ANHB3324 Lecture 1: ANHB3324 LECTURE/TEXTBOOK NOTES PART 1

Experiment 1: Classification of Bones

• Classify each bone based on its location. Record your findingsin Table 6.

Experiment 3: Owl Pellet Dissection

� CompleteExperiment 3 on the Skeletal System using materials provided inyour lab kit

� Record yourresults in Table 7

Experiment 4: Effects of Acid on Bone

• Complete Experiment 4 using materials in your lab kit.
• Using a gloved hand, gently try bending each of the three bonespecimens. Notice the differences i

Experiment 5 and 7: Physical Skeleton

• Complete the activity on the axial and appendicular skeletonusing the model provided in your kit
• Insert a photo of you using the skeleton model HERE:

Jim, A 19-year-old college student, was rock climbing when he fell 30 feet to the ground. Paramedics arriving at the scene found him lying in the supine position, unable to move any extremities and complaining of neck pain. He was awake, alert, and oriented to his current location, the date and day of the week, and the details of his fall. His responses to questioning were appropriate. He complained that he could not feel his arms and legs. His pupils were equal and reactive to light. He showed no other signs of injury except for several scrapes on his arms. His vital signs revealed a blood pressure of 110 / 72, heart rate of 82 beats per minute, respirations of 18 per minute. The paramedics applied a cervical collar, placed him on a back board, immobilized his head, and transported him to the trauma center by helicopter. Upon examination at the hospital, Jim had minimal biceps brachii stretch reflexes, but no triceps or wrist extensor reflexes. All other muscle stretch reflexes in the upper and lower extremities were absent. His perception of sensory stimuli ended bilaterally at an imaginary line drawn across his chest about 3 inches above the nipples (i.e. everything below felt numb). He had some sensation in his arms, but could not localize touch or describe texture with any consistency there. He was able to raise his shoulders and tighten his biceps brachii slightly in each arm, but could not raise either arm against gravity. His lower extremities were flaccid, despite attempts to move them. Vital signs were taken again at the hospital and were as follows: blood pressure=94 / 55; heart rate=64; respiratory rate=24 (with shallow breathing). X-rays taken upon arrival revealed a fractured vertebra at a particular location. A chest X-ray showed a decreased lung expansion upon inhalation. The neurosurgeons immobilized his neck by inserting tongs into the skull above the ears to hold his neck in a position so that no further injury could occur. Jim was transferred to intensive care and his condition was stabilized. A physical examination four days later revealed normal vital signs and no change in his arm strength or sensation, but also marked spasms and exaggerated stretch reflexes of the lower extremities. He also had urinary incontinence which required the placement of a Foley catheter connected to a urine collection bag.

Questions:

1. Why did Jim's heart rate and blood pressure fall in this time of emergency (i.e. at a time when you'd expect just the opposite homeostatic responses)?

2. Upon admission to the hospital, Jim's breathing was rapid and shallow. Can you explain why?

3. Why did he lose some sensation in his arms and all sensation from the upper trunk down?

4. What is the primary muscle of respiration? Which spinal nerves contribute to innervate this muscle? (It’s almost like this question is review…)

5. Based upon the physical exam findings, which vertebral bone do you think was fractured? Give reasons for your answer. (Life’s anatomy knowledge is cumulative…)

6. By four days after the injury, some of Jim's signs and symptoms had changed. His arm muscles were still flaccid, yet his leg muscles had become spastic and exhibited exaggerated stretch reflexes. How would you explain these findings?

can you guys help me with my bio lab, please. it will be due tomorrow

PROCEDURE:

- Elodea (an aquatic plant)

- 4 capped test tubes containing 30 ml of phenol red solution each

- beakers

- lamp

- drinking straw s

- aluminum foil

- test tube rack

1. Obtain and number four test tubes of phenol red either 1, 2, 3, or 4 using a wax pencil . Warning: Hold test tubes by their sides and not by their caps. The test tube caps are the “ slip cap ” type and consequently the glass tube can fall out if not held by hand.

2. Uncap one of the tube s and pour its contents into a small beaker. B low into this liquid using a drinking straw until its color changes to a yellow - pale orange. Return the liquid back into this tube and recap . Repeat with the other 3 test tubes.

3. Stuff a large piece of fresh Elodea into Tubes 2 and 4. Fresh Elodea are a brighter green and bushier than older Elodea .

4. Cover Tubes 3 and 4 with aluminum foil so that no light can enter.

5. Place entire rack containing four tubes under a bright lamp , positioning the neck of t he lamp so that it gives maximum exposure . Light should only penetrate the uncovered tubes (1 and 2).

6. Be sure each tube is tightly capped.

7. Observe tubes 1 and 2 throughout the lab period . After 9 0 minutes have passed , remove the aluminum foil from 3 and 4 and observe.

8. Record your observations in the table below.

9. When everyone in your group has recorded the results, clean up by pouring the liquid from the tubes into the waste disposal container and putting the Elodea into the red biohazard waste cans. R ub the wax pencil markings off with a paper towel, rinse the tubes and leave them by the sink. Thanks!

RESULTS:

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