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Anatomy and physiology 1*

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    • An-Najah National University
      Faculty of Medicine
      Department of Physiology
      Anatomy and Physiology 1
      7102101
       

       

      Instructor: Heba I. Salah, Msc.

      Text Book:

      • Essentials of Human Anatomy and Physiology / Eighth Edition/ Eliane N. Marieb


       

       

      Other advised References :

      1- Principles of Human Anatomy / eleventh edition / Gerard J. Tortora, Mark Nielsen
      2- Fundamentals of Physiology: A Human Perspective / third edition / Lauralee Sherwood

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      Course Description:

       

      This Course is designed to provide the students with a basic understanding of the structure and function of the human body and the mechanisms for maintaining homeostasis within it. The human body is discussed as separate systems, but the relation between different body systems is explained. The cells and tissues, nervous, skeletal, muscular, digestive, and urinary systems are discussed in this course. The methodology of course teaching includes lecture component and practical application for some theoretical approaches.

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      Course objectives:

       

      The primary objective of this course is to make the student understand the construction of the human body and how this construction is related to the function of the human body. This will be achieved by: 
      1. Providing basic understanding of the meaning of medical words and phrases commonly used in medical environments.
      2. Providing a basic understanding of anatomy, physiology, and Pathophysiology.
      3. Providing an understanding of the techniques and tools to analyze anatomical structures and function, and specifically using these techniques and tools to enrich the understanding of human anatomy and physiology.
      4. Specifically examining the gross anatomy and histology of the Skeletal, muscular, nervous, digestive, and urinary systems.
      5. Developing observational skills and logical thought patterns. 

       

      .

      To read full course outline  Enter Here

       

       

  • Topic 1

    Chapter One: The Human Body: An Orientation

    • Session One: An overview of human anatomy and physiology, and levels of structural organization


      Introduction:

      Anatomy and physiology, subdivisions of biology, explore many of our daily wonders concerning our bodies, as they describe how our bodies are put together and how they work.


      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1.   Define the sciences of anatomy and physiology.
      2.   Explain how anatomy and physiology are related.
      3.   List and describe biological levels of organization

      Session Plan: 

    • resource icon
      File
      ist session File
      1. Read the supplied PDF material about human anatomy and physiology, and levels of structural organization


    • resource icon
      File
      1st session File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. Join the discussion forum.
    • forum icon
      Forum
      Anatomy Vs. Physiology Forum

  • Topic 2

    Chapter One: The Human Body: An Orientation

    • Session Two: Organ System Overview


      Introduction:

      An organ system is a group of organs that cooperate to accomplish a common purpose. In all, 11 organ systems make up the living body, or the organism, which represents the highest level of structural organization, the organismal level.


      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1.  Name and describe the general organs, locations and functions of the organ systems of the human body
      2.  Classify by organ system all organs discussed.
      3.  Identify the organs shown on a diagram or a dissectible torso

      Session Plan:

    • resource icon
      File
      2nd session File
      1. Read the supplied PDF material about organ system.


    • resource icon
      File
      session 2 File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. To chek your study, identify the labeled part of the digestive system on the attached figure.

  • Topic 3

    Chapter One:  The Human Body: An Orientation

    • Session Three: Maintaining Life.


      Introduction:

      Like all complex animals, human beings maintain their boundaries, move, respond to environmental changes, take in and digest nutrients, carry out metabolism, dispose of wastes, reproduce themselves, and grow.


      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. List functions that humans must perform to maintain life.
      2. List the survival needs of the human body.

      Session Plane:

    • resource icon
      File
      3rd session File
      1. Read the supplied PDF material about Maintaining Life.


    • resource icon
      File
      3rd session File
      2. Use the attached PowerPoint presentation as a guide for your study.

  • Topic 4

    Chapter One: The Human Body: An Orientation

    • Session Four: Homeostasis


      Introduction:

      The word homeostasis describes the body’s ability to maintain relatively stable internal conditions even though the outside world is continuously changing. 


      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Define homeostasis, and explain its importance.
      2. Define negative feedback, and describe its role in maintaining homeostasis and normal body function.

      Session Plan:

    • resource icon
      File
      4th session File
      1. Read the supplied PDF material about homeostasis.


    • resource icon
      File
      4th session File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. Watch the video about homeostasis.

       

       

  • Topic 5

    Chapter One:  The Human Body: An Orientation

    • Session Five: The language of anatomy


      Introduction:

      To prevent misunderstanding, anatomists have accepted a set of terms that allow body structures to be located and identified clearly with just a few words. This language of anatomy is presented and explained next.


      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Verbally describe the anatomical position or demonstrate it.
      2. Use proper anatomical terminology to describe body directions and surfaces.

      Session Plan:

    • resource icon
      File
      5th session File
      1. Read the supplied PDF material about the language of anatomy.


    • resource icon
      File
      5th session File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • assign icon
      Assignment
      assignemt 1 Assignment
      On what body surface is each of the following located:
      nose, calf of leg, ears, umbilicus, fingernail?

  • Topic 6

    Chapter One:  The Human Body: An Orientation

    • Session Six: Body Planes, sections, and Body Cavities


      Introduction:

      When preparing to look at the internal structures of the body, medical students find it necessary to make a section, or cut. When the section is made through the body wall or through an organ, it is made along an imaginary line called a plane.


      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Use the proper terminology to describe body planes.
      2. Locate the major body cavities, and list the chief organs in each cavity.

      Session Plan:

    • resource icon
      File
      6th session File
      1. Read the supplied PDF material about body planes, sections, and Body Cavities.


    • resource icon
      File
      6th session File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • assign icon
      Assignment
      assignemt 2 Assignment

  • Topic 7

    Chapter Two: Cells and Tissues

    • Session Seven: Anatomy of the Generalized Cell: Nucleus, and Plasma Membrane.


      Introduction:

      In general, all cells have three main regions or parts—a nucleus, cytoplasm, and a plasma membrane. The nucleus is usually located near the center of the cell. It is surrounded by the semifluid cytoplasm, which in turn is enclosed by the plasma membrane, which forms the outer cell boundary.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1.  Name the four elements that make up the bulk of living matter, and list several trace elements.
      2. Define cell, and identify on a cell model or diagram the three major cell regions (nucleus, cytoplasm, and plasma membrane).
      3. List the structures of the nucleus, and explain the function of chromatin and nucleoli.
       

      Session Plan:

    • resource icon
      File
      session 7 File
      1. Read the supplied PDF material about anatomy of the generalized cell: nucleus, and plasma membrane.


    • resource icon
      File
      session 7 File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. Watch the following video.

  • Topic 8

    Chapter Two: Cells and Tissues

    • Session Eight (Self Study): Anatomy of the Generalized Cell: The Cytoplasm.

       

      Introduction:

      The cytoplasm is the cellular material outside the nucleus and inside the plasma membrane. It is the site of most cellular activities, so it can be thought of as the “factory area” of the cell.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to: 
      1. Define organelle, and inclusion.
      2. Identify the organelles on a cell model or describe them, and discuss the major function of each.
       

      Session Plan:

    • resource icon
      File
      session 8 File
      1. Read the supplied PDF material about anatomy of the generalized cell: the cytoplasm.


    • resource icon
      File
      session 8 File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. To check your study, identify the labeled cellular parts on the attached figure.
    • url icon
      URL
      online quiz 1 URL
      4. To check your knowledge about cellular organnels, answer the following online quiz.

  • Topic 9

    Chapter Two: Cells and Tissues

    • Session Nine: Cell Diversity and Membrane Transport.

       

      Introduction:

      The trillions of cells in the human body are made up of some 200 different cell types that vary greatly in size, shape, and function. They include sphere-shaped fat cells, disk-shaped red blood cells, branching nerve cells, and cube-shaped cells of kidney tubules.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. List different types of cells in the human body.
      2. Define selective permeability, passive transport, and active transport.
      3. Describe the structure of the plasma membrane, and explain how the various transport processes account for the directional movements of specific substances across the plasma membrane.

       

      Session Plan:

    • resource icon
      File
      session 9 File
      1. Read the supplied PDF material about cell diversity and membrane transport.


    • resource icon
      File
      session 9 File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. Watch the following video.

  • Topic 10

    Chapter Two: Cells and Tissues

    • Session Ten: Cell Division and Protein Synthesis.


      Introduction:

      The cell life cycle is the series of changes a cell goes through from the time it is formed until it divides. The cycle has two major periods: interphase, in which the cell grows and carries on its usual metabolic activities, and cell division, during which it reproduces itself.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe briefly the process of DNA replication and of mitosis. Explain the importance of mitotic cell division.
      2. In relation to protein synthesis, describe the roles of DNA and of the three major varieties of RNA.

       

      Session Plan:

    • resource icon
      File
      session 10 File
      1. Read the supplied PDF material about cell division and protein synthesis.


    • resource icon
      File
      session 10 File
      2. Use the attached PowerPoint presentation as a guide for your study.


  • Topic 11

    Chapter Two: Cells and Tissues

    • Session Eleven: Body Tissues: Epithelium.

       

      Introduction:

      Groups of cells that are similar in structure and function are called tissues. The four primary tissue types—epithelium, connective tissue, nervous tissue, and muscle—interweave to form the fabric of the body.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. Describe the Types, Functions, and Locations of the epithelium.
      2.  Give the chief locations of the epithelium.

       

      Session Plan:

    • resource icon
      File
      session 11 File
      1. Read the supplied PDF material about epithelium and connective tissue.


    • resource icon
      File
      session 11 File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. To check your study, identify the types of the epithelium on the attached figure.


       

    • assign icon
      Assignment
      Assignment 3

  • Topic 12

    Chapter Two: Cells and Tissues

    • Session Twelve: Body Tissues: Connective Tissue.


      .

      Introduction:

      Groups of cells that are similar in structure and function are called tissues. The four primary tissue types—epithelium, connective tissue, nervous tissue, and muscle—interweave to form the fabric of the body.

      .

      Session Objectives:

      Upon the completion of this session, the student should be able to:          
      1. Describe the Types, Functions, and Locations of the connective tissue.
      2. Give the chief locations of the connective tissue.

      .

      Session Plan:

    • resource icon
      File
      session 12 File
      1. Read the supplied PDF material about connective tissue.


    • resource icon
      File
      session 12 File
      2. Use the attached PowerPoint presentation as a guide for your study.

  • Topic 13

    Chapter Two: Cells and Tissues

    • Session Thirteen: Body Tissues: Muscle and Nervous Tissue, and Tissue Repair.

       

      Introduction:

      Groups of cells that are similar in structure and function are called tissues. The four primary tissue types—epithelium, connective tissue, nervous tissue, and muscle—interweave to form the fabric of the body.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to: 
      1. Describe the Types, Functions, and Locations of the muscle and nervous tissues.
      2. Give the chief locations of the muscle and nervous tissues.
      3. Describe the process of tissue repair.
       

      Session Plan:

    • resource icon
      File
      session 12 File
      1. Read the supplied PDF material about body tissues: muscle and nervous tissue, and tissue repair.


    • resource icon
      File
      session 12 File
      2. Use the attached PowerPoint presentation as a guide for your study.


    • 3. Watch the following video. 

  • Topic 14

    Chapter Three: The Skeletal System

    • Session Fourteen:  Bones: An Overview.


      .

      Introduction:

      At one time or another, all of us have heard the expressions “bone tired,” “dry as a bone,” or “bag of bones”—pretty unflattering and inaccurate images of some of our most phenomenal organs. Our brains, not our bones, convey feelings of fatigue, and bones are far from dry. As for “bag of bones,” they are indeed more obvious in some of us, but without them to form our internal skeleton, we would creep along the ground like slugs.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Identify the subdivisions of the skeleton as axial or appendicular.
      2. List at least three functions of the skeletal system.
      3. Name the four main classifications of bones.
      4. Identify the major anatomical areas of a long bone.

       

      Session Plan:

    • resource icon
      File
      session 14 File
      1. Read the supplied PDF material about Bones.


    • resource icon
      File
      session 14 File
      2. Use the attached PowerPoint presentation as a guide for your study.

  • Topic 15

    Chapter Three: The Skeletal System

    • Session Fifteen: Bones Markings, Formation, Growth, and Remodeling.

       

      Introduction:

      Bones form on hyaline cartilage “models” or fibrous membranes. Eventually these initial supporting structures are replaced by bone tissue. Epiphyseal plates persist to provide for longitudinal growth of long bones during childhood and become inactive when adolescence ends.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:     
      1. Explain the role of bone salts and the organic matrix in making bone both hard and flexible.
      2. Describe briefly the process of bone formation in the fetus, and summarize the events of bone remodeling throughout life.

       

      Session Plan:

    • resource icon
      File
      session 15 File
      1. Read the supplied PDF material about bones formation, growth, and remodeling.

       

    • resource icon
      File
      session 15 File
       2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 16

    Chapter Three: The Skeletal System

    • Session Sixteen: Axial Skeleton: The Skull.

       

      Introduction:

      The skull is formed by cranial and facial bones. Eight cranial bones protect the brain: frontal, occipital, ethmoid, and sphenoid bones, and the pairs of parietal and temporal bones. The 14 facial bones are all paired (maxillae, zygomatics, palatines, nasals, lacrimals, and inferior nasal conchae), except for the vomer and mandible. The hyoid bone, not really a skull bone, is supported in the neck by ligaments.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. On a skull or diagram, identify and name the bones of the skull.
      2.  Identify the importance of several skull structures.

       

      Session Plan:

    • resource icon
      File
      session 16 File
      1. Read the supplied PDF material about axial skeleton: the skull.
       
    • resource icon
      File
      session 16 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 17

    Chapter Three: The Skeletal System

    • Session Seventeen: Axial Skeleton: Facial Bones

       

      Introduction:

      Skulls of newborns contain fontanels (membranous areas), which allow brain growth. The infant’s facial bones are very small compared to the size of the cranium.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:        
      1. On a skull or diagram, identify and name the facial bones.

       

      Session Plan:

    • resource icon
      File
      session 17 File
      1. Read the supplied PDF material about axial skeleton: facial bones, and fetal skull.

       

    • resource icon
      File
      session 17 File
      2. Use the attached PowerPoint presentation as a guide for your study.
       
    • assign icon
      Assignment
      assignment

  • Topic 18

    Chapter Three: The Skeletal System

    • Session Eighteen: Axial Skeleton: Vertebral Column, and Bony Thorax.

       

      Introduction:

      The vertebral column is formed from 24 vertebrae, the sacrum, and the coccyx. There are 7 cervical vertebrae, 12 thoracic vertebrae, and 5 lumbar vertebrae, which have common as well as unique features. The vertebrae are separated by fibrocartilage discs that allow the vertebral column to be flexible. The vertebral column is S-shaped to allow for upright posture. Primary spinal curvatures present at birth are the thoracic and sacral curvatures; secondary curvatures (cervical and lumbar) develop after birth.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Name the parts of a typical vertebra, and explain in general how the cervical, thoracic, and lumbar vertebrae differ from one another.
      2. Discuss the importance of the intervertebral discs and spinal curvatures.

       

      Session Plan:

    • resource icon
      File
      session 18 File
      1. Read the supplied PDF material about axial skeleton: vertebral column, and bony thorax.

       

    • resource icon
      File
      session 18 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • assign icon
      Assignment
      assignment

  • Topic 19

    Chapter Three: The Skeletal System

    • Session Nineteen: Appendicular Skeleton: Shoulder Girdle, and Upper Limb.

       

      Introduction:

      The shoulder girdle, composed of two bones—the scapula and the clavicle—attaches the upper limb to the axial skeleton. It is a light, poorly reinforced girdle that allows the upper limb a great deal of freedom. The bones of the upper limb include the humerus of the arm, the radius and ulna of the forearm, and the carpals, metacarpals, and phalanges of the hand.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:         
      1. Identify on a skeleton or diagram the bones of the shoulder girdle and it's attached limbs.

       

      Session Plan:

    • resource icon
      File
      session 19 File
      1. Read the supplied PDF material about appendicular skeleton: shoulder girdle, and upper limb.

       

    • resource icon
      File
      session 19 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. To check your study, identify the labeled parts on the attached figure.


  • Topic 20

    Chapter Three: The Skeletal System

    • Session Twenty: Appendicular Skeleton: Pelvic Girdle, and Lower Limb.

       

      Introduction:

      The pelvic girdle is formed by the two coxal bones, or hip bones. Each hip bone is the result of fusion of the ilium, ischium, and pubis bones. The pelvic girdle is securely attached to the sacrum of the axial skeleton, and the socket for the thigh bone is deep and heavily reinforced. This girdle receives the weight of the upper body and transfers it to the lower limbs. The female pelvis is lighter and broader than the male’s; its inlet and outlet are larger, which reflects the childbearing function of the female.


        

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Identify on a skeleton or diagram the bones of the pelvic girdle and it's attached limbs.
      2.  Describe important differences between a male and female pelvis.


        

      Session Plan:

    • resource icon
      File
      session 20 File
      1. Read the supplied PDF material about appendicular skeleton: pelvic girdle, and lower limb.
       
    • resource icon
      File
      session 20 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. To check your study, identify the labeled cellular parts on the attached figure.


  • Topic 21

    Chapter Three: The Skeletal System

    • Session Twenty One: Joints.

       

      Introduction:

      Joints hold bones together and allow movement of the skeleton.  Joints fall into three functional categories: synarthroses (immovable), amphiarthroses (slightly movable), and diarthroses (freely movable).

       

      Session Objectives:

      Upon the completion of this session, the student should be able to: 
      1. Name the three major categories of joints.
      2.  Compare the amount of movement allowed by each type of joints.

       

      Session Plan:

    • resource icon
      File
      session 21 File
      1. Read the supplied PDF material about joints.

       

    • resource icon
      File
      session 21 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Join the following discussion forum.

    • forum icon
      Forum
      Discussion forum 3

    •  

       

      4. Answer the following Quiz. remmember the quiz is 10 minites only, watch your time.

    • quiz icon
      Quiz
      Quiz1
    • quiz icon
      Quiz
      Quiz2
    • quiz icon
      Quiz
      Quiz 3
    • quiz icon
      Quiz
      Trial Quiz

  • Topic 22

    Chapter Four: The Muscular System

    • Session Twenty Two: Overview of Muscle Tissue.

       

      Introduction:

      Because flexing muscles look like mice scurrying beneath the skin, some scientist long ago dubbed them muscles, from the Latin word mus meaning “little mouse.” Indeed, the rippling muscles of professional boxers or weight lifters is often the first thing that comes to mind when one hears the word muscle. But muscle is also the dominant tissue in the heart and in the walls of other hollow organs of the body. In all its forms, it makes up nearly half the body’s mass.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe similarities and differences in the structure and function of the three types of muscle tissue, and indicate where they are found in the body.
      2. Define muscular system.
      3. Define and explain the role of the following: endomysium, perimysium, epimysium, tendon,and aponeurosis.
       

      Session Plan:

    • resource icon
      File
      session 22 File
      1. Read the supplied PDF material muscle tissue.

       

    • resource icon
      File
      session 22 File
      2. Use the attached PowerPoint presentation as a guide for your study.
       
    • 3. Watch the following video.

  • Topic 23

    Chapter Four: The Muscular System
    • Session Twenty Three: Anatomy, and Activity of Skeletal Muscle Tissue.
       
      Introduction:
      The multinucleate cylindrical skeletal muscle fibers are packed with unique organelles called myofibrils. The banding pattern (striations) of the myofibrils and the cell as a whole reflects the regular arrangement of thin (actin-containing) and thick (myosin) filaments within the sarcomeres, the contractile units composing the myofibrils.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:        
      1. Describe the microscopic structure of skeletal muscle, and explain the role of actin- and myosin-containing myofilaments.
      2.  Describe how an action potential is initiated in a muscle cell.

       

      Session Plan:

    • resource icon
      File
      session 23 File
      1. Read the supplied PDF material about anatomy, and activity of skeletal muscle.

       

    • resource icon
      File
      session 23 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

       

       

    • 4. Answer the following online assignment.

    • assign icon
      Assignment
      Assignment 4

  • Topic 24

    Chapter Four: The Muscular System

    • Session Twenty Four: Contraction of Skeletal Muscles.

       

      Introduction:

      In skeletal muscles, the “all-or-none” law of muscle physiology applies to the muscle cell, not to the whole muscle. It states that a muscle cell will contract to its fullest extent when it is stimulated adequately; it never partially contracts. However, skeletal muscles are organs that consist of thousands of muscle cells, and they react to stimuli with graded responses, or different degrees of shortening.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe the events of muscle cell contraction.
      2. Define graded response, tetanus, isotonic and isometric contractions, and muscle tone as these terms apply to a skeletal muscle.
      3.  Describe three ways in which ATP is regenerated during muscle activity.

       

      Session Plan:

    • resource icon
      File
      session 24 File
      1. Read the supplied PDF material about contraction of skeletal muscles.
       
    • resource icon
      File
      session 24 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Join the following discussion forum.
    • forum icon
      Forum
      discussion forum

  • Topic 25

    Chapter Four: The Muscular System

    • Session Twenty Five: Types of Body Movements.

       

      Introduction:

      Generally speaking, body movement occurs when muscles contract across joints. The type of movement depends on the mobility of the joint and on where the muscle is located in relation to the joint. The most obvious examples of the action of muscles on bones are the movements that occur at the joints of the limbs. However, less freely movable bones are also tugged into motion by the muscles, such as the vertebrae’s movements when the torso is bent to the side.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:         
      1. Define origin, insertion, prime mover, antagonist, synergist, and fixator as they relate to muscles.
      2. Demonstrate or identify the different types of body movements.

       

      Session Plan:

    • resource icon
      File
      session 25 File
      1. Read the supplied PDF material about contraction of skeletal muscles.
       
    • resource icon
      File
      session 25 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • assign icon
      Assignment
      Assignment

  • Topic 26

    Chapter Four: The Muscular System
    • Session Twenty Six: Naming Skeletal Muscle, and Gross anatomy of Head and Neck Muscles.
       
      Introduction:
      Muscles are named according to several criteria, including muscle size, shape, number and location of origins, associated bones, and action of the muscle. Muscles of the head fall into two groups. The muscles of facial expression include the frontalis, orbicularis oris and oculi, and zygomaticus. The chewing muscles are the masseter, temporalis, and buccinators (which is also a muscle of facial expression).
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:   
      1. List some criteria used in naming muscles.
      2. Name and locate the major muscles of the head and neck.

       

      Session Plan:

    • resource icon
      File
      session 26 File
      1. Read the supplied PDF material about naming skeletal muscles, and gross anatomy of head and neck muscles.
       
    • resource icon
      File
      session 26 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3.To check your study, name the labeled muscles on the attached figure.


  • Topic 27

    Chapter Four: The Muscular System
    • Session Twenty Seven: Gross Anatomy of Trunk Muscles.
       
      Introduction:
      Muscles of the trunk and neck move the head, shoulder girdle, and trunk and form the abdominal girdle. Anterior neck and trunk muscles include the sternocleidomastoid, pectoralis major, intercostals, rectus abdominis, external and internal obliques, and transversus abdominis. Posterior trunk and neck muscles include the trapezius, latissimus dorsi, and deltoid. Deep muscles of the back are the erector spinae muscles.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Name and locate the major muscles of the trunk.

       

      Session Plan:

    • resource icon
      File
      session 27 File
      1. Read the supplied PDF material about gross anatomy of trunk muscles.

       

    • resource icon
      File
      session 27 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. To check your study, name the labeled muscles on the attached figure.


  • Topic 28

    Chapter Four: The Muscular System

    • Session Twenty Eight: Gross Anatomy of Upper and Lower Limbs Muscles.

       

      Introduction:

      Muscles of the upper limb include muscles that cause movement at the shoulder joint, elbow, and hand. Muscles causing movement at the elbow include the brachialis, biceps brachii, brachioradialis, and triceps brachii. Muscles of the lower extremity cause movement at the hip, knee, and foot. They include the iliopsoas, gluteus maximus and medius, adductors, quadriceps and hamstring groups, gastrocnemius, tibialis anterior, fibularis muscles, soleus, and extensor digitorum longus.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Name and locate the major muscles of the upper and lower limbs.

       

      Session Plan:

    • resource icon
      File
      session 28 File

      1. Read the supplied PDF material about gross anatomy of upper and lower limbs muscles.

       

    • resource icon
      File
      session 28 File

      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. To check your study, name the labeled muscles on the attached figure.


    • assign icon
      Assignment
      Assignment 5

  • Topic 29

    Chapter Five: The Nervous System

    • Session Twenty Nine: Organization of the Nervous System, and Supporting Cells.

       

      Introduction:

      We have only one nervous system, but, because of its complexity, it is difficult to consider all its parts at the same time. So, to simplify its study, we divide it in terms of its structures (structural classification) or in terms of its activities (functional classification).
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. List the general functions of the nervous system.
      2. Explain the structural and functional classifications of the nervous system.
      3. Define central nervous system and peripheral nervous system, and list the major parts of each.

       

      Session Plan:

    • resource icon
      File
      session 29 File
      1. Read the supplied PDF material about organization of the nervous system, and supporting cells.
       
    • resource icon
      File
      session 29 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 30

    Chapter Five: The Nervous System

    • Session Thirty: Neurons.

       

      Introduction:

      Neurons, also called nerve cells, are highly specialized to transmit messages (nerve impulses) from one part of the body to another. Although neurons differ structurally, they have many common features. All have a cell body, which contains the nucleus and is the metabolic center of the cell, and one or more slender processes extending from the cell body.
       


      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. State the function of neurons and neuroglia.
      2. Describe the general structure of a neuron, and name its important anatomical regions.
      3. Describe the composition of gray matter and white matter.
      4. List the two major functional properties of neurons.

       

      Session Plan:

    • resource icon
      File
      session 30 File
      1. Read the supplied PDF material about neurons.

       

    • resource icon
      File
      session 30 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • url icon
      URL
      online quiz URL
      3. To check your knowledge about neurones, take the following online quiz.

  • Topic 31

    Chapter Five: The Nervous System

    • Session Thirty One: Physiology of Neurons.

       

      Introduction:

      Neurons have two major functional properties: irritability, the ability to respond to a stimulus and convert it into a nerve impulse, and conductivity, the ability to transmit the impulse to other neurons, muscles, or glands.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. Describe the events that lead to the generation of a nerve impulse and its conduction from one neuron to another.
      2. Define reflex arc, and list its elements.
       

      Session Plan:

    • resource icon
      File
      session 31 File
      1. Read the supplied PDF material about physiology of neurons.
       
    • resource icon
      File
      session 31 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 32

    Chapter Five: The Nervous System

    • Session Thirty Two: Central Nervous System: Cerebral Hemisphere.

       

      Introduction:

      The two cerebral hemispheres form the largest part of the brain. Their surface, or cortex, is gray matter, and their interior is white matter. The cortex is convoluted and has gyri, sulci, and fissures. The cerebral hemispheres are involved in logical reasoning, moral conduct, emotional responses, sensory interpretation, and the initiation of voluntary muscle activity.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Identify and indicate the functions of the major regions of the cerebral hemispheres.
       

      Session Plan:

    • resource icon
      File
      session 32 File
      1. Read the supplied PDF material about cerebral hemisphere.

       

    • resource icon
      File
      session 32 File
      2. Use the attached PowerPoint presentation as a guide for your study.
       
    • forum icon
      Forum
      Discussion Forum

  • Topic 33

    Chapter Five: The Nervous System

    • Session Thirty Three: Central Nervous System: Diencephalon, and Cerebellum.

       

      Introduction:

      The diencephalon, or interbrain, sits atop the brain stem and is enclosed by the cerebral hemispheres. The major structures of the diencephalon are the thalamus, hypothalamus, and epithalamus. The large, cauliflower like cerebellum projects dorsally from under the occipital lobe of the cerebrum. Like the cerebrum, it has two hemispheres and a convoluted surface. The cerebellum also has an outer cortex made up of gray matter and an inner region of white matter.

      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. Identify and indicate the functions of the major regions of the diencephalon, and cerebellum.
       

      Session Plan:

    • resource icon
      File
      session 33 File
      1. Read the supplied PDF material about diencephalon, and cerebellum.

       

    • resource icon
      File
      session 33 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 34

    Chapter Five: The Nervous System

    • Session Thirty Four: Protective Layers of the Brain, and the Spinal Cord.

       

      Introduction:

      The cylindrical spinal cord, which is approximately 17 inches (42 cm) long, is a glistening white continuation of the brain stem. The spinal cord provides a two-way conduction pathway to and from the brain, and it is a major reflex center (the spinal reflexes are completed at this level). Enclosed within the vertebral column, the spinal cord extends from the foramen magnum of the skull to the first or second lumbar vertebra, where it ends just below the ribs.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Name the three meningeal layers, and state their functions.
      2. Discuss the formation and function of cerebrospinal fluid and the blood-brain barrier.
      3. List two important functions of the spinal cord.
      4. Describe spinal cord structure.
       

      Session Plan:

    • resource icon
      File
      session 34 File
      1. Read the supplied PDF material about protective layers of the brain, and the spinal cord.

       

    • resource icon
      File
      session 34 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • assign icon
      Assignment
      assignment

  • Topic 35

    Chapter Five: The Nervous System

    • Session Thirty Five: Peripheral Nervous System.

       

      Introduction:

      The peripheral nervous system (PNS) consists of nerves and scattered groups of neuronal cell bodies (ganglia) found outside the CNS. One type of ganglion has already been considered—the dorsal root ganglion of the spinal cord. Others will be covered in the discussion of the autonomic nervous system. Here, we will concern ourselves only with nerves.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe the general structure of a nerve.
      2. Identify the cranial nerves by number and by name, and list the major functions of each.
      3. Name the four major nerve plexuses, give the major nerves of each, and describe their distribution.
       

      Session Plan:

    • resource icon
      File
      session 35 File
      1. Read the supplied PDF material about peripheral Nervous system.

       

    • resource icon
      File
      session 35 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • assign icon
      Assignment
      session 35 Assignment

  • Topic 36

    Chapter Five: The Nervous System

    • Session Thirty Six: Autonomic Nervous System.

       

      Introduction:

      The autonomic nervous system (ANS) is the motor subdivision of the PNS that controls body activities automatically. It is composed of a special group of neurons that regulate cardiac muscle (the heart), smooth muscles (found in the walls of the visceral organs and blood vessels), and glands.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:    
      1. Identify the site of origin, and explain the function of the sympathetic and parasympathetic divisions of the autonomic nervous system.
      2. Contrast the effect of the parasympathetic and sympathetic divisions on the following organs: heart, lungs, digestive system, blood vessels.
       

      Session Plan:

    • resource icon
      File
      session 36 File
      1. Read the supplied PDF material about autonomic nervous system.
       
    • resource icon
      File
      session 36 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • url icon
      URL
      online quiz URL
      3. To check your knowledge about the nervous system, take the following online quiz.

  • Topic 37

    Chapter Six: The Digestive System

    • Session Thirty Seven: Organs of the Alimentary Canal: the Mouth, Pharynx, and Esophagus.

       

      Introduction:

      The alimentary canal, also called the gastrointestinal (GI) tract, is a continuous, coiled, hollow, muscular tube that winds through the ventral body cavity and is open at both ends. Its organs are the mouth, pharynx, esophagus, stomach, small intestine, and large intestine.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. Name the organs of the alimentary canal and accessory digestive organs, and identify each on an appropriate diagram or model.
      2. Identify the different anatomical parts of the oral cavity, pharynx, and esophagus.
       

      Session Plan:

    • resource icon
      File
      session 37 File
      1. Read the supplied PDF material about organs of the alimentary canal: the mouth, pharynx, and esophagus.

       

    • resource icon
      File
      session 37 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

       

    • 3. To check your study, identify the digestive organs on the following figure.


  • Topic 38

    Chapter Six: The Digestive System

    • Session Thirty Eight: Organs of the Alimentary Canal: the Stomach, and Small Intestine.

       

      Introduction:

      The stomach is a C-shaped organ located on the left side of the abdomen beneath the diaphragm. Food enters it through the cardioesophageal sphincter and leaves it to enter the small intestine through the pyloric sphincter. The tubelike small intestine is suspended from the posterior body wall by the mesentery. Itssubdivisions are the duodenum, jejunum, and ileum. Food digestion and absorption are completed here.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Identify the different anatomical parts of the stomach, and small intestine.
      2. Describe the functions of the stomach, and the small intestine.
      3. Explain how villi aid digestive processes in the small intestine.
       

      Session Plan:

    • resource icon
      File
      session 38 File
      1. Read the supplied PDF material about organs of the alimentary canal: stomach, and small intestine.

       

    • resource icon
      File
      session 38 File

      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • forum icon
      Forum
      discussion forum

  • Topic 39

    Chapter Six: The Digestive System

    • Session Thirty Nine: The Large Intestine, and Accessory Digestive Organs: Salivary Glands, and Teeth.

       

      Introduction:

      The large intestine frames the small intestine. Subdivisions are the cecum; appendix; ascending, transverse, and descending colon; sigmoid colon; rectum; and anal canal. The large intestine delivers undigested food residue (feces) to the body exterior. Salivary glands (three pairs—parotid, submandibular, and sublingual) secrete saliva into the oral cavity. While, two sets of teeth are formed, with a typical tooth consists of crown covered with enamel and root covered with cementum.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Identify the different anatomical parts of the large intestine, salivary glands, and teeth.
      2. Describe the functions of the stomach, and the large intestine, salivary glands, and teeth.
      3. Name the deciduous and permanent teeth, and describe the basic anatomy of a tooth.

       

      Session Plan:

    • resource icon
      File
      session 39 File
      1. Read the supplied PDF material about the large intestine, salivary glands, and teeth.

       

    • resource icon
      File
      session 39 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 40

    Chapter Six: The Digestive System

    • Session Forty: The Accessory Digestive Organs: Liver, and Gallbladder, Gastrointestinal Tract Processes.

       

      Introduction:

      The liver is a four-lobed organ overlying the stomach. Its digestive function is to produce bile, which it ducts into the small intestine. The gallbladder is a muscular sac that stores and concentrates bile. When fat digestion is not occurring, the continuously made bile backs up the cystic duct and enters the gallbladder. Foods must be broken down to their building blocks to be absorbed. The GIT processes the incoming food, to maintain the essential body needs.
       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Identify the different anatomical parts of the liver, gallbladder.
      2. Describe the functions of the stomach, and the liver and gallbladder.
      3. Identify the overall function of the digestive system as digestion and absorption of foodstuffs, and describe the general activities of each digestive system organ.

       

      Session Plan:

    • resource icon
      File
      session 40 File
      1. Read the supplied PDF material about the liver, and gallbladder, gastrointestinal tract processes.

       

    • resource icon
      File
      session 40 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 41

    Chapter Six: The Digestive System

    • Session Forty One: Digestive Activities in the Mouth, Pharynx, and Stomach.

       

      Introduction:

      Both mechanical (chewing) and chemical food breakdown begin in the mouth. Swallowing has two phases: The buccal phase is voluntary; the tongue pushes the bolus into the pharynx. The involuntary pharyngeal-esophageal phase involves the closing off of nasal and respiratory passages and the conduction of food to the stomach by peristalsis. When food enters the stomach, gastric secretion is stimulated, and chemical digestion of proteins begins. Food is also mechanically broken down by the churning activity of stomach muscles.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe the mechanisms of swallowing, vomiting, and defecation.
      2. Describe how foodstuffs in the digestive tract are mixed and moved along the tract.
      3. Describe the function of local hormones and enzymes in the digestive process.

       

      Session Plan:

    • resource icon
      File
      session 41 File
      1. Read the supplied PDF material about the digestive activities in the mouth, pharynx, and stomach.

       

    • resource icon
      File
      session 41 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • assign icon
      Assignment
      assignment

  • Topic 42

    Chapter Six: The Digestive System

    • Session Forty Two: Digestive Activities in the Small and Large Intestine.

       

      Introduction:

      Chemical digestion of fats, proteins, and carbohydrates is completed in the small intestine by intestinal enzymes and, more importantly, pancreatic enzymes. The large intestine receives bacteria-laden indigestible food residue. Activities of the large intestine are absorption of water and salts and of vitamins made by resident bacteria.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. List the major enzymes or enzyme groups produced by the digestive organs or accessory glands, and name the foodstuffs on which they act.
      2. Name the end products of protein, fat, and carbohydrate digestion.
      3. State the function of bile in the digestive process.
       

      Session Plan:

    • resource icon
      File
      session 42 File
      1. Read the supplied PDF material about the digestive activities in the small and large intestine.
       
    • resource icon
      File
      session 42 File
      2. Use the attached PowerPoint presentation as a guide for your study.
       
    • assign icon
      Assignment
      assignment
    • url icon
      URL
      online games and Quiz URL
      4. To check your knowledge about the digestive system, take the following online quiz, and enjoy the games.

  • Topic 43

    Chapter Seven: The Urinary System

    • Session Forty Three: The kidney: Location, Structure, and Nephron.

       
      Introduction:
      The kidneys, which maintain the purity and constancy of our internal fluids, are perfect examples of homeostatic organs. Much like sanitation workers who keep a city’s water supply drinkable and dispose of its waste, the kidneys are usually unappreciated until there is a malfunction and “internal garbage” piles up. Every day, the kidneys filter gallons of fluid from the bloodstream. They then process this filtrate, allowing wastes and excess ions to leave the body in urine while returning needed substances to the blood in just the right proportions.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe the location of the kidneys in the body.
      2. Identify the following regions of a kidney (longitudinal section): hilus, cortex, medulla, medullary pyramids, calyces, pelvis, and renal columns.
      3. Recognize that the nephron is the structural and functional unit of the kidney, and describe its anatomy.

       

      Session Plan:

    • resource icon
      File
      session 43 File
      1. Read the supplied PDF material about the kidney.
       
    • resource icon
      File
      session 43 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. To check your study, Identify the labeled part on the following figure.


  • Topic 44

    Chapter Seven: The Urinary System

    • Session Forty Four: Urine Formation.

       

      Introduction:

      Nephron functions include filtration, reabsorption, and secretion. Filtrate formation is the role of the high-pressure glomerulus. Filtrate is essentially plasma without blood proteins. In reabsorption, done by tubule cells, needed substances are removed from filtrate (amino acids, glucose, water, some ions) and returned to blood. The tubule cells also secrete additional substances into filtrate. Secretion is important to rid the body of drugs and excess ions and to maintain acid-base balance of blood.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe the process of urine formation, identifying the areas of the nephron that are responsible for filtration, reabsorption, and secretion.
      2. Describe the function of the kidneys in excretion of nitrogen-containing wastes.
      3. Define polyuria, anuria, oliguria, and diuresis.
      4. Describe the composition of normal urine.
       

      Session Plan:

    • resource icon
      File
      session 44 File
      1. Read the supplied PDF material about urine formation.

       

    • resource icon
      File
      session 44 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • 3. Watch the following video.

  • Topic 45

    Chapter Seven: The Urinary System

    • Session Forty Five: Ureter, Urinary Bladder, and Urethra.

       

      Introduction:

      The ureters are slender tubes running from each kidney to the bladder. They conduct urine by peristalsis from kidney to bladder. The bladder is a muscular sac posterior to the pubic symphysis. It has two inlets (ureters) and one outlet (urethra). In males, the prostate gland surrounds its outlet. The function of the bladder is to store urine. The urethra is a tube that leads urine from the bladder to the body exterior.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Describe the general structure and function of the ureters, bladder, and urethra.
      2. Compare the course and length of the male urethra to that of the female.
      3. Define micturition.
       

      Session Plan:

    • resource icon
      File
      session 45 File
      1. Read the supplied PDF material about ureter, urinary bladder, and urethra.

       

    • resource icon
      File
      session 45 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • url icon
      URL
      Quize URL
      3. Answer the following online quize about the urinary system.

  • Topic 46

    Chapter Seven: The Urinary System

    • Session Forty Six: Maintaining Water and Electrolyte Balance of Blood.

       

      Introduction:

      Blood composition depends on three major factors: diet, cellular metabolism, and urine output. In general, the kidneys have four major roles to play, which help keep the blood composition relatively constant. These are; excretion of nitrogen containing wastes, maintaining water and electrolyte balance of the blood, and ensuring proper blood pH.

       

      Session Objectives:

      Upon the completion of this session, the student should be able to:
      1. Name and localize the three main fluid compartments of the body.
      2. Explain the role of antidiuretic hormone (ADH) in the regulation of water balance by the kidney.
      3. Explain the role of aldosterone in sodium and potassium balance of the blood.

       

      Session Plan:

    • resource icon
      File
      session 46 File
      1. Read the supplied PDF material about maintaining water and electrolyte balance of the blood.

       

    • resource icon
      File
      session 46 File
      2. Use the attached PowerPoint presentation as a guide for your study.

       

    • assign icon
      Assignment
      Assignment

  • Topic 47

    Chapter Seven: The Urinary System

    • Session Forty Seven: Maintaining Acid Base Balance.

       

      Introduction:

      Maintain acid-base balance by actively secreting bicarbonate ions (and retaining H) and by absorbing bicarbonate ions (and secreting H). Chemical buffers tie up excess H or bases temporarily; respiratory centers modify blood pH by retaining CO2 (decreases pH) or by eliminating more CO2 from the blood (increases blood pH). Only the kidney can remove metabolic acids and excess bases from the body.


       

      Session Objectives:

      Upon the completion of this session, the student should be able to:           
      1. Compare and contrast the relative speed of buffers, the respiratory system, and the kidneys in maintaining the acid-base balance of the blood.

       

      Session Plan:

    • resource icon
      File
      session 47 File
      1. Read the supplied PDF material about maintaining acid base balance.

       

    • resource icon
      File
      session 47 File
      2. Use the attached PowerPoint presentation as a guide for your study.

  • Topic 48

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