sylvania laboratory survival guidespot.pcc.edu/anatomy/backup/232_lab_survival_guide_fall...bi 232...

Biology 232 Anatomy and Physiology II

Sylvania Laboratory

Survival Guide

Lab Objectives and Worksheets to accompany

Fundamentals of Human Anatomy and Physiology,

By Frederic Martini, 7th Edition

Fall 2007 Update

BI 232 Lab Survival Guide http://spot.pcc.edu/anatomy/lab.htm Fall 2007 1

Table of Contents

Lab Topic

Martini

PCC Lab

Guide Page

� Safety Guidelines ---- 2

� Disposal Guidelines ---- 3

� Website Review Directions ---- 4

13. Spinal Cord Ch 13 (pages 423-437) 5

14. Reflexes Ch 13 (pages 439-446) 15

15. Brain Chapter 14 21

16. Olfaction & Taste Ch 17 (pages 550-554) 33

17. Vision Ch 17 (pages 554-572) 37

18. Hearing Ch 17 (pages 573-586) 46

19. Cranial Nerves Ch 14 (pages 480-490) 51

20. General Senses Ch 15 (pages 495-502) 59

21. Endocrine & Glucometer Chapter 18 65

22. Blood Chapter 19 71

23. Cardiac Anatomy Chapter 20 81

24. EKG Ch 20 (pages 687-688) 89

25. Blood Vessels & Circulation Chapter 21 102

26. Blood Pressure & Pulse ---- 119

� Evaluation Form ---- 121

Lab PowerPoint slides can be viewed at:

http://spot.pcc.edu/anatomy/lab.htm


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


Website Review Instructions

Objective: Learn to actively search for useful resources on the World Wide Web and to engage you in

critical analysis as you judge the credibility of what you find.

� You will critically review 2 websites, one “good” and one “bad” that pertain to Biology 232 topics.

You can focus on diseases, but this is not necessary.

� 3-5 pages typed, 1.5 spaced, normal margins

� Grading: Rough Draft 5 points

Summary of topic based on information from the websites evaluated 4 points

Evaluation of a “good” website

URL must be given, All criteria addressed

4 points

Evaluation of a “bad” website

URL must be given, All criteria addressed

4 points

Summary with compare/contrast of the two websites 4 points

Overall quality of the paper.

Grammar, Spelling, Organization

4 points

Total 25 points

� Criteria for evaluating websites:

I. Authority

1. Is there an author? Is the page signed?

2. Is the author qualified? An expert?

3. Who is the sponsor?

4. Is the sponsor of the page reputable? How

reputable?

5. If the page includes neither a signature nor

indicates a sponsor, is there any other way to

determine its origin?

� Look for a header or footer showing

affiliation.

� Look at the URL. http://www.fbi.gov

� Look at the domain. .edu, .com, .ac.uk,

.org, .net

� Anyone can publish anything on the web.

II. Accuracy

6. Is the information reliable and error-free?

7. Is there an editor or someone who verifies/checks

the information?

� Currently, no web standards exist to

ensure accuracy.

II. Objectivity

8. Does the information show a minimum of bias?

9. Is the page designed to sway opinion?

10. Is there any advertising on the page?

� Frequently the goals of the

sponsors/authors are not clearly stated.

IV. Currency

11. Is the page dated?

12. If so, when was the last update?

13. How current are the links? Have some expired or

moved?

� Publication or revision dates are not

always provided.

� If a date is provided, it may have various

meanings. For example,

o It may indicate when the

material was first written


material was first placed on

the Web


material was last revised

V. Coverage

14. What topics are covered?

15. What does this page offer that is not found

elsewhere?

16. What is its intrinsic value?

17. How in-depth is the material?

� Frequently, it's difficult to determine the

extent of coverage of a topic from a web

page. The page may or may not include

links to other web pages or print references.

� Sometimes web information is "just for

fun", a hoax, or someone's personal opinion

BI 232 Anatomy & Physiology II Sylvania Laboratory Survival Guide Fall 2007 5

Lab Activity 13: Spinal Cord Martini Chapter 13, pages 423-437

Define these terms:

1. Tract

2. Nerve

3. Ganglia

4. Nucleus/nuclei

Gross Anatomy

1. Meninges

a. Pia mater

b. Arachnoid mater

c. Dura mater

� CSF is in the subarachnoid space, which is

between the _________________ and

________________

� The epidural space is between

_________________ and _________________

2. Ventral root

3. Dorsal root

4. Dorsal root ganglion

5. Spinal nerve


6. Spinal Cord (Extends

through the vertebral canal

down to vertebral level L1 or

L2.)

a. White matter

(contains myelinated

axons)

i. Anterior

median

fissure

ii. Posterior

white column

iii. Anterior

white column

iv. Lateral white

column

b. Gray matter (contains

cell bodies)

i. Central canal

ii. Anterior

horns

iii. Posterior

horns

c. Conus medullaris

d. Cauda equina


Locate the following structures in the above pictures:

1. Posterior white column

2. Lateral white column

3. Anterior white column

4. Anterior white commissure

5. Anterior median fissure

6. Posterior median sulcus

7. Dorsal root ganglion

8. Ventral root

9. Posterior gray commissure

10. Posterior gray horn

a. Somatic sensory nuclei

b. Visceral sensory nuclei

11. Lateral gray horn

c. Visceral motor nuclei

12. Anterior gray horn

d. Somatic motor nuclei

13. Anterior gray commissure

14. Central canal


1. Does the dorsal root contain sensory or motor neurons?

2. Does the ventral root contain sensory or motor neurons?

3. What is in the dorsal root ganglion?

4. What is in the gray matter?

a. Posterior gray horns

b. Anterior gray horns

c. Lateral gray horns

i. Which 2 spinal areas are these located?

5. What do the ascending tracts of the white columns convey?

6. What do the descending tracts of the white columns convey?

7. Name 2 diseases that cause destruction of the anterior horn motor neurons.

a. What are the symptoms?

8. How many pairs of spinal nerves are there?

a. Cervical:

b. Thoracic:

c. Lumbar:

d. Sacral:

e. Coccygeal:

f. Total:

9. Are spinal nerves sensory, motor or both?


10. Describe how cervical spinal nerves are named/numbered.

11. Describe how thoracic, lumbar, sacral and coccyx spinal nerves are named/numbered.

Cervical Plexus C1-C5

1. Phrenic nerve: C3-C5

a. Supplies

diaphragm


Brachial Plexus C5-T1

1. Axillary nerve (C5-C6)

2. Radial nerve (C5-T1)

3. Musculocutaneous nerve (C5-T1)

4. Median nerve (C6-T1)

5. Ulnar nerve (C8-T1)


1. Which 2 muscles does the axillary nerve innervate?

2. What is the sensory distribution of the axillary nerve?

3. The musculocutaneous nerve innervates the ________________ muscles of the arm.

4. What is the sensory distribution of the musculocutaneous nerve?

5. What is the sensory distribution of the radial nerve?

6. The median nerve innervates the ________________ muscles of the forearm.

7. What is the sensory distribution of the median nerve?

8. The median nerve goes through the __________________ tunnel of the wrist.

9. What is the sensory distribution of the ulnar nerve?


Lumbar Plexus T12-L4

1. Femoral nerve (L2-L4)

2. Obturator nerve (L2-L4)

3. What does the femoral nerve innervate?

4. What does the obturator nerve innervate?


Sacral Plexus L4-S4

1. Sciatic nerve L4-S3

a. Tibial nerve

b. Common fibular nerve

2. Pudendal nerve (S2-S4)


Sympathetic Chain (Refer to page 430 and 522 of Martini)

1. Autonomic ganglion

2. Rami Communicantes

a. White ramus (preganglionic)

b. Gray ramus (postganglionic)


Lab Activity 14: Reflexes Martini Chapter 13, pages 439-446

1. What is a reflex?

2. Describe the components of a reflex arc.

a. Receptor

b. Sensory neuron

c. Reflex center

d. Motor neuron

e. Effector


1. What is an innate reflex? Give an example.

2. What is an acquired reflex? Give an example.

3. What is a visceral (autonomic) reflex?

4. What is a somatic reflex?

5. What is a spinal reflex?

6. What is a cranial reflex?

7. Describe monosynaptic reflexes.

8. Describe polysynaptic reflexes.

9. What are upper motor neurons?

10. What are lower motor neurons?


Stretch Reflexes

1. Describe a stretch reflex (monosynaptic)

2. What is a muscle spindle?

Learn to perform the following stretch reflexes

a. Ankle jerk. Tests spinal nerves ________ & _______.

b. Knee jerk (patellar reflex) Tests spinal nerves ________, ________ & _______.

c. Biceps jerk. Tests spinal nerves ________ & _______.


2. How are reflexes graded?

a. 0+ means:

b. 1+ means:

c. 2+ means:

d. 3+ means:

e. 4+ means:

3. What conditions would diminish reflexes?

4. What conditions would cause increased reflexes?

Tendon Reflexes

5. What is a tendon reflex?

6. Is the tendon reflex monosynaptic or polysynaptic?

7. What is a Golgi tendon organ?

Withdrawal Reflexes


1. Describe a withdrawal reflex.

2. What is reciprocal inhibition?

Crossed Extensor Reflex

1. Describe the crossed

extensor reflex


Cutaneous Reflexes

1. Describe the plantar reflex.

2. What is the normal reflex response?

3. What is the Babinski sign and what does it indicate?

4. When is the Babinski sign normal (what age group)?


Activity 15: The Brain Martini Chapter 14

Define these terms and locate the structures.

Meninges

1. Dura mater

a. How is it different than spinal dura mater?

b. What is contained between the inner and outer layers of dura mater?

c. What are venous sinuses?

d. What vessels do the venous sinuses drain into?

2. Dural folds

a. Falx cerebri

1. Name 2 dural sinuses

located in this fold.

b. Tentorium cerebelli

1. Name the dural sinus

located in this fold.

c. Falx cerebelli

3. Arachnoid mater

a. What is between the arachnoid mater and pia mater (in the subarachnoid space)?


4. Pia mater

b. What attaches the pia mater to the brain surface?

c. What is contained in the pia mater?

Ventricles

1. Lateral ventricle

2. Third ventricle

3. Fourth ventricle

4. Interventricular foramen

5. Cerebral (mesencephalic) aqueduct

6. Central canal


Brainstem

1. Medulla oblongata

a. Pyramids

b. Olive

2. Pons

3. Midbrain (mesencephalon)

a. Cerebellar peduncles

b. Corpora quadrigemina

i. Superior colliculi

ii. Inferior colliculi


4. What are the major functions of the medulla oblongata?

5. What is meant by “decussation of pyramids”?

6. What are the major functions of the pons?

7. What are the major functions of the midbrain?

8. What is the function of the superior colliculi?

9. What is the function of the inferior colliculi?


Diencephalon:

1. Thalamus

2. Hypothalamus

a. Pituitary

gland (not in

this picture)

b. Mamillary

bodies

3. Epithalamus

a. Pineal gland

4. What is the function of the thalamus?

5. What are the major functions of the hypothalamus?

6. What is the function of the mamillary bodies?

7. What connects the pituitary gland to the hypothalamus?


Cerebellum 1. Vermis

2. Arbor vitae

3. What are the major functions of the

cerebellum?

Cerebrum

1. Cerebral cortex

2. Corpus callosum

3. White matter

4. Basal nuclei

5. How is the arrangement of white and gray matter different than in the spinal cord?

6. What is the function of the basal nuclei?


7. Sulci

a. Central sulcus

b. Lateral Sulcus

8. Gyri

a. Which gyrus is the primary

motor area?

b. Which gyrus is the primary

sensory area?

9. Fissures

a. Longitudinal fissure

b. Transverse fissure


10. Lobes:

a. Frontal lobes

i. Precentral gyrus

ii. Functions:

b. Parietal lobes

i. Postcentral gyrus

ii. Functions:

c. Occipital lobe

iii. Functions:

d. Temporal lobes

i. Functions:


Sheep Brain Dissection


Lab Activity 16: Olfaction and Taste Martini Chapter 17, pages 550-554

Tongue

1. Circumvallate papilla

2. Fungiform papilla

3. Filiform papillae

1. How many taste buds are on a circumvallate papilla?

2. How many taste buds are on a fungiform papilla?

3. What is the function of the filiform papillae?

Histology of a taste bud:

1. Gustatory cell

2. Taste pore

3. Basal cell

Draw a picture:

4. What are the five tastes?

a.

b.

c.

d.

e.


Activity: Olfactory Stimulation & Taste

Supplies:

� Cotton Swabs

� Paper towels

� Oil of cloves

� Vanilla

Instructions:

1. Work in groups of 2, one student will be the subject, the other the examiner.

2. Subject should sit so that they cannot see which vial is being used.

3. Subject should dry their tongue with a paper towel.

4. Dip 1 cotton swabs into clove oil. (Swab #1)

5. Dip 1 cotton swab into vanilla. (Swab #2)

6. Examiner will touch the tongue of the subject while the subject plugs their nose with swab #1.

7. The subject will try to identify which taste was applied.

8. The subject will unplug their nose, and the examiner will hold swab #2 under their nose and

retouch the subjects tongue with swab #1.

9. Record results on the table.

10. Place all used swabs and paper towels in the autoclave “RED” bucket.

11. Examiner and subject should switch places and repeat the experiment.

Vial Identification with

nose plugged

Identification without

nose plugged

Other observations

Cloves

Vanilla

� Which sense, taste or smell, appears to be more important in the proper identification of a strongly

flavored volatile substance?


Activity: Olfactory Adaptation Supplies:

� Two of the following:

o Oil of cloves

o Black Pepper

o Coffee

o Chocolate

o Mint

Instructions:

1. Press one nostril closed.

2. Hold the container under the open nostril and exhale through the mouth.

3. Record the time required for the odor to disappear (olfactory adaptation).

___________Seconds

4. Immediately test another vial with the nostril that has just experienced olfactory adaptation.

� What are the results?

� What conclusions can you draw?

Activity: Stimulating taste buds

Supplies:

� Paper towels

� Sugar packet

Instructions:

1. With a paper towel, dry the surface of your tongue.

2. Sprinkle a few sugar crystals on your dried tongue.

3. DO NOT close your mouth.

4. Record how long it takes to taste the sugar.

____________Seconds

� Why couldn’t you taste the sugar immediately?

Activity: Plotting taste bud distribution


Supplies:

� Cotton Swabs

� 5% Sucrose solution (sweet)

� 10% NaCl solution (salty)

� 0.1% Quinine solution (bitter)

� 1% Acetic acid solution (sour)

� Paper towels

� Drinking water in a cup

� Paper towels

Instructions:

1. Before each test, the subject should rinse their mouth and lightly dry their tongue.

2. Generously moisten a cotton swab with the 5% sucrose solution.

3. Touch the swab to the center, back, tip and sides of the tongue

4. Mark on the picture where “sweet” could be tasted.

5. Repeat with each of the solutions using a new cotton swab.

6. Dispose of all cotton swabs and paper towels in red autoclave bucket.

� What area of the tongue seems to lack taste receptors?

� Is it possible to definitely assign each type of taste bud to a specific tongue location?


Lab Activity 17: Vision Martini Chapter 17, pages 554-572

Gross Anatomy:

1. Fibrous tunic

a. Cornea

b. Sclera

2. Vascular tunic

a. Iris

b. Ciliary body

i. Ciliary process

ii. Suspensory

ligaments

c. Choroid

3. Pupil

4. Lens

5. Neural tunic

a. Retina

6. Optic disc

7. Fovea centralis

8. Optic nerve

9. Anterior cavity

a. Anterior chamber

b. Posterior chamber

c. Aqueous humor

10. Posterior cavity

a. Vitreous humor

11. Central artery and vein

12. Conjunctiva

Retina (as seen with ophthalmoscope)

1. Fovea

2. Optic disc (blind spot)

3. Central retinal artery


Extrinsic Eye Muscles (see Martini page 339)

� Identify the muscle and describe the eye movement.

1. Superior oblique

a. Trochlea

2. Superior rectus

3. Lateral rectus

4. Medial rectus

5. Inferior oblique

6. Inferior rectus


Intrinsic Eye Muscles of the Iris

1. Pupillary constrictor muscles (circular)

2. Pupillary dilator muscles (radial)

3. The ______________________ division of the ANS regulates pupil constriction.

4. The ______________________ division of the ANS regulates pupil dilation.

5. Name 2 things that cause the pupil to constrict.

6. Name 2 things that cause the pupil to dilate.


Histology of the retina

1. Choroid

2. Pigmented epithelial layer of retina

3. Rods and cones

4. Bipolar cells

5. Ganglion cells

Draw picture:

Activity: Demonstrating the Blind Spot

Supplies: Blind spot test figure

Instructions:

1. Hold the card 18 inches from your eyes

2. Hold your other hand over your left eye

3. Position the card so the X is directly in line with your right eye

4. Move the card slowly toward your face, keeping your right eye focused on the X.

5. When the dot focuses on the blind spot, it will disappear.

a. What is the blind spot, and why does the image disappear?

b. What is the location of the optic disc compared to the fovea?

Activity: Afterimages

1. Stare at the United States flag for a few seconds.

2. Gently close your eyes for approximately 1 minute

3. In sequence of occurrence, record what you “saw” while your eyes were closed:

� Positive afterimage: the bright image of the flag initially seen is caused by the continued firing

of the rods � Negative afterimage: the altered image that subsequently appeared against a lighter

background. Indication that the visual pigment in the affected photoreceptor cells had been

bleached.

X •


Define the following terms:

1. Refraction

2. Focal Point

3. Focal Distance

a. Describe 2 factors that determine focal distance.

4. Accommodation

a. Near Objects the lens becomes _______________________

b. Far Objects the lens becomes ________________________

5. Emmetropia

6. Myopia

a. What type of lens corrects this problem?

7. Hyperopia

a. What type of lens corrects this problem?


8. Astigmatism

9. Convergence

Activity: Testing for Astigmatism

1. Obtain an astigmatism-testing chart.

2. Close one eye

3. Focus on the center of the chart.

4. If all lines appear equally dark and distinct, ten there is no

astigmatism

5. If some of the lines are blurry or lighter in color compared to the

others, then astigmatism is present.

This is what it might look like if you have astigmatism.

Astigmatism-testing chart


Activity: Testing for Color Blindness 1. With your lab partner, look through the Ishihara color

plates.

2. View the color plates in bright light holding them 30

inches away and at right angles to your line of vision

3. Report what you see on each plate.

4. Take no more than 3 seconds for each decision.

5. Check your accuracy with the answers provided.

Activity: Testing Visual Acuity 1. Stand 20 feet away from a Snellen Eye chart

2. Covering one eye, read the smallest line visible.

3. Switch eyes

Interpreting test:

� 20/20 is normal

� If the bottom number is larger than 20 (like 20/40), the person

is myopic

� They can only read letters at 20 feet that are discernible

by the normal eye at 40 feet.

� If the bottom number is smaller than 20 (like 20/15), the person

has better than normal vision

� They can read letters that are only discernible by the

normal eye at 15 feet.

Snellen Eye Chart


Eye Dissection

You must wear goggles 1. Cut away the fat and muscle.

2. Make the first incision where the sclera meets the cornea.

a. Cut until the aqueous humor is released.

b. Rotate the eye and cut around the cornea.

c. Be careful not to cut too deep or you may cut the lens.

d. As the cornea starts to cut free, hold the cornea in the center and make the last cut.

3. Once you have removed the cornea, place it on the board and cut it with your scalpel.

a. Use the scalpel to make an incision through the sclera in the middle of the eye

4. The next step is to pull out the iris.

a. The iris is between the cornea and the lens.

b. It may be stuck to the cornea or it may have stayed with the back of the eye.

5. Find the iris and pull it out.

a. It should come out in one piece.

6. Identify the hole in the center of the iris (the pupil)

7. The back of the eye is filled with vitreous humor (a clear jelly).

8. Remove the lens. It’s a clear lump about the size and shape of a squashed marble

9. It can be a bit tricky to remove the lens with the vitreous humor attached. It works best if you cut

slits in the sclera. Be careful not to cut the lens.

10. Hold up the lens and look through it

11. Magnification of the lens: Place the lens on a newspaper to

see the magnification

12. Now take a look at the rest of the eye. If the vitreous humor is still in the eyeball, empty it out.

13. On the inside of the back half of the eyeball, you can see some blood vessels that are part of a thin

fleshy film. That film is the retina.

a. Before you cut the eye open, the vitreous humor pushed against the retina so that it lay flat

on the back of the eye. It may be all pushed together in a wad now.


14. Identify where the retina is attached (the optic disk)

15. Turn the eye over and identify the optic nerve

16. Under the retina, the back of the eye is covered with a shiny, blue-green tapetum.

a. It reflects light from the back of the eye.

Key:

1. Cornea

2. Sclera

3. Optic nerve

4. Iris

5. Pupil

6. Ora serrata

7. Ciliary body

8. Choroid

9. Tapetum

10. Retina

11. Lens

12. Vitreous humor


Lab Activity 18: Hearing and Equilibrium Martini Chapter 17, pages 573-586

1. Outer ear

a. Auricle

b. External acoustic canal

c. Tympanic membrane

2. Middle ear

a. Malleus

b. Incus

c. Stapes

d. Auditory tube (Eustachian tube)

� Which ossicle strikes the oval window?

� Where does the auditory tube lead?

?


3. Inner ear

a. Cochlea

b. Semicircular canals (3)

c. Vestibule

d. Cochlear portion of cranial

nerve VIII

e. Vestibular portion of cranial

nerve VIII

f. Oval window

g. Round window

Vestibular complex

1. Semicircular canals

a. Anterior

b. Lateral

c. Posterior

2. Semicircular ducts

3. Ampulla

a. Cristae

4. Utricle

5. Saccule

6. Macula

7. Which area contains

perilymph?

8. Which area contains

endolymph?


Cochlea

1. Vestibular duct

2. Vestibular membrane

3. Cochlear duct

4. Tympanic duct

5. Helicotrema (not in picture)

6. Organ of Corti

a. Tectorial membrane

b. Basilar membrane

c. Inner hair cell

d. Outer hair cell

Histology of the Organ of Corti Draw a picture:

Activity: Examine Ear with an Otoscope

Follow your instructor’s directions for correct procedure.

Normal: Note the pearly grey color and

the translucent appearance


� What is conductive hearing loss?

� What is sensorineural hearing loss?

Activity: Weber Test

Supplies:

� Tuning fork

Instructions:

1. Ring tuning fork and place on center of head.

2. Ask the subject where they hear the sound. Is the tone equally loud in

both ears, or is it louder in one ear?

� What does the Weber test evaluate?

o Describe how to interpret the Weber test.

Activity: Rinne Test Supplies:

� Tuning fork

Instructions:

1. Place the vibrating tuning fork on the base of the

mastoid bone.

2. Ask subject to tell you when the sound is no

longer heard.

3. Immediately move the tuning fork to the front of

the ear

4. Ask the subject to tell you when the sound is no

longer heard.

5. Repeat the process putting the tuning fork in front

of the ear first


� What does the Rinne test evaluate?

� Describe how to interpret the Rinne test.

Combining the data from the Weber and Rinne tests:

� If a Weber test sounds louder in the left ear, what are the two possible causes?

� If the Rinne is negative (cannot hear the vibration when moved to the front of the ear) on the left

ear, and positive (can hear the vibration when moved to the front of the ear) in the right ear, and the

above Weber results are true, what is the diagnosis?

� If the above Weber results are true and the Rinne is positive in the left ear and sounds softer in the

right ear either with the tuning fork on the right mastoid, or when held up to the right ear, what is the

diagnosis?


Lab Activity 19: Cranial Nerves Martini Chapter 14, pages 480-490

For each Cranial Nerve you need to know: � Name and number

� Origin/location on an inferior view of the brain � Function

� How to test the nerve function � Symptoms of nerve injury

1. What are cranial nerves?

2. Are cranial nerves part

of the peripheral or

central nervous system?

3. What is meant by

“somatic motor”?

4. What is meant by

“parasympathetic

motor”?


I: Olfactory Nerve � Function:

� Test:

� Symptoms of nerve damage:

� What bone do the olfactory nerve fibers pass through?

II: Optic Nerve � Function:

� Tests:


� What crosses at the optic chiasm?


III: Oculomotor Nerve Function:

Test:

Symptoms of nerve damage:

IV: Trochlear Nerve Function:

Test:


VI: Abducens Nerve Function:

Test:



� Describe the pupillary reflex.

o What does “consensual” pupillary constriction mean?

o The afferent portion of the pupillary reflex involves cranial nerve _________

o The efferent portion of the pupillary reflex involves cranial nerve _________.

V: Trigeminal Nerve

Branches:

1.

2.

3.

Function:

Test:



VII: Facial Nerve

Branches:

1.

2.

3.

4.

5.

Function:

Test:



VIII: Vestibulocochlear Nerve Function:

� Tests:


� What does the Romberg test evaluate?

o Describe how to perform the Romberg test.

o Describe how to interpret the Romberg test.

IX: Glossopharyngeal Nerve Function:

Test:



X: Vagus Nerve Function:

Test:



XI: Accessory Nerve Function:

Test:


XI: Hypoglossal Nerve Function:

Test:



Lab Activity 20: General Senses Martini Chapter 15, pages 495-502

Define these terms:

1. Nociceptor

2. Thermoreceptor

3. Chemoreceptor

4. Mechanoreceptors

a. Tactile receptor

b. Baroreceptor

c. Proprioceptor

Histology

Pancinian corpuscle

i. Detects:

Draw picture:

Meissner’s corpuscle

i. Detects:


Activity: Plotting the density and location of touch and temperature receptors.

Supplies:

� 2 Mall probes (one hot and one cold: keep in water bath until ready to use)

� Ruler

� VonFrey’s hair

� Black felt-tipped marker

� Red felt-tipped marker

� Blue felt-tipped marker

Instructions:


2. Subject: Draw a 2cm square on the ventral surface of the forearm

3. With the subjects eyes closed, the examiner will perform the following tests:

4. Touch (use black marker):

a. Working in a systematic manner from one side of the marked square to the other, gently

touch the VonFrey’s hair to different points within the square

b. Apply only enough pressure to bend the hair. Do not apply deep pressure. The goal is

to stimulate the Meissner’s corpuscles.

c. Mark with a BLACK dot all the points where touch was felt.

5. Cold (use blue marker)


touch the cold Mall probe to different points within the square.

b. Mark with a Blue dot all the points where cold was felt (NOT touch)

6. Hot (use red marker)


touch the hot Mall probe to different points within the square.

b. Mark with a RED dot all the points where hot was felt (NOT touch)

7. Repeat so that each student has acted as the subject.

i. How does the density of the heat receptors

correspond to that of the touch receptors?

ii. How does the density of the heat receptors

correspond to that of the cold receptors?

Copy results:

Student #1 Student #2

iii. Based on your observations, which of the receptors is most abundant in the area tested?


Activity: Two-Point Threshold

Supplies:

� Calipers

� Ruler

Instructions:


2. Using the calipers, test the ability of the subject to differentiate two distinct sensations when the

skin is touched simultaneously at two points.

3. Start with the caliper arms completely together.

4. Gradually increase the distance between the arms until two points of contact can be felt.

5. Measure the distance in mm.

6. Complete the chart:

Body Area Tested

Student #1

Two-point threshold

Distance in millimeters

Student #2

Two-point threshold

Distance in millimeters

Face

Back of hand

Palm of hand

Fingertips

Lips

Back of neck

Ventral forearm

a. Which area has the smallest two-point threshold?

b. Explain why the different areas have different two-point thresholds?


Activity: Testing Tactile Localization Supplies:

� Red felt-tipped marker

� Blue felt-tipped marker

Instructions:


2. The subject should close their eyes.

3. The examiner should touch the palm of the subject’s hand with a blue marker.

4. With the subject’s eyes closed, they should try to touch the same location with the red marker.

5. Repeat the test in the same spot twice more.

6. Measure the distance between the red and blue points for each try. Record the results on the chart.

7. Repeat the procedure on a fingertip, the forearm, and the back of the hand.

Distance

Location

Try #1 Try #2 Try #3

Palm of hand

Fingertip

Forearm

Back of hand

� Does the ability to localize the stimulus improve the second time?

� Does the ability to localize the stimulus improve even more the third time?

� Which area has the smallest error of localization?


Activity: Adaptation of Temperature Receptors

Supplies:

1. 3 1000ml beakers.

2. Beaker 1: fill with 45°C water

3. Beaker 2: fill with ice water

4. Beaker 3: room temperature water

Instructions:

1. Put your left hand in the 45°C water

a. What sensation do you feel?

2. After 1 minute, put your right hand in the same beaker.

a. What is the sensation of the left hand after 1 minute compared to the sensation in the

right hand that was just immersed?

b. Has adaptation occurred in the left hand?

3. Remove hands, dry them and wait 5 minutes.

4. Put your left hand in the ice water and your right hand in the 45°C water.

5. Wait 2 minutes

a. What is the sensation in each hand after 2 minutes as compared to the sensation

perceived when the hands were first immersed?

b. Which hand adapts more quickly?

6. Now take both hands out of the hot and cold beakers and immediately place them both in the

room temperature water.

a. What sensation is felt in the left hand?

b. What sensation is felt in the right hand?

� The sensations experiences when both hands are put in room temperature water are called

negative afterimages.


Lab Activity 21: Endocrine System & Glucometer Exercise Martini Chapter 18

Gross anatomy

� Identify the location and hormones secreted.

� **These hormones will be covered in other sections, so you do not need to know the function at

this time.

1. Hypothalamus

a. Releasing hormones

2. Anterior Pituitary

a. ACTH

b. TSH

c. GH

d. PRL

e. FSH

f. LH

3. Posterior Pituitary

a. ADH

b. Oxytocin

4. Thyroid gland

a. Thyroxine (T4)

b. Triiodothyronine (T3)

c. Calcitonin

5. Parathyroid glands

a. PTH

6. Thymus

a. Thymosin**

7. Pancreas

a. Insulin

b. Glucagon

8. Adrenal glands

a. Epinephrine

b. Norepinephrine

c. Glucocorticoids (cortisol)

d. Aldosterone

e. Androgens

9. Pineal gland

a. Melatonin

10. Kidney

a. Erythropoietin

b. Calcitriol

11. Heart

a. Atrial naturetic peptide**

12. Digestive Tract

a. Digestive regulatory

hormones**

13. Ovaries

a. Estrogen**

b. Progesterone**

c. Inhibin**

14. Testes

a. Testosterone**

b. Inhibin**


Hormone

(Spell out the

Abbreviations)

Major Effects

ACTH

TSH

GH

PRL

FSH

LH

ADH

Oxytocin


Thyroid

Hormones

Calcitonin

PTH

Insulin

Glucagon

Epinephrine &

Norepinephrine

(Adrenal medulla)

Cortisol

(Adrenal cortex:

Zona fasciculata)

Aldosterone

(Adrenal cortex:

Zona glomerulosa)

Androgens

(Adrenal cortex:

Zona reticularis)


Melatonin

Erythropoietin

Calcitriol

Histology

Gland and the structures to

identify

Draw a picture of the histology

Pituitary

1. Anterior lobe

a. Pars distalis

b. Pars intermedia

2. Posterior lobe

Thyroid Gland

1. Follicle cells

2. Colloid in follicle

(thyroglobulin)

3. C Cells (calcitonin)


Parathyroid gland

1. Principal (chief) cells

2. Oxyphil cells

Adrenal Glands

1. Medulla

2. Cortex

a. Zona glomerulosa

b. Zona fasciculata

c. Zona reticularis

Pancreas

1. Islet of Langerhans

2. Acini (exocrine cells)


Glucometer Exercise

Fasting Glucose Levels Oral Glucose Tolerance Test

*Glucose level measured 2 hours after

drinking 75gms of glucose

� Review universal precaution (Blood lab, next section)

Oral Glucose Tolerance Test

� 4 volunteers are needed 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 two cans of Sprite

3. Check glucose level at intervals

4. Fill in the chart below

Student 1

(Fasting)

Student 2

(Fasting)

Student 3

(Not fasting)

Student 4

(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? How many in two cans?

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 on the two-hour oral glucose tolerance test.

8. How is impaired glucose tolerance (pre-diabetes) diagnosed?

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

OR:

b. A blood sugar between ________& ________ mg/dl on the two-hour oral

glucose tolerance test.


Lab Activity 22: Blood Martini Chapter 19

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

a. When to Use: When known occupational exposure will occur, employer (or

school) needs to provide

b. Disposable, single-use gloves. Hypoallergenic, powderless or liners

required to be supplied for those with allergies to powdered gloves.

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

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

anticipated.

d. 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.


Complete this table:

Cell Type Functions Draw a picture

Erythrocyte Normal Count:

Iron deficient RBC

XXX

Sickle cell

XXX

Reticulocyte

Normal Count:

Neutrophil

Normal Count:

Neutrophilic band

Normal Count:


Eosinophil

Normal Count:

Basophil

Normal Count:

Monocyte

Normal Count:

Lymphocyte

Normal Count:

Platelets

Normal Count:


Making a Blood Smear using Wright’s Stain

1. Materials: sterile lancet, cotton ball, alcohol wipes, gloves, paper towels, 2 slides, Wright’s

stain, squirt bottles of distilled water and buffer.

� Do not allow another student to come in contact with your blood; have them use gloves even

while handling your slide after the staining procedure.

2. Place slide #1 on the tabletop.

3. Clean finger with alcohol and allow it to dry.

4. Using a new lancet, prick the tip of the 3rd or 4

th finger (on the hand you don’t write with.)

5. Wipe away first drop of blood.

6. Let second drop of blood fall about ½ inch from the end of the slide.

7. Cover your fingertip with a Band-Aid and put gloves on both hands.

8. Hold the second slide at a 30-45-degree angle to slide

#1, and touch the center of slide #1.

9. Move back to the drop of blood, so the second slide is

just touching the drop of blood. The drop of blood

will spread out along edge of slide #2.

Pull upper slide in this direction

10. Using a steady, continuous motion, push the drop of

blood across slide #1 to make a smear. A thin film

should now be present across slide #1.

Push upper slide in this direction


11. Gently wave slide #1 in the air to dry. It will look dull when dry.

12. Place slide #1 on a paper towel, and cover whole smear with a few drops of Wright’s stain.

(Count the # number of drops!)

13. Wait 3 minutes

14. Drain the Wright’s off in the sink. Then add an equal # number of drops of distilled water (or

buffer if available)

15. Wait 1 minute with the distilled water (or buffer) still on the slide.

16. Squirt the slide with steady stream of distilled water (over the sink) for 1 minute. The slide

should be flooded with distilled water.

17. Lay flat for 30 seconds.

18. Stand slide on long edge on paper towel, allowing it to dry completely.

19. Dispose of bloodstained paper towel and gloves in the red biohazard bag.

20. Disinfect the tabletop (and make sure that you and your partner are gloved-up.)

21. Examine your slide under the microscope and count the leukocytes until you have identified

100 of them.

22. Move the slide in this fashion:

OR


Count of 100 WBCs

Cell Type Number observed

(Make hash marks for each one seen)

% Of total

Neutrophils

Eosinophils

Basophils

Lymphocytes

Monocytes

Hemoglobin Concentrations

� Using the HemoCue hemoglobin photometer, measure hemoglobin concentrations the on two

males and two females in the class.

o Place 1-2 drops of blood on the photometer slide and place it in the photometer.

� Record Results:

Male 1

Male 2

Female 1

Female 2

1. What is the normal hemoglobin concentration in females?

2. What is the normal hemoglobin concentration in males?

3. What is the normal hematocrit in females?

4. What is the normal hematocrit in males?

5. Why is there a gender difference?


ABO & Rh Blood Typing 1. Place a blood typing plate on a paper towel.

2. Place 2 drops of each typing sera in the appropriate

well.

3. Place one drop of blood in each well.

4. Stir each with a toothpick. Use a different toothpick

for each well, so as not to cross-contaminate the

samples.

� Sera A (blue) contains anti-A antibodies (agglutinins).

When blood with type A antigens is placed in this sera, it

clumps.

No A antigens

A antigens present “Type A blood”

� Sera B (yellow) contains anti-B antibodies (agglutinins).

When blood with type B antigens is placed in this sera, it

clumps.

No B antigens

B antigens present “Type B blood”

� If blood does not clump with either A or B, then it is type O.

� If it clumps with both A and B, then it is type AB.

� Sera Rh (clear) contains anti-Rh antibodies (agglutinins).

When blood with Rh antigens is placed in this sera, it

clumps. This indicates Rh+ blood.

Rh- blood

Rh+ blood

A

B

Rh


Type A blood

A antigens on the RBC

Anti-B antibodies in the plasma

Type B blood

B antigens on the RBC

Anti-A antibodies in the plasma

Type AB blood

A and B antigens on the RBC

No antibodies in the plasma

Type O blood

No antigens on the RBC

A and B antibodies in the plasma

Rh antigens

� Rh is a RBC antigen protein, similar to A and B. It is inherited (+), or not (-), independent of the

ABO blood grouping.

� Individuals whose RBC's contain Rh antigens are called “positive,” while those without Rh

antigens are called “negative.”

� “O negative” blood contain neither A, nor B, nor Rh antigen, while “AB positive” blood contains

all three antigens.

A

A

A B

B

B

A A

A

A

A

A A

B

B

B

B

B

B

B


Blood Transfusions:

� Only the RBC are donated.

� The recipient’s antibodies can attack the new RBC.

� With this information, fill out the following chart and answer the questions.

Blood type Serum

antibodies

present

Red cell

antigens

present

Can receive

blood from

these types

Can donate

blood to these

types

A

B

AB

O

1. Which is the universal donor?

a. Why?

b. Is it Rh negative, or Rh positive?

2. Which is the universal recipient? Why?

3. What would happen if Type A person (recipient) inadvertently is given type B blood (donor)?

4. What would happen if Type O person given type AB blood?

5. What would happen if Type AB person given type O blood?


A O

A

B

Genetics of ABO blood types � Two genetic alleles (one from each parent) determine a person’s blood type.

o Type A will result from genetic combinations AO or AA

o Type B will result from genetic combinations BO or BB

o Type AB will only result from genetic combination AB

o Type O will only result from genetic combination OO

� A punnett Square can be used to help determine potential children.

o Place one parents blood type across the top, and the other parent’s downward, then fill

out the combinations. In this example, one parent is AO and the other is AB.

AA

AO

AB

BO

Questions:

1. What parental genetics are needed to yield a child with OO (Type O) blood?

2. In the above situation, is there more than one possibility for each parent’s blood type?

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

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


Coagulation Time

� Obtain a nonheparinized capillary tube.

� Using the same techniques described above, prick your finger and fill the capillary tube by

placing one end of the tube on the blood drop and holding the opposite end at a lower level.

� When the tube is full, place it on a paper towel and note the time.

� Wait 2 minutes.

� At 30-second intervals, make a small nick on the tube close to one end with a file.

� Carefully break the tube.

� Slowly separate the ends to see if a tread of fibrin spans the gap.

� When this occurs, calculate the total amount of time from collection to formation of fibrin

threads.

� Normal clotting time is between 2 and 6 minutes.


Lab Activity 23: Cardiac Anatomy Martini Chapter 20

Histology:

1. What is the function of the

intercalated discs?

Draw a picture of cardiac muscle histology:

Gross Anatomy

2. Heart Wall

a. Fibrous pericardium

b. Parietal pericardium

c. Pericardial cavity

d. Epicardium

e. Myocardium

f. Endocardium

3. Chambers

a. Auricles

b. Right Atrium

c. Right Ventricle

i. Papillary muscle

ii. Trabeculae

carneae

d. Left Atrium

e. Left Ventricle

iii. Papillary muscle

iv. Trabeculae

carneae

f. Interventricular septum

4. Surfaces

a. Apex

b. Base


5. Vessels

a. Superior vena cava

b. Inferior vena cava

c. Coronary sinus

d. Pulmonary trunk

v. Right pulmonary

artery

vi. Left pulmonary

artery

e. Right pulmonary vein

f. Left pulmonary vein

g. Ascending Aorta

h. Aortic Arch

i. Descending thoracic aorta

6. Valves

a. Tricuspid valve (Right AV)

vii. Chordae tendineae

b. Pulmonary valve

c. Mitral valve (Left AV or bicuspid)

viii. Chordae tendineae

d. Aortic Valve

7. Fetal remnants

a. Fossa ovalis

(previously the foramen ovale)

b. Ligametum arteriosum

(previously the ductus arteriosus)


� Describe the position of the valves when the ventricles are relaxed and when they are

contracted.


8. Conduction System

a. Sinoatrial node

b. Atrioventricular node

c. Bundle of His

d. Right and Left bundle branches

e. Purkinje fibers


9. Coronary Arteries

a. Left coronary artery

ix. Circumflex artery

a. Marginal artery

x. Left Anterior Descending, “LAD”

(anterior interventricular artery)

b. Right coronary artery

xi. Marginal artery

xii. Posterior descending artery “PDA”

(posterior interventricular artery)

10. Coronary Veins

a. Great Cardiac Vein

b. Coronary Sinus

c. Posterior Cardiac Vein

d. Middle Cardiac Vein


11. Trace the pathway of blood through the systemic and pulmonary circulations.


12. Define these terms:

a. Systole

b. Diastole

c. Cardiac cycle

d. S1 (lubb)

e. S2 (dupp)

13. Describe the location for auscultating the

heart sounds for each valve and indicate

the actual location of the valve

a. Aortic valve

b. Pulmonary valve

c. Mitral valve

d. Tricuspid valve


Lab Activity 24: EKG Martini Chapter 20, pages 687-688

EKG Paper (Enlarged):

←← ←←VOLTAGE→→ →→

←←←←TIME→→→→

1. How much time does one little box represent?

2. How much time does one large box (5 little boxes) represent?

3. How many little boxes equal 1 second?

4. What voltage is represented by one little box?

5. How many little boxes equal 1mV?

6. Label the waves and

intervals on this

EKG

a. P Wave

b. P-R segment

c. P-R interval

d. QRS complex

i. Q wave

ii. R wave

iii. S wave

e. T wave

f. Q-T interval

g. S-T segment

h. S-T interval


7. What do P waves represent?

a. What is the normal duration?

b. What is the normal amplitude?

c. What would cause abnormalities in the P wave?

8. What does the PR segment represent?

9. What does the PR interval represent?


10. What does the QRS complex represent?


11. What does the ST segment represent?

12. What do T waves represent?

13. What does the ST interval represent?

14. What does the Q-T interval represent?


Define these terms:

1. Normal Sinus Rhythm (NSR)

2. Sinus Tachycardia

3. Sinus Bradycardia

Determining Rate:

� When the rhythm is regular; the heart rate is 300 divided by the number of large squares

between the QRS complexes.

� For example, if there are 4 large squares between regular QRS complexes, the heart rate

is 75 (300/4=75).

� Find an R wave on a heavy black line. If the next R wave lands on the next heavy black

line to the right, then the HR is 300 beats / minute. If the next R wave lands on the 2nd

black line, then the HR is 150 beats / minute. The subsequent black lines would show a

heart rate of 100, 75, 60, and 50 beats / minute.

� The second method can be used with an irregular rhythm to estimate the rate. Count the number

of R waves in a 6 second strip and multiply by 10.

� For example, if there are 7 R waves in a 6 second strip, the heart rate is 70 (7x10=70).

� The third method (most accurate): 1500 ÷#small squares between R waves.

Determine the rate for these EKGs:

#1 Rate:


EKG Artifact:

� Artifact occurs when something causes a disruption in monitoring.

o Some common causes are:

1. Movement

2. Muscle tremors

3. Respiratory movements

4. Loose electrode

5. Broken lead wire

#2 Rate: #3 Rate:

#4 Rate:

#5 Rate:


Determining: The Electrical Axis of the Heart

1. What is axis?

2. What is a vector?

3. Name 2 disease processes that can change the average direction of the vector, and give a brief

description of how they would change the direction.

4. What direction does the average vector in a normal heart point?

5. Label this picture with the vector degree

associated with the body section.

6. What is the range of a normal vector (in

degrees)?


7. Indicate with an arrow on this picture the direction of lead I,

include the positive and negative directions.

a. What does it mean when the QRS is upright in lead I?

b. What does it mean when the QRS is inverted

(negative) in lead I?

8. Indicate with an arrow on this picture the direction of lead II;


a. What does it mean when the QRS is upright in lead

II?


(negative) in lead II?


9. Indicate with an arrow on this picture the direction of lead III;


a. What does it mean when the QRS is upright in lead

III?


(negative) in lead III?

Questions 16-21 refer to the picture on the right.

10. With regards to lead II,

a. Which axis will have the most positive

deflection on an EKG?

b. Which axis will have the most negative

deflection?

c. Which axis will be the closest to no

deflection?

11. With regards to lead III

a. Which axis will have the most positive

deflection on an EKG?

b. Which axis will have the most negative

deflection?

c. Which axis will be the closest to no

deflection?

A

B

C

D

E


For each EKG, indicate on the picture the general size and direction of the vector for each lead, and

then indicate the overall axis direction.


Use your own EKG obtained in lab to label the

vectors and axis on this picture.

Identify these Arrhythmias

Atrial fibrillation

1. Which wave is missing?

2. What is the rhythm?

3. What causes atrial fibrillation?


Premature ventricular complexes (PVC)

1. What causes PVCs?

Third Degree or Complete AV Block

1. What causes 3rd degree or complete heart block?

2. What is the relationship between the P wave and the QRS?

3. How is 3rd degree block determined on an EKG?


Ventricular Tachycardia

1. What causes ventricular tachycardia?

2. What is the rate for each of these?

Ventricular Fibrillation

1. What causes ventricular fibrillation?


Identify these features that are often associated with myocardial infarction.

1. What does ST segment elevation indicate: ST segment elevation

2. What does an inverted T wave indicate?

T wave inversion

3. What do Q-waves indicate?

Q waves


Lab Activity 25: Blood Vessels & Circulation Martini Chapter 21

Define these terms. Give examples where appropriate.

1. Artery

a. Elastic arteries

b. Muscular arteries

c. Arterioles

2. Capillary

a. Continuous

b. Fenestrated

c. Sinusoids

3. Vein

a. Venules

b. Medium-sized veins (valves)

c. Large veins

4. Vasa Vasorum


Histology: Draw a picture

Arteries

1. Elastic arteries

a. Tunica Intima

i. Endothelium: simple squamous

ii. Internal elastic layer

(membrane)

b. Tunica Media

i. Smooth muscle (few)

ii. Elastic fibers (many)

c. Tunica externa (adventitia)

i. Areolar or fibrous connective

tissue

ii. Vasa vasorum

2. Muscular arteries

a. Tunica Intima

i. Endothelium: simple squamous

ii. Internal elastic layer

(membrane)

b. Tunica Media

i. Smooth muscle (many)

ii. Elastic fibers (few)


i. Areolar or fibrous connective

tissue

3. Arterioles

a. Tunica Media

i. Smooth muscle

b. Endothelium

Capillaries

4. Endothelium: simple squamous

a. Basal lamina (sparse)


Veins

5. Medium and Large veins

a. Tunica Intima (valves)

b. Tunica Media (very thin)

i. Smooth muscle (less than

arteries)



� Identify the vessels and trace their path.

� Identify the area of the body supplied by the artery.

Arteries:

1. Ascending Aorta

a. Right coronary artery

b. Left coronary artery

2. Aortic Arch

a. Brachiocephalic trunk

i. Right Subclavian artery

1. R. Vertebral artery

2. R. Axillary artery

a. R. Brachial artery

b. R. Radial artery

c. R. Ulnar artery

ii. Right common carotid

1. R. External Carotid

2. R Internal Carotid

b. Left common carotid

i. L. External carotid

ii. L Internal carotid

c. Left subclavian artery

i. L. Vertebral artery

ii. L. Axillary artery

1. L. Brachial artery

2. L. Radial artery

3. L. Ulnar artery

3. Descending Thoracic Aorta


Blood supply to the brain:

4. Circle of Willis

a. Internal carotid arteries

b. Anterior cerebral

i. Anterior communicating

c. Middle cerebral

d. Posterior cerebral

i. Posterior communicating

e. Basilar

f. Vertebral


5. Abdominal Aorta

a. Celiac Trunk

i. Common hepatic artery

ii. Left gastric artery

iii. Splenic artery

b. Superior mesenteric artery

c. Renal artery (L & R)

d. Gonadal artery (L & R)

e. Inferior mesenteric artery

f. Common iliac artery (L & R)

i. External iliac (L & R)

ii. Internal iliac (L & R)


Lower Limb arteries

1. External iliac

a. Femoral

i. Deep femoral

ii. Popliteal

1. Anterior tibial

2. Posterior tibial

a. Fibular

3. Dorsalis pedis


Veins

1. Head, Neck and Brain

a. Superior sagittal sinus

b. Great cerebral vein

c. Straight sinus

d. Cavernous sinus

e. Transverse sinus

f. Sigmoid sinus

g. Internal jugular vein

h. External jugular vein

i. Vertebral vein


2. Superior Vena Cava

a. R & L brachiocephalic vein

i. Subclavian vein

1. Axillary vein

a. Basilic vein

b. Cephalic vein

(arm)

i. Median

cubital vein

2. Brachial vein

a. Radial vein

b. Ulnar vein

ii. External jugular

iii. Vertebral vein

iv. Internal jugular

b. Azygos vein

c. Hemiazygos vein


3. Inferior vena cava

a. Hepatic veins

b. Renal vein

c. R & L Common iliac vein

i. External iliac vein

ii. Internal iliac vein


4. Lower Limb Veins

a. External Iliac vein

i. Femoral

1. Deep femoral vein

2. Great saphenous vein

3. Small saphenous vein

4. Popliteal vein

a. Fibular vein

b. Posterior tibial vein

c. Anterior tibial vein


5. Hepatic Portal vein

a. Inferior mesenteric

vein

b. Splenic vein

c. Superior mesenteric

vein

6. Hepatic Vein


Lab Activity 26: Blood Pressure and Pulse

1. Identify and palpate the following arteries to feel pulsations:

a. Carotids

b. Radial

c. Brachial

d. Dorsalis pedis

e. Posterior tibial

2. Describe the proper technique for measuring blood pressure.

3. Complete the chart

Category Systolic Diastolic

Normal

Pre-Hypertension

Hypertension Stage 1

Hypertension Stage 2


4. What is hypotension?

5. What is orthostatic hypotension?

i. Describe how to take these measurements.

6. Give the diagnosis for these blood pressure measurements; assuming the person is otherwise

healthy.

a. 118/70

b. 125/60

c. 140/60

d. 110/85

e. 140/80

f. 160/90

g. 150/100

h. 120/95

i. 140/95

j. 80/40


Lab Evaluation Form BI 232: Fall 2007

Forms should be collected by a student and returned to HT 305 on the last day of class.

Lab instructor: ___________________________ Lab day & time _______________________

Lab instructor preparedness & overall effectiveness:

1 2 3 4 5 Poor Average Excellent

Comments:

Survival Guide


Comments:

Lab: Did the lab objectives increase your overall understanding of A&P?


Comments:

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