to describe movements. You will also be

introduced to the structure and form of human

bones and their function within the human

skeleton.

Objectives

By the end of Part II you should be able to:

A. Define and demonstrate the anatomical

position. Use anatomical terms to describe

direction and position.

B. Define the anatomical planes.

C. Identify types of bones.

D. Name, identify and describe the positions of

selected major bones and bone groups of

the skeleton, including their relationships toone another.

E. Use anatomical terms used to describe

movements.

Objectives A-E relate to the sections with the

corresponding letter.

You are expected to know all of the correct

anatomical terms or names mentioned here in bold.

These terms are also listed in the laboratory

manual glossary.

Please note the anatomy content in this laboratory

will be covered in lectures 5 (Terms), 6 (HMS 1)

and 11 (HMS 6).

A. The Anatomical Positionand Directional Terms

Anatomical terms are essential for the accurate

description of the orientation and relationships of

structures.

Fig. 1.4 The anatomical position (Plate 1,

adapted from Kapit & Elson, The

Anatomy Colouring Book, Harper

Collins, 1977).

To avoid confusion the terms used to describe

positions, relationships and directions within the

human body are always related to a standard

anatomical position.

The anatomical position is standing upright,

looking straight ahead with the feet and the palms

of the hands facing forwards. Directionalterminology always refers to the body as if it were

in this position, regardless of its actual position.


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Task A.1

Pair up with your neighbour and assume the

standard anatomical position. Describe the

position to your partner and note down the

positions of the following body parts:

Feet ..............................................

Palms...........................................

Head............................................

Task complete

Now assess the skeleton.

Question A.1

Is the standing skeleton demonstrating the

standard anatomical position? If not which

body parts are out of place?

The upper limb may hang such that the palms

do not face forwards.

Directional Terms

Anatomical terms of direction and position

describe the position of one structure relative toanother. They are always related to the standard


Superior - closer to the head than another

structure in the body.

Inferior- closer to the feet.

Task A.2

Assume the standard anatomical position again

and demonstrate superior and inferior to yourneighbor.

Task complete

Question A.2

Which structure lies superior, the nose or the

chin?

The nose.

Anterior (ventral)- closer to the front.

Posterior (dorsal) - closer to the back.

Task A.3


and demonstrate anterior and posterior to your

neighbour.

Task complete

Question A.3

Which structures lie anterior to the heel of the

foot?

The toes.

Medial- closer to the median plane (see fig 1.4).

Lateral- further away from the median plane.

Task A.4


and demonstrate medial and lateral to your

neighbour.

Task complete

Question A.4

Which structure lies more laterally, the spine or

the upper limb?

The upper limb.


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Proximal - (used especially for the limbs) nearer

to the trunk.

Distal- further from the trunk.

Task A.5


and demonstrate proximal and distal to your

neighbour.

Task complete

Question A.5

Is it correct to say that the wrist is distal to the

elbow?

Yes.

Question A.6

Now move out of the standard anatomical

position by raising your upper limb (arm) above

your head and bending at the elbow so that your

hand is behind your head. Is it still correct to say

that the wrist is distal to the elbow and why?

Yes

Directional terms are always relative to the


Deep - further from the surface.

Superficial- close to the surface.

Task A.6


and demonstrate deep and superficial to your

neighbour.

Task complete

Question A.7

Complete the sentence:

In the human body the skin can be described as

.................................. in relation to bone or

muscle.

Superficial.

B. The Anatomical Planes

Planes are imaginary flat surfaces (see fig 1.4)

along which the body can be sectioned (divided)

to enable precise descriptions of relationships

between structures. They are:

Sagittal plane - the plane running vertically

through the body, separating it into left and right

parts. The median plane is the sagittal plane

dividing the body into equal left and right parts.

Question B.1

Demonstrate to your neighbour how you could

cut/section your own body into two pieces along

the median sagittal plane. Fill in the spaces:

You would be left with an equally sized................... and ......................half of your body

Right and left..

Question B.2



another, more laterally positioned sagittal plane.

Fill in the spaces:

You would be left with ................. sized rightand left portions of your body.

Differently/unequally


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Coronal plane - the plane running vertically

through the body, separating it into anterior (front)

and posterior (back) parts. Otherwise known as

the frontal plane.

Question B.3



the coronal plane. Fill in the space:

You would be left with a ........................ portion

and a ............................. portion of your body

Front (anterior/ventral), back

(posterior/dorsal).

Transverse plane - the plane running horizontally

through the body or a limb, separating it into

superior (upper) and inferior (lower) parts.

Question B.4



the transverse plane. If you took a section at the

level of the umbilicus (belly button) would you

be left with similarly shaped portions of your

body?

No, your head and shoulders would be in one

portion and your legs and forearms in the other.

Question B.5

Stand in the standard anatomical position. The

palms of your hands lie in which plane?

Coronal.

Task B.1

Locate the sagittal and coronal sutures (joint

lines) on the skull of a skeleton. Draw a superior

view of the skull, labeling these two suture lines

and the anterior and posterior aspects of the

skull.

Task complete

C. Identi fication of Types ofBones

For the following tasks you will examine one of

the articulated skeletons (on stands) and the

disarticulated bones (loose bones on each table) to

become familiar with the range of sizes and

shapes. Bones are grouped into broad categories

of long, short, flat and irregular shapes. Use

the laminated sheet to help you if you need it.

Long bones - These bones, not surprisingly, are

longer than they are wide. They consist of a shaft and two expanded ends, with articular surfaces

forming joints at the extremities.

Fig 1.5 A long bone (fig 7.22, adapted from

Marieb & Malliet, Human Anatomy

2nd Ed., Benjamin Cummins), 1997


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Lab 1 Introduction

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One end of a long bone is often termed the head.

This can be identified by its relatively round shape

compared with the other end. It is not necessarily

at the proximal end of the bone.

Short bones - these are roughly cube-like or

round.Flat bones - these are thin, flattened and usually

curved.

Irregular bones - those that fit none of the other

categories.

Task C.1

Identify an example of a long bone, a flat bone

and an irregular bone and then label them on fig

1.6 in your lab manual.

Task complete

Question C.1

To which category would the following bones

belong?

Thigh bone.

Finger bones.

Shoulder blade.

Long, long, flat

D. Naming, Identi fication andDescript ion of Major BoneGroups

Next we look further at hard tissues, the bones of

the human skeleton. These tissues form a rigidframework which supports and anchors the soft

tissues which constitute the rest of the body. The

soft tissues (muscles, tendons, ligaments and other

joint tissues) associated with movement will be

covered in later practical sessions.

Major bone groups

The skeleton may be subdivided into axial and

appendicular parts.

For the following tasks examine the articulated

skeletons, the laminated sheet provided and the

disarticulated bones. Also examine the bones and

bone groups mentioned using your own bodies.

It helps to fit the disarticulated bones into position

on your own or your neighbours body. Palpate

(feel) as much as you can of the bone in yourself.

i) Axial Skeleton

These are the bones that comprise the main axis of

the body, that is, the head, neck and trunk.

The craniumis the skull.

Task D.1

Identify and examine the cranium and then label

it on fig 1.6 in your lab manual.

Task complete

The vertebral column (spine), is composed of

individual vertebrae (singular = vertebra),

together with the sacrum, and the coccyx

(tailbone) at the inferior end of the vertebral

column.

Task D.2

Identify and examine the vertebral column,

individual vertebrae, sacrum and coccyx and

then label them on fig 1.6 in your lab manual.

Task complete

The ribcage is composed of the ribs attached to

the sternum.

Task D.3

On fig 1.6 in your lab manual, color or shade in

the bones of the axial skeleton.

Task complete

ii) Appendicular Skeleton

These are the bones that comprise the appendages

(or limbs). The limbs each have three major long

bones. Groups of short bones and smaller long

bones make up the hand and foot.


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TheUpper Limb

The pectoral girdleattaches the upper limb to the

axial skeleton. It consists of two differently

shaped bones.

The upper limb is the whole appendage from theshoulder to the fingers. It consists of several

different regions.

The arm is defined as the region from the shoulder

to the elbow and has a single long bone, the

humerus.

Task D.4

Identify and examine the humerus and then label

it on fig 1.6 in your manual.

Task complete

The forearm is defined as the region from elbow

to wrist and has two long bones, the radiusand the

ulna.

Task D.5

Identify and examine the radius and the ulna and


Task complete

Question D.1

How many bones are there in the arm and what

is/ are the name(s)

One, the humerus.

TheLower Limb

The pelvic girdle or pelvis consists of two hip

bones articulating posteriorly with the sacrum (you

will remember this is the inferior end of the

vertebral column and therefore part of the axial

skeleton as well as a part of the pelvic girdle).

The lower limb is the whole structure from hip to

toes and consists of different portions. As in the

upper limb, there is a single relatively large bone,

the femur, forming the thigh (hip to knee) and

two smaller long bones forming the leg (knee to

ankle).

Task D.6

Identify and examine the femur and then label it

on fig 1.6 in your lab manual.

Task complete

Question D.2

Note the size, shape and position of the humerus

and the femur. Name as many characteristics as

you can that:

a) they have in common.

b) are different.

a) Both are proximal limb bones, similar in

shape (long bones) with spherical heads and

distal condyles.

b) The femur is larger, its head is angled. The

distal condyles are larger in the femur relative

to the bone and in actual size.

The leg is defined as the region from the knee to

the ankle. The bones of the leg are the tibia, and

lateral to this, is the fibula.

Task D.7

Identify and examine the tibia and fibula and


Task complete


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Fig 1.6 The human skeleton (plate 10, adapted from Kapit & Elson, The Anatomy Coloring Book, Harper

Collins, 1977).


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Question D.3

What difference can you see between the leg

bones (i.e. the tibia and fibula) and the bones in

the forearm (i.e. radius and ulna)?

The tibia and fibula are the larger bones. Theleg bones do not move over each other like the

forearm.

Question D.4

What important function of the lower limb

might explain these differences and those

already noted between the femur and humerus?

Locomotion and weight bearing.

Question D.5

How many bones are there in the leg and what

is/ are the name(s)?

Two, tibia and fibula.

Integrated Case Question 1

How many bones do you think Patrick has

damaged in his thigh?

One.

Integrated Case Question 2

Using anatomical terms describe the location

Patricks injury.

Lower limb, appendicular skeleton, femur,thigh, proximal lower limb.

As with the hand, the footconsists of three series

of bones. They are structurally equivalent to the

bones in the hand, but they are generally larger and

more variable in size for the purposes of weight

bearing.

E. The Anatomical Terms

Used to Descr ibe Movements

Fig 1.7 Anatomical terms for movement.

Flexion: The bending of a joint usually so that the

fleshy surfaces of the limb come into contact.

Most joints flex in an anterior direction (e.g. the

elbow) but others flex posteriorly (e.g. the knee).

Extension: The reverse of flexion at each joint -

usually straightening the joint, most often in the

posterior direction (but check extension of your

knee).

Task E.1

Stand in the anatomical position and then

demonstrate to your partner flexion and

extension at the following joints.elbow

wrist

hip

knee

Task complete


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Question E.1

If your hip and knee were flexed, what position

might you be in?

Sitting, squatting, skiing, windsurfing, horse

riding.

Abduction: The movement away from (abduct)

the median plane of the body i.e. a movement

laterally in the standard anatomical position.

Adduction: The reverse movement i.e., towards

(adduct) the median plane, usually after the joint

has been abducted.

Task E.2

Stand in the anatomical position, abduct then

adduct at the following joints:

shoulder

wrist

hip

Task complete

Circumduction: This is not a single movementbut the sequence flexion, abduction, extension,

adduction (or reverse). Several joints can

circumduct.

Task E.3

Stand in the standard anatomical position and

circumduct your shoulder and hip.

Task complete

Rotation. Turning the bone at the joint around its

long axis.

Task E.4

Rotate your arm at your shoulder joint. It isimportant to ensure that it is your humerus which

is rotating and not your forearm.

Task complete

You can also rotate your forearm. In this case the

movement of turning the palm of your hand

backwards (while standing in the standard

anatomical position) is pronation while the

reverse movement is supination.

Fig 1.8 Pronation and supination (Fig 8.6,

adapted from Marieb and Mallatt,

Human Anatomy, 2nd

Ed., Benjamin

Cummings, 1997).

Question E.2

Pronate and supinate your forearm and the

forearm of a skeleton. What happens to the

radius (relative to the ulna) in full pronation?

The radius comes to lie diagonally across the

ulna.


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Question E.3

A right-handed person unscrewing a jar lid

needs to forcefully perform which movement?

Pronation.

Dorsiflexion is when the toes are lifted upwards,

as in standing on the heel (note that this can also

be referred to as flexion).

Plantarflexion occurs when the toes are pushed

downwards, as in standing on tip-toes (note that

this can also be referred to as extension, so there is

potential for confusion).

Inversion - Turning the sole of the foot inwards.

Eversion - Turning the foot outwards.

Task E.5

Perform each of these four movements,

demonstrating them to you partner.

Task complete

Opposition is the movement of the thumb that

brings it across the palm to touch the tip of any

finger. This is a special movement as it allows forthe manipulation of objects.

Task E.6

Demonstrate opposition to your neighbour.

Task complete

Question E.4

Do most other mammals have opposable

thumbs?

No. Primates do have opposable thumbs

allowing them to manipulate objects and this is

a specialized skill.

You have now finished Part II.

If you started with Part II, you will proceed to

Part III, when instructed by your

demonstrator.

If you started with Part III, you should revise inpreparation for check-out.


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Lab 1 Introduction

35

Part IIIIntroduction to Data

Collection in Physiology

AimIn this practical you will learn about recording and

analyzing physiological s ignals.

Objectives

By the end of Part III you should be able to:

A. Describe the major hardware and software

components of the LabTutor system and

their functions.

B. Record skeletal muscle activation using an

electromyogram (EMG).

C. Record, label, scale and measure

physiological data acquired using the

LabTutor system.

Introduction

Physiology is the study of the function of the body,

that is, how the bodys cells, tissues, organs and

systems work.

To determine how the body works, physiologistsuse the scientific method: a hypothesis is proposed

and is then tested by experimentation. The

experimental results either support or refute the

hypothesis. This is the process by which the body

of scientific knowledge is advanced.

The physiological data that you will collect in your

experiments are often small analog signals. It is

necessary to use specialized recording equipment

to observe such data. The data acquisition system

you will use is PowerLab and the software

program is LabTutor. In this part of the lab, you

will learn the principles of data acquisition andhow to use of this system.

Fig 1.9 Example of a LabTutor recording.

Look for the following symbols as you go through

the lab. This symbol means:

Transfer to the computer.

Transfer to the lab book.

Indicates how long a section should take.

Print the data, insert it into your lab book.

Caution, important instruction follows.

Please note the physiology content in this

laboratory will be covered in lectures 18 - 19

(HMS 12 - 13) and lectures 23 - 24 (HMS 17 - 18).

Experiment

Introduction to Data Collection

Background Theory

Most biological signals are analog signals e.g.

sound waves. The data acquisition system,

Powerlab, converts analog signals into a digitalformat that can then be displayed on the computer.

In fig 1.10 a mechanical signal, the pulse sensed in

the finger, is first converted into an electrical

signal by a transducer. PowerLab digitizes this

electrical signal and then it is displayed on the

computer.

Fig 1.10 Data collection using LabTutor.

The LabTutor system is used to record, display and

analyse physiological signals. LabTutor can record

a short-lasting signal, analogous to taking a

snapshot, as well as a continuous signal of longerduration, similar to making a video recording.


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Lab 1 Introduction

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Experiment Aim

To record the electromyogram (EMG)as a means

to learn how to use the LabTutor system for the

collection of physiological data.

Procedure

Work in pairs. Today, due to time constraints, we

will record from one subject only.

10 minutes

Go to the Introduction to LabTutor

experiment. Read pages 1 - 4.

Question 1

Circle the Bio Amp input on f igure 1.11. This is

where the recorded signal feeds directly into the

PowerLab for interpretation and then displayed

in real time on the computer.

Answer

Fig 1.11 PowerLab, front panel view.

10 minutes

Continue with the Introduction to

LabTutor experiment (page 5). The set-

up for recording an EMG is shown in fig 1.12.

Fig 1.12 Electromyograph setup for recording

from the biceps brachii muscle.

Question 2

What does the abbreviation EMG mean?

E electro M myo G gram

Question 3

What generates the electrical signals recorded in

an EMG?

An EMG is a surface recording of net electrical

activity that arises as action potentials are

conducted along the skeletal muscle cells

membranes.

Question 4

Name another electrical recording that is

routinely used in clinical diagnoses.

ECG and EEG.

15 minutes

Continue with the Introduction to

LabTutor experiment (pages 7 14).

Record your EMG and learn how to optimize the

data you collect.


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Lab 1 Introduction

37

Results

Print the LabTutor report (page 14) and paste it into the space below.

Insert EMG recording and graph here:


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Lab 1 Introduction

Question 5

What is the relationship between the strength of

muscle contraction and the amplitude of the

EMG?

An increase in strength of muscle contractioncorrelated with an increase in the average

amplitude of the EMG (best shown from

measurements of positive integral amplitude).

Question 6

Do your observations support the hypothesis

that electrical activation of skeletal muscle leads

to its contraction?

Support.

Question 7

What further experimental evidence would you

need to prove that electrical activity initiates

skeletal muscle contraction?

Disrupt the electrical activity and see if muscle

still contract. ?how disrupt the electrical

activity: nerve damage, ECF,T dcr.

Integrated case question

Would EMG activity be detected from Patricks

thigh muscles if the nerve supply to these

muscles had been damaged?

EMG activity would be reduced or absent, loss

of innervation would correspond with no EMG

activity.

Task

Insert the LabTutor icons for the following:

Start icon

Autoscale icon

Marker icon

Delete icon

You have completed Part III.

Close the LabTutor experiment by

clicking on the Home button.

Please ensure that you have left your work

station tidy.

If you started with Part III you will proceed to

Part II when instructed by your demonstrator.

If you started Part II please revise in

preparation for check-out.

hubs191 - lab 1 intro.pdf

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