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Compendium 1 ANSWERS
Compendium 1 ANSWERS
1.3 Questions
After completion of this Compendium you should be able to answer the following questions:
1. What is the purpose of the anatomical reference position?
2. What characteristics are used to assess whether something is alive or not?
3. What are the 6 levels of organisation of the human body and give examples of each.
4. Anatomical directional terms for the body – use each one in a sentence.
5. What are the three planes in which the body or organs can be divided?
6. What are the three anterior cavities of the trunk?
7. Why do we divide the abdomen into quadrants or regions? What are they?
8. Why do we need serous membranes lining body cavities?
2.0 Preparation
The following tasks need to be completed before attending the week one workshop.
http://connect.mheducation.com/class/a-arulpragasam-hsf---dr-ajanthy-arulpragasam---semester-2-
2016
2. Under the Unit Information tab on Blackboard there is a PDF document with a step-by-
step guide to help students register on Connect. You can use the complementary
registration code which can be found inside the front cover of the 10th edition of textbook or
purchase access separately for approximately $40. Alternatively Connect is free to all
students for the first two weeks of semester if you want to try-before-you-buy.
VanPutte, C. L., Regan, J. L. & Russo, A. F. (2010). Seeley’s Anatomy and Physiology (9th
edition). New York, USA: McGraw-Hill
o Chapter 1: pages 1-9 and 13-21
3. A virus
6. A USB stick
2. Decide on the factors which living things have in common and list them below.
You could have used the one or more of the 6 main characteristics of life:
1. Organisation
2. Metabolism
3. Responsiveness
4. Growth
5. Development (differentiation and morphogenesis)
6. Reproduction
3. The human body is organised in a very specific manner. List the six levels of organisation and
give two examples of each. The first level has been done for you.
Level of organisation Example(s)
1. Molecular DNA, RNA, protein, hormone, lipid, organelles
2. Cell Smooth muscle cell, red blood cell, neuron
3. Tissue Nervous, connective, muscle, epithelial tissue
4. Organ Lung, stomach, brain, heart
5. Organ system Respiratory system, renal system, cardiovascular
6. Organism Human, elephant, ladybug
3.0 Workshop
3.1 Getting to know you!
The tutors employed by Curtin University to teach HSF come from a very wide range of health
science professions, with various degrees, qualifications and interests. Please write down the
names and job / qualifications of your tutors. Most importantly please write down their contact
details.
The weekly workshops that you attend this semester include students from a variety of Schools
within the Faculty of Health Sciences who are studying different degrees. This provides you with
an excellent opportunity to learn with students whose interests may be different from yours. Before
we begin today’s workshop, spend a few minutes talking with the group that you are currently
sitting with. Find out the following about each person and write their details in the table below.
Name
Degree enrolled in
Past experience or knowledge in the subject of Human Biology (HB)
It is unclear from the X-Ray if the pin is located in Georgia’s esophagus or trachea, or how close it
is to vocal chords, large blood vessels and nerves, so Georgia must undergo a CT scan before the
pin can be surgically removed. Georgia is placed under gaseous anaesthesia, a catheter is
inserted into her hand and a nasogastric tube is inserted, she is then taken into surgery.
After a couple of hours the pin has been successfully removed and Georgia is back with her
parents in the recovery ward. The nurses on the ward give Georgia pain relief & antibiotics through
her catheter, a phlebotomist draws a blood sample to check her immune response, and she is fed
through a nasogastric tube. After several days in the hospital Georgia is able to return home. She
continues to take her course of oral antibiotics (Augmentin Duo) and has a follow-up appointment
with the ENT surgeon where she is given the ‘all clear’. Georgia Grace is a very lucky little girl.
1. What roles will different health professionals play in Georgia’s care and recovery and in the
subsequent prevention of these types of incidents?
This is very open ended. By the time you’ve listed all possibilities from radiographers, ambulance
officers to therapists, phlebotomists, lab med scientists, nurses, various types of doctors (e.g. ENT
surgeon), pharmacist, psychologists and health educators, medical research personnel, there will
be few left out.
HUMB1000 Human Structure and Function Page 5 of 18
29 July 2016 CRICOS Provider Code
WA 00301J
Compendium 1 INT - What is life?
2. List any health professionals who would not be involved in Georgia’s care at any point.
3. Which degree are you enrolled in? How could someone in your future profession help Georgia?
Georgia was in serious danger of a number of potentially fatal complications resulting from the
safety pin. These include:
1. Choking – caused by a physical obstruction of Georgia’s airways.
2. Infection - due to an internal wound in the wall of her esophagus or trachea, if this infection
moved out into the chest cavity or to the heart it could be fatal.
3. Cardiovascular shock – if the safety pin had punctured a major blood vessel, massive blood
loss could have occurred.
Georgia suffered a major disturbance to body homeostasis and she was lucky to survive.
Homeostasis relates to the existence and maintenance of a relatively constant environment
within the body.
4. What do you think is meant by minor and major disturbances of homeostasis? Include
examples in your answer.
Examples
Minor - Sunburn, bites, increase BP or HR with exercise
Major - third degree burns, stroke, severe brain injury, presence of a foreign body in the
respiratory or digestive system, cancer.
5. What treatments did/would Georgia receive to help her homeostatic mechanisms cope (what
did she need most, to reduce the risks above)?
Before attempting the body building activity, attempt to stand in the ‘anatomical position’.
During the following exercise you will be drawing a body outline of someone within your group who
will be positioned in the anatomical position except for standing upright.
Your team task is to draw a body outline and draw in the eight organs listed below:
Stomach, brain, liver, heart, urinary bladder, left kidney, diaphragm, lungs
1. You have 5 minutes planning and outline time. Choose the role each person will play.
The participants:
Body model
Artist - draws an outline of the body model lying in a supine position on butcher paper:
lying on the back, upper and lower limbs extended (straight) and palms supinated (facing
up). Use the thick outline pens provided.
Whole body expert - examines the torso model to determine the position of the organs
and communicates the information to the artist.
Organ specialist - examines the individual organs to determine their shape and size, and
communicates the information to the artist.
2. Once you have decided the role each person will pay, you have 10 minutes building time.
Only the artist and body model can draw in the organs.
The whole body expert and organ specialist must describe position, size and shape of
the organs to the artist and model.
The artist and model must pretend they don’t know any anatomy and must rely on the
information given to them by the whole body expert and organ specialist.
3. After you have completed the task, discuss how you worked as a team. Write down what you
and your other group members think are important attributes of a successful harmonious group.
Your answers
4. Accurately draw the following organs on the figure below. You can use your textbook or lecture
notes to help you. Add in as many labels as possible. Stomach, brain, liver, heart, urinary
bladder, left kidney, diaphragm and lungs.
Curtin University has two Anatomage tables for learning anatomy. Curtin is one of only two
universities in Australia to have the tables and HSF is the first unit at Curtin to use them.
1. Use the above terms to describe the relative position of the following (the first one is completed
for you):
The body contains many cavities, such as the nasal cavity, which opens directly to the outside of
the body but others, such as the trunk, do not.
2. What structure (muscle) separates the thoracic cavity from the abdominal cavity?
Diaphragm
3. The left and right sides of the thoracic cavity are separated by an area in the middle – what is
this area called?
Mediastinum
5. The abdominal cavity and the pelvic cavity are not physically separated and are often referred to
as the abdominopelvic cavity. What structures enclose each cavity and what organs are found in
each?
Abdominal cavity – enclosed anteriorly by the abdominal muscles, contains the stomach,
intestines, liver, pancreas, spleen and kidneys.
Pelvic cavity – enclosed by the pelvic bones, contains the urinary bladder, parts of the large
intestine and the internal reproductive organs.
When describing positions of abdominal and pelvic organs, it is helpful to divide the
abdominopelvic cavity into four quadrants or nine regions.
1. Label these quadrants and regions on the figure below.
Hypogastric region
3. Which of the appendix, stomach, liver, and large intestine would be found in the left iliac region?
Large intestine
4. Can you think of any conditions in which various organs may move to a different location within
the abdominopelvic cavity?
5. A man is stabbed with a knife in the epigastric region – which organs may be damaged?
Liver, stomach, pancreas, major blood vessels.
1. Use the Preset button to select Preset screen 1. Slide one finger across the screen to rotate
the cadaver around. Pinch in and out using two fingers to zoom. Return the image to full size with
the 1:1 Lifesize tool.
2. The cadaver can be rotated and viewed at different angles or planes. Use the orientation tools
to view the cadaver in 3 different orientations: axial (1), sagittal (2) and coronal (3).
3. We use a number of standard planes to slice or section the body or parts of the body. These can
be used to view the spatial arrangements and connections between particular internal organs.
Orientate the body in the frontal plane (image below) and use the plane selection tool to section
the body in the frontal plane. Use the slider bar to move the section through the body.
4. The labels at the top of the screen will show you where the organs are (a lead line will appear)
as you move the slice through the body.
5. Make sure the cadaver is set to 1:1 lifesize. Select the measurement tool, then select the
ruler. Tap 2 points either side of an organ on the table to measure the size of the organ. To clear
the measurements from the screen select the clear all icon from the ruler tab.
Rotate the cadaver picture so that you can see the organs inside the body. You can also use the
axial orientation icon.
Use the slider bar to change the position of your slice up and down the cadaver.
If you would like to make your section again use the reset icon to remove the slice.
7. Choose an interesting slice level in the transverse plane and draw or describe the
organs/features you can see. Remember to include some reference labels (e.g. anterior or
posterior and right or left).
Your answers
Select the knife tool and slice the cadaver into a sagittal plane (i.e. use the knife to draw a line
straight down the middle of the cadaver separating it into a left and right half). You can also use
the plane selection tool and select the sagittal plane.
Rotate the cadaver picture so that you can see the organs inside the body. Use the slider bar to
change the position of your slice up and down the cadaver to find the lead lines for the labels.
A vertical plane that separates the body into anterior and posterior portions.
A horizontal (transverse) plane that separates the body into superior and inferior portions. A
horizontal (transverse) plane runs parallel to the ground
A vertical plane that separates the body into left and right halves. A mid-sagittal plane will
divide the body into two equal halves (e.g. through the nose). A parasagittal plane will divide
the body into unequal halves (e.g. through a shoulder).
4. Label the following plane(s) and name the segments they divide the body into.
5. Which standard plane(s) would you expect to pass through each of the following structures?
Please note there may be more than one correct answer.
The brain and nasal septum Mid-sagittal, horizontal and/or frontal planes
The knee and hip joints Para-sagittal (one leg only) and frontal planes
4.0 Follow up
4.1 Location of serous membranes
Serous membranes line the trunk cavities and the organs that lie within the cavities. Visceral
serous membranes cover the organs and parietal serous membranes line the cavities. Label the
organs and serous membranes on the diagram below.
Copyright © The McGraw-Hill Companies, Inc.
Permission required for reproduction or display.
1. Visceral pericardium
2. Pericardial cavity (containing fluid)
3. Parietal pericardium
4. Heart
5. Diaphragm
6. Visceral pleura
7. Pleural cavity
8. Parietal pleura
9. Lung
10. Diaphragm