Anaphy

ST.
MARY’S COLLEGE OF TAGUM, INC

Tagum City, Davao del Norte
OBE Curriculum
BSN Program
Laboratory Manual of
Activities
MC1– Anatomy and Physiology
Prepared by:
Josefina S.Balote, RN,MN
Paula P.Leanillo, AB,RN,MN
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ST. MARY’S COLLEGE OF TAGUM, INC
Bible Verse
Psalm 139:13-16
For You formed my inward parts;
You wove me in my mother’s womb.
I will give thanks to You, for I
am fearfully and wonderfully made;
Wonderful are Your works, And my soul
knows it very well.
My frame was not hidden from You,
When I was made in secret,
And skillfully wrought in the depths of the earth.
Ignacian Core/Related Values: Faith: Strong Faith in God, Stewardship
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Introduction
This laboratory manual is written to provide the nursing students with

various educational resource laboratory activities to guide them in
learning the Human Anatomy and Physiology as an introductory and
preparatory subject leading to higher nursing professional courses.
The activities cover the structures and functions of several of the body’s
systems including the cells, tissues, integumentary, skeletal, muscular
and nervous systems and all other organ systems which are
responsible for the body’s oxygenation, fluid balance, food assimilation,
elimination and reproduction. The overall goal of this manual is for the
nursing students to gain a foundational understanding of the normal
structures and functions of the systems of the human body. The
laboratory component is a required and important part of the overall
course that is intended to reinforce the topics discussed in lectures. The
laboratory activities involve the identification of structures on a variety of
available resources (models, diagrams/pictures, and animal specimens,
audio-visual materials) and demonstration of physiological concepts.
TABLE OF CONTENTS
3
Page
UNIT I - HOW THE BODY IS ORGANIZED
Activity 1: Hierarchy of Organization 1

Activity 2: Anatomical Position 3
Activity 3: Directional Terms 5
Activity 4: Sectional Planes – Pickle Dissection 7
Activity 5: Body Cavities 9
Activity 6: Cell Anatomy 11
Activity 7: Organelles 12
Activity 8: Cell Anatomy 13
Activity 9: The Cell Cycle 14
Activity10: Primary Tissues 16
Activity 11: Build-A-Tissue 17
Activity 12: Epithelial Tissues 19
Activity 13: Skeletal Muscle Anatomy 21
Activity 14: Nervous Tissue 23
UNIT II PROTECTION, SUPPORT AND MOVEMENT
Activity 15: Anatomy of the Integument 24
Activity 16: Accessory Structures 26
Activity 17: Major Bones of the Body 27
Activity 18: Gross Anatomy of Bone 28
Activity 19: Joints Classification 29
Activity20: Body Movements at Synovial Joints 30
Activity 21-A: Bone ID on Models 31
Activity 21-B: Bone ID on Figures 33
Activity 22-A: Muscle ID on Models 38
Activity 22-B: Muscle ID on Diagrams 39
Activity 23: Muscle Action 42
Activity 24: Muscle Attachment 44
Activity 25: Muscle Innervations 45
Activity 26: Joint Actions 46
Activity 27: Labeling Joint Structures 47
Activity 28-A: Nerve Plexus Anatomy 51
Activity 29: Nerve ID on Models 54
Activity 31: Bone ID 56
Activity 32: Labeling Bony Features 58
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Activity 33-A: Muscle ID on Models 62

Activity 33-B: Muscle ID on Diagrams 63
Activity 34: Muscle Actions 66
Activity 35: Muscle Attachments 68
Activity 36: Joint Actions 69
Activity 37: Joint Structures 70
Activity 38: Bones of the Skull 73
Activity 39: Bones of the Thorax 76
Activity 40: The Vertebral Column 77
Activity 41: Muscles of the Thorax, Abdomen, and Posterior Back 79
Activity 42: Muscles of the Head, Neck, and Trunk 80
Activity 43: Muscles of the Head and Neck 81
Activity 44: Intervertebral Discs 83
Activity 45: Muscles of the Thorax, Abdomen, and Posterior Back 84
UNIT III REGULATORY CONTROL, COMMUNICATION AND COORDINATION
CENTRAL NERVOUS SYSTEM
Activity 46: Nervous Tissue Anatomy 86
Activity 47: Brain Anatomy 87
Activity 48: Anatomy of the Brain 88
Activity 49: Cranial Nerves 89
Activity 50: Functional Anatomy of Motor Control 91
Activity 51: Motor Control Pathways 92
Activity 52: Voluntary Movement 93
Activity 53: Anatomy of the eye 95
Activity 54: Anatomy of the ear 99
Activity 55: Endocrine System 102
UNIT IV TRANSPORT AND MAINTENANCE
Activity 55: Cardiovascular System 106
Activity 56: Respiratory System 110
Activity 57: Digestive System 116
Activity 58: Urinary System 123
Activity 59: Reproductive System 129
References
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MC1 – ANATOMY AND PHYSIOLOGY LABORATORY Activities

UNIT I HOW THE BODY IS ORGANIZED
Activity 1: Hierarchy of Organization
1. Specific Learning Outcome: After the laboratory activity the students can: Describe the
hierarchy of organization of the human body
2. Required Materials
None
Course pack
3. Procedure
This activity will be completed individually. Refer to the course pack or to other references to
accomplish the task below.
4. Check Your Understanding

Complete the table below by sorting the given organizational levels of the human body from smallest
to largest and then providing a one-sentence definition of each level.
Tissue; organelle; atom; organ; organ system; cell; organism; molecule
SMALLEST DEFINITION
atom An atom is a particle of matter that uniquely defines a chemical

element.
a group of atoms bonded together, representing the smallest

molecule fundamental unit of a chemical compound that can take part in a
chemical reaction.
organelle any of a number of organized or specialized structures within a

living cell.
the smallest unit can live on its own and that makes up all living
cell organisms and the tissues of the body
a group of cells that have similar structure and that function

tissu together as a unit
e
organ a part of the body that performs a specific function
organ system a group of organs that work together to perform bodily functions
a living thing that has an organized structure, can react to stimuli,

organism reproduce, grow, adapt, and maintain homeostasis
LARGEST
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1. Summarize the major similarity for what defines tissues, organs, and organ systems in one phrase.
- They perform unique functions in the body.
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Activity 2: Anatomical Position

1. Specific Learning Outcome: After the laboratory activity the students can: Demonstrate and
describe anatomical position
 A lab partner
 Open space
3. Procedure
Using the definition of anatomical position provided in the course pack, take turns with a classmate to
give simple, one-movement verbal instructions to transition from the given starting positions so that
they end up in anatomical position.
a. Lying face-up on the ground with the head, back, hands, and feet on the floor with both knees
bent
b. In a seated position on the floor with the legs straight and arms folded across the chest
c. Sitting in a chair with the back to you and hands placed on the lap
d. Standing and facing towards you with the legs crossed and hands in the pocket
Write your detailed step-by-step instructions in the provided table.
SCENARIO GIVEN INSTRUCTIONS
My mother followed my instructions to lay down on the bed and turn over after I told her
to. I then gave her the go-ahead to remain still while keeping her hands, back, and
head on the bed. Finally, I told her to bend her knees, and she did as I said.
1
I instructed my mother to sit down on the floor, and she did as I instructed. I then
instructed her to keep her legs straight, and she did as I instructed. I then instructed her
to cross her arms over her chest.
2
I pull out a chair, let my mother to sit in it, and then I give her the go-ahead to place her
hands on her lap and rest her back on the chair.
3
First, I commanded my mother to stand up straight; she immediately obeyed. Next, I
told her to face me; she immediately followed. Finally, I ordered her to cross her legs
and put her arms in her pockets; she immediately followed.
4
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Activity 3: Directional Terms

1. Specific Learning Outcome: After the laboratory activity the students can:
Use directional terms to precisely describe the location of structures on the human body
 Post-its
 Skeleton or torso model
3. Procedure
This activity will be completed individually or in small groups. Use all of the directional terms
provided in the table below in an accurate context by illustrating the terms on a skeleton or
torso model.
Complete the table below for each directional term.
DIRECTIONAL TERM DEFINITION EXAMPLE(S)
toward the head end of the body the hand

Superior (cranial)
away from the head; lower the foot
Inferior (caudal)
toward the middle or center the chest
Medial
to the side of, or away froom, the middle the ears
Lateral of the body
on the surface or shallow the skin
Superficial
away from the surface or further into the deep muscles of the back
Deep body
the front of a structure or a structure the kneecap
Anterior (ventral) found toward the front of the body
the back of a structure the shoulder blades
Posterior (dorsal)
a part of the body that is closer to the the knee
Proximal center of the body than another part
a part of the body that is farther away the fingers are distal to the
Distal from the center of the body than another part shoulder
situated or appearing on or affecting the the right arm is ipsilateral to the
Ipsilateral same side of the body right leg
pertaining to the other side the left arm is contralateral to
Contralateral the right leg
Activity 4: Sectional Planes – Pickle Dissection

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1. Specific Learning Outcome: After the laboratory activity the students can: Demonstrate
and describe anatomical planes of section
 One pickle
 Plate
 Knife
 4 Toothpicks
 Piece of paper
3. Procedure
This activity will be completed together as a class. Please do not eat the pickles.
a. Retrieve a pickle on a plate, four toothpicks, and a knife from your TA.
b. Place the toothpicks in your pickle to serve as representations of the arms and legs.
c. Your instructor will direct you to cut your pickle along one of five planes: midsagittal (median),
parasagittal, frontal (coronal), transverse (horizontal), and oblique.
d. Draw a representation of the now-visible section where you made the cut on your piece of paper
and in the provided table.
e. Compare your drawing and pickle-sections with other groups that made that same section.
f. View the drawings of other groups that made different sections.
g. Take a picture of your drawing and a representative example of each of the other four sections
from other groups in the class.
h. Upload the five pictures into the associated platform

For each of the following questions there could be one or more than one correct answer.
a. Choose the body plane(s) that would allow you to see both lungs at the same time:
 Midsagittal
 Parasagittal
 Frontal
 Transverse
 Oblique
b. Choose all possible body plane(s) that would allow you to see the brain and the spinal cord: 
Midsagittal
 Parasagittal
 Frontal
 Transverse
 Oblique
c. Choose the body plane(s) that would allow you to see the brain but not the spinal cord:
 Midsagittal
 Parasagittal
 Frontal
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 Transverse
 Oblique
d. Choose the body plane(s) that would allow you to see the right eye but not the left eye: a.
Midsagittal
b. Parasagittal
c. Frontal
d. Transverse
e. Oblique
Activity 5: Body Cavities

1. Specific Learning Outcome: After the laboratory activity the students can: Identify the
major body cavities and provide examples of major organs found in each
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 Post-its
 Large piece of paper
 Tape
 Course pack
 Torso model and/or a classmate
3. Procedure
This activity will be completed as a group.
a. On the large piece of paper, draw two perpendicular lines to create four quadrants (right-
upper, right- lower,
b. left-upper, and left-lower),
c. Tape the piece of paper onto the abdomen of the torso model or a classmate
d. Your instructor will call out the name of a major organ and you will write the organ name on
a post-it and then place the post-it in the correct quadrant. Use this as an un-graded test of
your current knowledge and do not use an outside resource to look up where the organs are
found.
a. List all of the cavities found within the dorsal body cavity.
b. List all of the cavities found within the ventral body cavity.
c. Complete the table to provide one example of an organ found in each of the following body
cavities.
BODY CAVITY ORGAN EXAMPLE(S)

Brain
Cranial
Stomach
Abdominal
Reproductive organs, Urinary Bladder, Rectum
Pelvic
Lungs
Pleural
Spinal Cord
Vertebral
Heart
Pericardial
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ST. MARY’S COLLEGE OF TAGUM,
INC
BSN OBE Curriculum
Activity 6: Cell Anatomy

a. Define the following: cell & organelle
b. Identify major regions of the cell (cytoplasm, nucleus, plasma membrane) on a model and/or diagram
and summarize major functions of each.
 None
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Refer to the background information as
Needed to help answer the questions below.

a. Compare and contrast the cytoplasm vs. the cytosol.
b. Summarize the function of the plasma membrane in one sentence.
a. a. The cytoplasm is the gelatin-like fluid that fills the cell and contains the many organelles, whereas the
cytosol is a portion of the cytoplasm that is not occupied by any of the organelles. The cytosol is also a
fluid present within the cytoplasm; it is in the cytosol that all prokaryotic metabolic chemical reactions
occur.
b. Controls the flow of materials into and out of the cell.
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BSN OBE Curriculum
Activity 7: Organelles
b. Identify typical organelles found in an animal cell and summarize major functions of each
 None
 Course pack
3. Procedure
needed to help answer the questions below.

a. Name one major structural similarity and one major structural difference between cells and
organelles.
b. Complete the table below to summarize the major function of each given organelle in one sentence
or phrase.
ORGANELLE FUNCTION (ONE SENTENCE OR PHRASE)

lipid metabolism and the processing of reactive oxygen species
Peroxisome
the membrane-enclosed organelle within a cell that
Nucleus contains the chromosomes
The lysosome is the cell’s recycling center
Lysosome
to make cellular products like hormones and lipids
Smooth ER
generate most of the chemical energy needed to power the cell's
Mitochondrion biochemical reactions
manufactures proteins and lipid molecules for usage in other parts of
Golgi apparatus the cell both inside and outside the cell
the site of protein synthesis in the cell
Ribosome
to produce proteins that will become part of the
endomembrane system, the plasma membrane or to be
Rough ER secreted
A. The major structural similarity between cell and organelle is that they both have
.
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ST.
MARY’S COLLEGE OF TAGUM, INC
BSN OBE Curriculum
Activity 8: Cell Anatomy

b. Identify major regions of the cell (cytoplasm, nucleus, plasma membrane) on a model and/or
diagram and summarize major functions of each.
 None
 Course pack
3. Procedure

a. Compare and contrast the cytoplasm vs. the cytosol.
b. Summarize the function of the plasma membrane in one sentence.
1.
A. Cells are the building blocks of life since they comprise all living organisms.
organelle- these are specialized structures that perform various jobs inside cells.
B. cytoplasm- medium for chemical reaction

nucleus- store the cell's DNA, keep it intact, and aid in transcription and replication
plasma membrane- controls the flow of materials into and out of the cell
4.
a. The cytoplasm is the gelatin-like fluid that fills the cell and contains the many organelles, whereas the cytosol
is a portion of the cytoplasm that is not occupied by any of the organelles. The cytosol is a fluid located within the
cytoplasm that contains all of the metabolic chemicals.
b. Delimiting the cell from the environment around it.
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Activity 9: The Cell Cycle
1. Specific Learning Outcome: After the
laboratory activity the students can:
Summarize the major events for
each part of the cell cycle (interphase and mitosis)
 None
 Course pack
3. Procedure

a. Match the cell cycle phase to the major cellular events by completing table below with the
provided cell cycle phases. Each cell cycle phase will only be used once.
S phase, G1 phase, Anaphase, Prophase, Metaphase, Telophase, Cytokinesis, G0 phase
CELL CYCLE PHASE MAJOR CELLULAR EVENTS
Anaphase sister chromatids are pulled to opposite pole
Metaphase Sister chromatids line up at middle of cell
Telophase Chromosomes de-condense and nuclear envelopes reform
Cytokinesis Cleavage furrow separates daughter cells
G1 phase Significant cell growth to prepare for mitosis
S phase In S phase, the cell synthesizes a complete copy of the DNA in its
nucleus.
Prophase Condensation of chromosomes
G0 phase Cells are not dividing
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b. Label each of the following

drawings of cells in different
stages of mitosis and cytokinesis.
TELOPHASE PROPHASE ANAPHASE
CYTOKINESIS METAPHASE
Activity10: Primary Tissues

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a. Describe a tissue as part of the
anatomical organization of the
body
b. List and define the four primary
tissue types
 None
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Refer to the background information to
answer the questions below.

a. In your own words, distinguish between a tissue and an organ. How are they similar?
How are they different?
b. List the four primary tissue types.
c. Complete the table below by writing the name of the one primary tissue type that best applies to
each provided description. Each primary tissue type can be used more than once.
PRIMARY TISSUE TYPE DESCRIPTION

Epithelial tissue
Covers all exterior surfaces of the body
Nervous tissue
Communication
Connective tissue
Binds cells and organs together
Connective tissue
Support & protection
Epithelial tissue
Forms glands
Muscle tissue
Movement
a. While organs are built up of tissues and are organized to

execute certain physical activities, tissues are evenly
distributed throughout our bodies and serve similar functions.
Both are made up of the same type of cells.
b. Muscle tissue, connective tissue, epithelial tissue, and nervous

tissue
Activity 11: Build-A-Tissue

a. List and describe all of the sub-types for epithelial and connective tissues
b. Identify each of the epithelial and connective tissue types and sub-types via a picture or diagram
c. List an example of a location for each tissue sub-type
d. Summarize the function for each tissue sub-type
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e. Describe the structural

modifications that contribute to
specific function for each tissue type & sub type
f. Identify the major structures of the cells in the tissues observed – nuclei, cell membrane/cilia,
extracellular material (fibers and matrix), specialized arrangements of cells
a. Two large pieces of paper
b. Drawing utensils
c. Course pack
3. Procedure
This activity will be completed together as a class.
a. Collect a large piece of paper and drawing utensils.
b. Your instructor will direct you to design two different epithelial tissues, each of which should
carry
out a specific function. The functions are:
FUNCTION DESCRIPTION
Allows the fast and efficient exchange of gases via diffusion from the apical
Gas Exchange side to the basal side of the epithelial sheet
Moves materials across the apical surface of the epithelial sheet. Materials
Apical movement should not be brought inside of the cells.
Provides a tough barrier between the apical and basal sides of the epithelial
Protection sheet to prevent the movement of materials.
Allows selective exchange of large materials via membrane proteins from

Absorption the apical to the basal side of the epithelial sheet
c. Draw each of your assigned functional tissue types on separate pieces of paper including any
structural modifications necessary to carry out the specified function.
d. Compare your tissue to other groups with the same functional type and make any adjustments to
your drawing you feel are necessary.
e. View the drawings of other groups that made different functional tissue types.
f. Take a picture of your tissues and a representative example of each of the other two tissues
from
other groups in the class.
g. Submit your output
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Name one place in the human body where you could find each of the provided functional types
of epithelial tissues:
FUNCTIONAL TYPE LOCATION
Gas Exchange
Apical Movement
Protection
Absorption
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Activity 12: Epithelial Tissues

a. List and describe all of the sub-types for epithelial and connective tissues
b. Identify each of the epithelial and connective tissue types and sub-types via a picture or
diagram
c. List an example of a location for each tissue sub-type
d. Summarize the function for each tissue sub-type
e. Describe the structural modifications that contribute to specific function for each tissue type
& subtype
f. Identify the major structures of the cells in the tissues observed – nuclei, cell membrane/cilia,
extracellular material (fibers and matrix), specialized arrangements of cells
 Course pack with the background information of:
• Simple squamous epithelium (29) – look into the section of mesentery.
Notes: The endothelial lining of small blood vessels contains simple squamous epithelial tissue.
In this view you can identify red blood cells still within the vessel.
• Simple cuboidal epithelium (9) – look into the section of the kidney
Notes: Look for single rows of cuboidal cells arranged in a circle surrounding a central lumen.
• Simple columnar epithelium (29) – look into the section of the small intestine by
Notes: Focus on the mucosal epithelium (stained darker purple) surrounding the central lumen.
Find sections of cells lining the lumen that are taller than they are wide. You will also be able to
find integrated glandular cells (goblet cells).
• Stratified keratinized squamous epithelium (112) – look into the section of plantar skin:
Notes: The keratinized epithelium is found at the bottom of the view. Locate and
identify the sheets of connected, dead cells in the outermost layer.
• Stratified non-keratinized squamous epithelium (126) – look into the section of the trachea
and esophagus.
Notes: A portion of the esophagus is the tissue at the bottom of the view which contains non-
keratinized squamous epithelium folded around the central lumen.
• Pseudostratified epithelium (126) – look into the section of the trachea and esophagus.
Notes: A portion of the trachea is the tissue at the top of the view. Locate and zoom in on
the pseudostratified epithelial tissue lining the trachea and note that all of the cells maintain
connection with the basal lamina despite some being much taller than others. Locate the
ciliated apical surface.
• Transitional epithelium, non-distended, rat (19-2) – look into the section of non-distended
rat ureter
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Notes: The transitional epithelium is folded in the middle of the view surrounding the lumen of the
ureter. Zoom in and note the dome-shaped surface cells.
• Transitional epithelium, distended, rat (19-1) – look into the section of distended rat ureter.
Notes: Compare this section to the non-distended ureter section. The surface cells are
much thinner and it looks like there are fewer layers.
3. Procedure
a. Prepare your course pack.
b. Use the aid of the internet for your electronic references.
c. Accomplish the SLOs listed above.
ANSWERS:
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Activity 13: Skeletal Muscle Anatomy

a. Differentiate between a muscle organ, muscle fascicle, and muscle fiber.
b. Name & identify the connective tissue layers that wrap the components of muscle: deep fascia,
epimysium, perimysium, and endomysium.
c. Identify and provide examples of muscles types based on fascicle orientation: fusiform, parallel,
triangular, unipennate, bipennate, multipennate, and circular.
d. Define and provide examples of the functional classes of muscles: prime mover, synergist, antagonist,
and fixator.
 None
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Refer to the course pack and other references
to accomplish the task below.

a. List the connective tissue layers that surround skeletal muscle from superficial to deep.
b. Complete the table below on muscle shapes based on fascicle orientation.
MUSCLE SHAPE DESCRIPTION EXAMPLES
Fusiform
Parallel
Triangular
Unipennate
Bipennate
Multipennate
Activity 14: Nervous Tissue

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a. Differentiate between the

central and peripheral nervous
systems
b. Identify structures of a generic neuron on a model or diagram
c. Classify neurons according to structure and function and recognize the relationship between neuron
structure and function.
d. Structural Classes – multipolar, bipolar, unipolar, and anaxonic
e. Functional Classes – sensory (afferent), interneurons, and motor (efferent)
f. Describe the general anatomy of a nerve
a. None
b. Course pack
3. Procedure
This activity will be completed individually or in small groups. Refer to the background information to
answer the questions below.

a. Distinguish between the central and peripheral nervous systems by listing examples of unique
structures found within each division.
b. For each given functional neuron class, list the structural type(s) of neurons typically found and
summarize in one sentence how that neuron structure contributes to function.
• Sensory (afferent) neurons
• Interneurons
• Motor (efferent) neurons
c. Summarize the differences between nerves, neurons, and nerve fibers. Your answer should include
definitions of each and a brief statement on how they differ.
UNIT II PROTECTION, SUPPORT AND MOVEMENT Activity 15: Anatomy of

the Integument
1. Specific Learning Outcome (SLO): After the laboratory activity the students can:
24
a. List and summarize several functions of the integumentary system

b. Distinguish the epidermis from the dermis
c.
 Integumentary system model/ picture/diagram
 Course pack
3. Procedure
Using the integumentary system model and the course pack/internet reference, identify the epidermis, dermis,
and hypodermis. Some major features to look for:
a. Note the absence of blood vessels in the epidermis. Nourishment is obtained by diffusion from
capillaries in the underlying dermis.
b. The interface of the epidermis and dermis is uneven. A pattern of ridges and grooves on the
deep surface of the epidermis fit a complementary pattern of corrugations of the underlying
dermis. The projections of the dermis are called dermal papillae and those of the epidermis,
epidermal ridges (pegs), because of their appearance in vertical sections of the skin. However,
these terms are not always accurately descriptive of the three dimensional configuration of the
region of interdigitation.
c. The fatty layer beneath the dermis, the subcutaneous connective tissue, is the hypodermis or
superficial fascia.
Accomplish the SLOs listed above.

a. Using the background information as your source, list three different functions associated with
the integumentary system.
b. Choose one of the three functions from the previous question and describe a specific
structuralfeature that contributes to the integumentary system’s ability to carry out that function.
c. Summarize in one sentence the similarities and differences between the epidermis and dermis.
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Activity 16: Accessory Structures

a. Identify various accessory structures of the integument on a model or a picture/diagram
 Integumentary system model
 Course pack
3. Procedure
a. Use the course pack to identify accessory structures associated with the integumentary system.
• Scalp hair - Underneath the thin epidermis, there are numerous circular to oblong structures with a
hollow or yellow-brown center and surrounding cellular layers which are hair follicles that are sectioned
transversely or tangentially at different levels. The keratinized component of the hair occupies the
central cavity of the follicle, and appears yellow-brown when present. However, the hair often falls out
during tissue processing, in which case the central cavity will appear to be occupied by just empty
space. Note also the presence of sebaceous glands and the arrector pili muscle near some of the hair
follicles.
• Thick skin– Note the stratified (two-layer) cuboidal epithelial ducts.
• Thick skin– Note the numerous coiled eccrine sweat glands are located at the junction of dermis and
hypodermis.
• Axilla - Look for epithelial cells that are cuboidal to columnar with distinct apical secretory granules.
b. Try to collect from a friend a specimen of:

• Hair follicle including a hair
• Write your observation of the specimen.

 Label the picture of a fingernail as seen in the next page.
26
Activity 17: Major Bones of the Body

27
a. Distinguish the axial

skeleton from the
appendicular skeleton in general structure & function
 Intact skeleton
 Course pack
3. Procedure
a. Using the intact skeleton, answer the questions below.

a. Identify whether the following bones are a part of the axial or appendicular skeleton by
writing the correct region on the provided blank.
A. Sternum ____ B. Humerus ____ C. Skull
____ D. Ribs ____ E. Femur ____
F. Carpals ____
G. Clavicle ____
b. Provide one general function of the axial skeleton that is not a function of the
appendicular skeleton.
Activity 18: Gross Anatomy of Bone

a. Identify spongy vs. compact bone based on gross appearance and location
b. Identify distinguishing features of spongy vs. compact bone
c. Classify bones into one of four groups based on shape (flat, long, short, or irregular)
d. Define and provide examples of bone feature types
 Disarticulated bones
 Course pack
3. Procedure
a. Using the disarticulated bones in the lab, find at least two examples of each bone shape.
b. For a long bone, identify an example of a diaphysis and an epiphysis.
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a. Name one notable structural feature found in compact bone but not in spongy bone.
b. Name one notable structural feature found in spongy bone but not in compact bone.
c. Complete the table below on bone shapes.
BONE SHAPE DESCRIPTION EXAMPLES
Long
Short
Flat
Irregular
Sesamoid
d. Name the bone feature that best matches each provided description.
• Large rough surface
of a bone
• Short, sharp
projection
• Hole through bone
• Flat surface on a
bone  Prominent
rounded projection
Activity 19: Joints
Classification
a. Name, describe, and provide examples of each of the following types of joints: fibrous, cartilaginous,
and synovial.
b. Name, describe, and provide examples of each of the major classes of synovial joints: ball-andsocket,
pivot, saddle, hinge, plane, and condylar.
 None
 Course pack
3. Procedure
a. Using the background information, answer the questions below.
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a. For each structural class of
joint, name the defining structural feature and describe the amount of movement allowed by the joint
type.
• Fibrous
• Cartilaginous
• Synovial
b. Complete the table below on synovial joint types:
JOINT DESCRIPTION EXAMPLE

TYPE
Hip & Shoulder
Pivot
Thumb &
trapezium
Allows an increase or decrease in angle

between bone
Allows for movement between flat

surfaces
Condylar
Activity20: Body Movements at Synovial Joints

a. Define common types of body movements seen at joints.
b. Demonstrate common body movements at synovial joints
 Recording device (ex: your phone)
3. Procedure
a. With a partner, create a series of short videos (less than 10 seconds each) that clearly demonstrates
each of the following common body movements at synovial joints. All videos should begin with the
subject in anatomical position:
Flexion at the knee
Extension at the shoulder
Abduction of the leg
Adduction of the fingers
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Lateral rotation of the leg

Pronation & supination of the forearm
Dorsiflexion & plantar-flexion of the foot
Inversion & eversion of the foot
Protraction & depression of the mandible
Opposition
b. Upload each short video into the designated portal.
Activity 21-A: Bone ID on Models

Specific Learning Outcome (SLO): After the laboratory activity the students can:
a. Identify bones and bone features of the lower limb on an articulated skeleton, disarticulated bones, bone
models, and/or on a picture/diagram
Required Materials
 Colored tape or post-it notes
 Marker
 Disarticulated bones or partial skeletons of the leg, Os coxa, femur, fibula, tibia, patella, & foot
 Course pack
Procedure
This activity will be completed individually or in small groups. Using the disarticulated bones and/or
partial
Skeletons in the laboratory, use the provided structure lists to label the bones and bone features.
1. Write the number that corresponds to each bone or bone feature from the lists below on a piece of colored
tape or post-it.
2. Place the tape/post-it on the correct area for each bone or bone feature.
3. When you have labelled all structures from the list, take the designated pictures that allow all labelled
structures to be clearly seen.
4. Submit the picture to the designated portal.
Check Your Understanding
1. Label the following structures of the os coxa:
BONE OR BONE BONE OR BONE BONE OR BONE

FEATURE FEATURE FEATURE
Sacrum Sacroiliac joint Pubic symphysis
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Coccyx Obturator foramen Iliac crest
Ilium Ischial spine Iliac fossa
Ischium Ischial tuberosity Greater sciatic notch
Pubis Anterior superior iliac spine
Acetabulum Anterior inferior iliac spine
2. Label the following structures of the femur:
BONE FEATURE # BONE FEATURE # BONE FEATURE

Head 5 Fovea capitis 9 Medial condyle
Neck 6 Greater trochanter 10 Lateral condyle
Shaft 7 Lesser trochanter 11 Medial
epicondyle
Linea aspera 8 Gluteal tuberosity 12 Lateral
epicondyle
3. Label the patella
4. Label the following structures of the tibia:
BONE FEATURE
Tibial tuberosity
Intercondylar
eminence
Medial condyle
Lateral condyle
Anterior border
Medial malleolus
5. Label the following structures of the fibula:
BONE FEATURE
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Head
Lateral malleolus
6. Label the following structures of the foot:
BONE OR BONE BONE OR BONE FEATURE BONE OR BONE

FEATURE FEATURE
Calcaneus Lateral cuneiform Proximal phalange
Talus Intermediate cuneiform Middle phalange
Navicular Medial cuneiform Distal phalange
Cuboid Metatarsals
Activity 21-B: Bone ID on Figures

1. Specific Learning Outcome (SLO): After the laboratory activity the students can :
a. Identify bones and bone features of the lower limb on an articulated skeleton, disarticulated bones,
bone models, and/or on a picture/diagram
 none
 Course pack
3. Procedure
Label the following diagrams with the appropriate bone features. Use your course pack as your reference.
4. Check your understanding
33
34
35
36
37
38
Activity 22-A: Muscle ID on Models

1. Specific Learning Outcome (SLO): After the laboratory activity the students can :
a. Identify muscles of the leg on a model, figure, diagram, and/or dissected material.
 Sharpie or marker
 Leg model of the lower limb
3. Procedure
This activity will be completed individually or in small groups. Using the leg models in lab, use the
provided structure lists to label the muscles.
a. Write the number that corresponds to each muscle from the lists below on a piece of colored tape or
post-it.
b. Place the tape/post-it on the correct area for each muscle.
c. When you have labelled all muscles from the list, take the designated pictures that allow all labelled
muscles
d. to be clearly seen.
e. Submit the pictures to the designated portal.
4. Check Your Understanding A. HIP & THIGH MUSCLES
1. Iliopsoas 15. Gluteus minimus
2. Sartorius 16. Biceps femoris
3. Gracilis 17. Semitendinosus
4. Pectineus 18. Semimembranosus
5. Adductor brevis
6. Adductor longus
7. Adductor magnus
8. Rectus femoris
9. Vastus lateralis
10. Vastus intermedius
11. Vastus medialis
12. Tensor fasciae latae
13. Gluteus maximus
14. Gluteus medius
B. LOWER LEG MUSCLES
1. Gastrocnemius
2. Soleus
3. Plantaris
4. Tibialis posterior
5. Flexor digitorum longus
6. Flexor hallucis longus
7. Tibialis anterior
8. Fibularis longus
Activity 22-B: Muscle ID on Diagrams
1. Specific Learning Outcome (SLO): After the laboratory activity the students can
39
a. Identify muscles of the leg on a

model, figure, diagram, and/or
dissected material.
 none
 Course pack 3. Procedure
This activity will be completed individually or in small groups. Refer to the background information as needed
to label the diagrams below.
a. Label the following diagrams with the appropriate muscle name using the tables in the background
information as your source of muscle names.
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Activity 23: Muscle Action

a. Precisely describe the action(s) for each muscle.
 None
 Course pack
3. Procedure
a. Complete the table on muscle actions.
41
MUSCLE NAME ACTION(S)

Extend thigh (only action)
Semimembranosus
Adduct and medially rotate thigh; flex thigh
Flex, abduct and laterally rotate thigh; flex knee
Dorsiflex and invert foot
Flexor hallucis longus
Vastus medialis
Gluteus minimus
Gastrocnemius
Extend and laterally rotate thigh; flex knee
b. List all of the anterior thigh muscles that function to extend the knee. What is the
common name for this muscle group?
c. List all of the posterior thigh muscles that function to flex the knee. What is the common
name for this muscle group?
d. Use the muscle anatomy of the lower leg to describe why you can move your big toe
independently of your other toes.
Activity 24: Muscle Attachment

b. For select muscles, identify their points of attachment (origins and insertions).
Required Materials
 None
 Course pack
Procedure
to help answer the questions below.
Check your understanding
1. Complete the table on muscle actions.
MUSCLE NAME ATTACHMENT 1 (ORIGIN) ATTACHMENT 2 (INSERTION)
Medial surface of tibia
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Tibialis posterior
Rectus femoris
Dorsal ilium; sacrum; coccyx
Medial condyle of tibia
Inferior lateral surface of ilium
Fibularis longus
Flexor digitorum longus
Superior lateral surface of

ilium
Fibular head; lateral condyle of

tibia
Activity 25: Muscle Innervations

a. Name the nerve that innervates each muscle.
 None
 Course pack
3. Procedure
a. List all of the muscles innervated by the femoral nerve.
b. List all of the muscles innervated by the obturator nerve.
c. List all of the muscles innervated by the tibial nerve.
d. List all of the muscles innervated by the sciatic nerve.
43
Activity 26: Joint Actions

a. Describe and demonstrate movements allowed at joints associated with the lower limb: hip, knee
and ankle
 None
 Course pack
3. Procedure
4. This activity will be completed individually or in small groups. Refer to the background information as needed
5. Check Your Understanding Complete the table below:
EXAMPLE
ACTION DEFINITION JOINT
Flexion
Extension
Hyperextension
Abduction
Adduction
Lateral Rotation
Medial Rotation
Plantar Flexion
Dorsiflexion
Inversion
Eversion
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Activity 27: Labeling Joint Structures

1. Specific Learning Outcome
(SLO): After the laboratory
activity the students can:
a. Identify key structures for joints associated with the lower limb: hip, knee, and ankle
2. Required Materials  Joint
anatomical models
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Refer to the background
information as needed to help answer the questions below.
Label the following diagrams with the appropriate joint structures.
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47
Activity 28-A: Nerve Plexus Anatomy

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a. Identify nerves of the lumbar plexus, sacral plexus, and lower limb
2. Required Materials  Blank sheet of paper
 Pen and pencil
 Colored pen or pencils
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Create your own schematic of
the lumbar and sacral plexuses by drawing each on a blank sheet of paper. Your drawing can
be as detailed as you would like, or it can simply be lines showing the delineation between the
plexus and nerves. 4. Check Your Understanding List of Terms:
a. Lumbar plexus
b. Femoral nerve
c. Obturator
d. Sacral plexus
e. Superior gluteal
f. Inferior gluteal
g. Pudendal nerve
h. Sciatic nerve
Activity 28-B: Nerve Plexus ID on Diagrams

 none
 Course pack
3. Procedure
Label the following diagrams in the next pages with the appropriate key term
Source Material
This image is a derivative work of the following image: File:Gray822_es.svg licensed with PD-Gray's Anatomy plate. This file is licensed
under the Creative Commons Attribution 3.0 Unported license: https://creativecommons.org/licenses/by/3.0/deed.en
By Henry Vandyke Carter - Henry Gray (1918) Anatomy of the Human Body (See "Book" section below) Bartleby.com: Gray's Anatomy,
Plate 827, Public Domain, https://commons.wikimedia.org/w/index.php?curid=541684
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50
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Activity 29: Nerve ID on Models

1. Specific
Learning Outcome (SLO): After
the laboratory activity the
students can
 Lower limb model
 Course pack
3. Procedure
This activity requires you to label the nerves of the lower limb on a model. You are
provided a list of terms below and you are expected to use every term provided. Using
colored tape or post-it notes, please write a number that corresponds to the term from
the list and place them on your model. This activity contributes to the following SLOs:
a. Identify and describe skeletal, muscular, and nervous system structures for the lower
limb
List of terms:
a. Obturator nerve
b. Femoral nerve
c. Deep fibular nerve
d. Superficial fibular nerve
e. Medial plantar nerve
f. Lateral plantar nerve
g. Superior gluteal nerve
h. Inferior gluteal nerve
i. Pudendal nerve
j. Sciatic nerve
k. Tibial nerve
l. Common fibular nerve
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Activity 30: Lower Limb Movement

a. Apply your knowledge of the skeletal, muscular, and nervous system structures of the leg to
describe a specific example of leg movement.
2. Materials needed:
 Course pack
3. Procedure
a. Name the four muscles that work together to extend the knee.
b. If the femoral nerve was severed would that person be able to stand? Why or why not?
c. Describe how a person’s ability to walk would be affected after an “unhappy triad” injury.
Specifically, what joint movements at the knee will be impaired and how will they be impaired?
d. Based on what you currently know, describe why you think rehabilitation is critical for restoring normal
range of motion following surgery for an “unhappy triad” injury. Be certain to consider and discuss the
structures that were discussed in the background section.
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Activity 31: Bone ID

a. Identify bones and bone features of the upper limb on an articulated skeleton, disarticulated bones,
bone models, and/or on a picture/diagram
 Disarticulated bones of the upper limb
 Course pack
3. Procedure
This activity requires you to label the bones of the upper limb on a model. You are provided a list of
terms below and you are expected to use every term provided. Using colored tape or post-it notes,
please write the number that corresponds to the term from the list and place them on your model.
When complete, check with the other groups.
Scapula) Hand
1. Spin 1. Hamate
e 2. Pisiform
2. Supr 3. Triquetrum
aspinous 4. Lunate
fossa 5. Trapezoid
3. Infr 6. Trapezium
aspinous 7. Capitate
fossa 8. Scaphoid
4. Subs 9. Metacarpals
capular 10. Proximal phalanges
fossa 11. Middle phalanges
5. Glen 12. Distal phalanges
oid cavity
6. Infr
aglenoid
tubercle
7. Acro
mion
8. Cora
coid
process
9. Sup
erior angle
10. Late
ral angle
11. Late
ral border
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12. Infe
rior angle
Clavicle
1. Sternal end
2. Acromial end
Humerus
1. Head
2. Greater tubercle
3. Crest of greater tubercle
4. Lesser tubercle
5. Crest of lesser tubercle
6. Surgical neck
7. Deltoid tuberosity
13. Medial epicondyle
14. Lateral epicondyle
15. Medial supracondylar ridge
16. Lateral supracondylar ridge
17. Capitulum
18. Trochlea
19. Coronoid fossa
20. Olecranon fossa

21. Radial fossa
Radius
1. Head
2. Neck
3. Shaft
4. Radial tuberosity
5. Styloid process
Ulna
1. Head
2. Olecranon
3. Coronoid process
4. Trochlear notch
5. Radial notch
6. Styloid process
7. Tuberosity
Hand
1. Hamate
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2. Pisiform
3. Triquetrum
4. Lunate
5. Trapezoid
6. Trapezium
7. Capitate
Activity 32: Labeling Bony Features

a. Identify bones and bone features of the upper limb on an articulated skeleton, disarticulated
bones, bone models, and/or on a picture/diagram
 None
 Course pack
3. Procedure
Label the following diagrams with the appropriate bony feature. You may use the course pack
as reference.
a. Label the diagrams below.
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Activity 33-A: Muscle ID on Models

a. Identify muscles of the arm on a model, figure, diagram, and/or dissected material.
 Disarticulated bones of the upper limb
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Using the arm models in lab, use the
provided list of structures to label the muscles.
a. Write the number that corresponds to each muscle from the lists below on a piece of colored tape
or post-it.
59
b. Place the tape/post-it on

the correct area for each
muscle.
c. When you have labelled all muscles from the list, take the designated pictures that allow all
labelled muscles to be clearly seen.
d. Submit the pictures to the designated portal.

Shoulder 14. Pronator teres
1. Deltoid 15. Palmaris longus
2. Supraspinatus 16. Flexor carpi radialis
3. Infraspinatus 17. Flexor carpi ulnaris
4. Subscapularis 18. Flexor digitorum superficialis
5. Teres minor 19. Flexor digitorum profundus
6. Teres major 20. Flexor pollicis longus
Upper arm 21. Flexor pollicis brevis
7. Biceps brachii 22. Abductor pollicis brevis
8. Triceps brachii 23. Extensor carpi radialis longus
24. Extensor carpi radialis brevis
9. Coracobrachialis
25. Extensor carpi ulnaris
10. Brachialis
26. Extensor digitorum
11. Brachioradialis
27. Abductor pollicis longus
Lower arm
Extensor pollicis longus
12. Supinator 28.
Extensor pollicis brevis
13. Pronator quadratus 29.
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Activity 33-B: Muscle ID on Diagrams

a. Identify muscles of the arm on a model, figure, diagram, and/or dissected material.
 none
 Course pack
3. Procedure
information as need to label the diagrams below.
Label the following diagrams with the appropriate muscle name.
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Activity 34: Muscle Actions

1. Specific
Learning Outcome (SLO): After
the laboratory activity the
students can:
a. Precisely describe the action(s) for each muscle.
 None
 Course pack
3. Procedure

Complete the table on muscle actions.
MUSCLE NAME ACTION(S)
Flexes and supinates forearm
Brachioradialis
Medially rotates arm
Extends forearm (only action)

Supinates forearm
Palmaris longus
Flexor carpi radialis
Flexor digitorum profundus

Pronator quadratus
Extends and adducts arm
a. List all of the anterior forearm muscles that function to extend the wrist.
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b. List all of the posterior forearm muscles that function to flex the wrist.
c. Use the muscle anatomy of the forearm to describe why you can move your thumb independently
of your other fingers.
Activity 35: Muscle Attachments

a. For select muscles, identify their points of attachment (origins and insertions).
 None
 Course pack
3. Procedure
Complete the table on muscle actions.
65
MUSCLE NAME ATTACHMENT 1 (ORIGIN) ATTACHMENT 2 (INSERTION)
Deltoid tuberosity
Brachialis
Base of 2nd metacarpal
Lateral epicondyle of humerus;

posterior border of ulna
Lesser tubercle
Supinator
Infraspinous fossa
Teres major
Pisiform and hamate bones;

base of 5th metacarpal
Medial epicondyle of humerus;

coronoid process of ulna
Activity 36: Joint Actions
 Describe and demonstrate movements allowed at joints associated with the upper limb:
shoulder and elbow
Required Materials
 None
 Course pack
Procedure
1. Complete the table below.
2. Demonstrate the actions indicated in the table. Check Your
Understanding Complete the table.
ACTION DEFINITION EXAMPLE JOINT
Flexion
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Extension
Hyperextension
Abduction
Adduction
Lateral Rotation
Medial Rotation
Plantar Flexion
Dorsiflexion
Inversion
Eversion
Activity 37: Joint Structures

a. Identify key structures for joints associated with the upper limb: shoulder and elbow
 None
 Course pack
3.Procedure
Label the following diagrams with the appropriate joint structures.
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Activity 38: Bones of the Skull

1. Specific Learning Outcome (SLO): After the
laboratory activity the students can:
a. Identify specific bones and bone features of the axial skeleton on an articulated skeleton, on
disarticulated bones, bone models, or on a picture/diagram
b. Identify and describe unique features of a fetal skull, including fontanels, and describe their function in
the fetus
 Adult articulated skull
 Fetal articulated skull
 Tape
 Marker phone or other device
3. Procedure
A. Label the features of an adult articulated skull with tape and post a picture to the designated portal:
1. Parietal bone 21. Mastoid process
2. Occipital bone 22. Styloid process
3. Temporal bone 23. Mandibular condyle
4. Frontal bone 24. Infraorbital foramen
5. Mandible 25. Mental foramen
6. Zygomatic bone 26. Supraorbital foramen
7. Nasal bone 27. Foramen magnum
8. Sphenoid bone 28. Ethmoid bone
9. Ethmoid bone 29. Ethmoid bone – cribriform plate
10. Maxilla 30. Ethmoid bone – perpendicular plate
11. Lacrimal bone 31. Ethmoid bone – crista galli
12. Vomer 32. Sphenoid bone
13. Palatine bone 33. Sphenoid bone – greater wing
14. Coronal suture 34. Sphenoid bone – lesser wing
15. Lambdoid suture 35. Sphenoid bone – sella turcica
16. Squamous suture 36. Sphenoid bone – hypophyseal fossa
17. Sagittal suture 37. Sphenoid bone - optic canal
18. Zygomatic process of temporal bone 38. Superior orbital fissure
19. Temporal process of zygomatic bone 39. Inferior orbital fissure
20. External acoustic meatus
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B. Label the
following
features in the
fetal skull with
tape and post
a picture to it:
1. Parietal bone
2. Occipital bone
3. Temporal
bone
4. Frontal bone
5. Mandible
6. Maxilla
7. Anterior
fontanel
8. Posterior fontanel
9. Mastoid fontanel
10. Sphenoid
Check your understanding

1. Label the following figures:
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Activity 39: Bones of the Thorax

2. Required Materials  Articulated skeleton
 Phone or other device
 Course pack
3. Procedure
a. Take a picture of the anterior thorax of a skeleton.
b. Upload the picture in the designated portal and annotate the following bone features:
• Manubrium
• Body of Sternum
• Xiphoid process
• Suprasternal (jugular) notch
• Clavicular notch
• Sternal angle
• Costal notch
• True ribs
• False ribs
• Floating ribs
a. What does a costal notch articulate to?
b. What does the clavicular notch articulate to?
c. What does suprasternal notch articulate to?
d. Order the following features of the sternum from most superior to most inferior:
• Body of sternum Most superior:
• Suprasternal (jugular) notch __
• Manubrium
• Xiphoid process
• Sternal angle Most inferior: __ _________________________
Activity 40: The Vertebral Column
b. Distinguish among vertebrae located in different regions of the vertebral column
 Articulated skeleton (model, pictures/diagram)
 Course pack
3. Procedure
a. Take a picture of a thoracic vertebra (superior view).
b. Submit the pictures in the designated portal and annotate the following bone features:
 Body
 Vertebral arch – pedicle
 Vertebral arch – lamina  Spinous process
 Transverse process
 Vertebral foramen
 Superior articular process
 Inferior articular process
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a. Label the following figure:
a. Identify which of the following vertebrae as cervical, thoracic, or lumbar:
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Activity 41: Muscles of the Thorax, Abdomen, and Posterior Back

a. Identify muscles of the thorax, abdomen, and posterior back on a model, figure, diagram, and/or
dissected material.
 Model, figure, diagram, and/or dissected material
 Course pack
3. Procedure
a. Form groups of 2-3 students.
b. Review the following muscles of the trunk on a dissected cadaver:
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o External abdominal oblique o Internal intercostals o

Internal abdominal oblique o Diaphragm
o Transverse abdominal o Erector spinae group o Rectus
abdominis o Rhomboid major o Serratus anterior o Rhomboid minor o
Pectoralis major o Trapezius
o Pectoralis minor o Latisimus dorsi o External
intercostals
c. In your group, quiz each other on the muscles of the cadaver without looking at the list.
4. Check Your Understanding Label the following figure:
Activity 42: Muscles of the Head, Neck, and Trunk

a. For select muscles, identify their points of attachment (origin and insertion).
b. Describe each muscle of the head, neck, and trunk.
 Articulated Skeleton/anatomical model picture/diagram
 Course pack
3. Procedure
a. Take a picture or make use of a picture of the head/neck region of an articulated
skeleton and label the attachment points for the following muscles of the head and
neck:
• Temporalis
• Masseter
• Zygomaticus (major and minor)
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•
Sternocleidomastoid
b. Take a picture or make use of a picture of the thorax/abdomen of an articulated skeleton
and label the attachment points for the following abdominal muscles: namely Rectus
Abdominis
Without looking back to the tables provided in the background information, speculate
what the action is for the following muscles (think about where the muscle attaches and
how the bones would move when that muscle contracts):
MUSCLE ACTION
Temporalis
Masseter
Zygomaticus (major and

minor)
Sternocleidomastoid
Rectus abdominis
Activity 43: Muscles of the Head and Neck

Identify muscles of the head and neck a model, figure, diagram, and/or dissected material.
 Half-head muscle model
 Tape and marker
 Course pack
3. Procedure
Label the muscular half head muscles with tape and post a picture to Lt:
o Frontalis
Levator labii
o
o Masseter
Orbicularis oculi superioris o Levator
o scapulae
Orbicularis oris
o Risorius
o Scalenes
o Mentalis
(anterior, middle,
Buccinator
o posterior)
Zygomaticus (major & minor)
o Depressor labii inferioris o Sternocleidoma
o stoid
o o Omohyoid o
Digastric
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o Mylohyoid

a. Label the following figures:
b. Match the muscle to the function through connecting lines:

Frontalis Orbicularis oris Risorius
Masseter Orbicularis oculi Elevates superior lip Abducts corner of mouth
Mentalis Buccinator Elevates (closes) mandible Compresses cheek
Zygomaticus (major & minor) Depresses inferior lip Closes lips
Depressor labii inferioris Elevates corners of mouth (in smiling and
Levator labii superioris laughing)
Closes eyelids
Raises eyebrows
Protrudes lower lip
Activity 44: Intervertebral Discs

1. Specific Learning Outcome (SLO): After the laboratory activity the students can: Describe the
major structures and functions of the intervertebral disc.
2. Required Materials  None
 Course pack
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3. Procedure
Using the background
information, answer the questions below.
a. Name the type of joint represented by intervertebral discs.
b. Describe the structure of the anulus fibrosus and how its structure contributes to the overall c.
function of intervertebral discs.
d. Describe the structure of the nucleus pulposus and how its structure contributes to the overall
function of intervertebral discs.
e. In two sentences or less, describe how degeneration of intervertebral discs leads to pain.
Activity 45: Muscles of the Thorax, Abdomen, and Posterior Back

a. Identify and define anatomical features of the spinal cord on a model or diagram for both
b. Longitudinal view and cross-sectional views.
c. Describe the signaling pathways via spinal nerves, including sensory and motor information.
 Spinal cord cross section model
 Course pack
3. Procedure
a. Review all background information to answer the questions below.
b. Identify the following features on the spinal cord model and write your observation:
• Posterior (dorsal) median sulcus
• Anterior (ventral) median fissure
• Posterior (dorsal) horn
• Anterior (ventral) horn
• Lateral horn
• Gray commissure
• Posterior (dorsal) root
• Posterior (dorsal) root ganglion
• Anterior (ventral) root

• Posterior (dorsal) column
• Anterior (ventral) column
• Lateral column
• Central canal
• Pia mater
• Arachnoid mater
• Subarachnoid space
• Dura mater
• Spinal nerve
a. Name the layers of the meninges is from superficial to deep.
b. Fill in the following table:
EXAMPLE OF A MUSCLE
INNERVATED BY NERVE NERVE NERVE PLEXUS
Cervical
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Triceps brachii
Ulnar
Flexor carpi radialis
Musculocutaneous
Deltoid
Femoral
Adductor Longus
Sacral
c. Number the pathway in order from receiving a sensory signal to exciting a muscle via
motor nerves:
Anterior root
Sensory nerve innervating the muscle
Anterior Ramus
Descending tracts of white matter
Posterior horn
Brain
Posterior root
Motor nerve innervating the muscle
Ascending tracts of white matter
Posterior ramus
Anterior horn
Posterior root ganglion
UNIT III REGULATORY CONTROL, COMMUNICATION AND COORDINATION

CENTRAL NERVOUS SYSTEM
Activity 46: Nervous Tissue Anatomy

Describe the composition of gray and white mater and provide examples of brain structures made of
each.
2. Required materials
 None
 Course pack
3. Procedure
This activity will be completed individually or in small groups. Refer to the background information to answer
the questions below.
Define the following terms and provide examples of each in the central nervous system
TERMS DEFINITION EXAMPLES IN CNS
79
Gray mater
White mater
Activity 47: Brain Anatomy

a. Describe and identify the brain meninges: dura mater, arachnoid mater, & pia mater
b. Define the following structural features of the brain: gyrus, sulcus, fissure
 None
 Course pack
3. Procedure
information to answer the questions below.
a. Categorize the following terms and provide a one line definition for each of them. For the
meninges, also rank them from the most superficial layer to the deepest layer. Gyri, pia
mater, sulcus, arachnoid mater, fissure, dura mater
BRAIN DEFINITION
MENINGES
Superficial-
80
Deepest-
BRAIN DEFINITION
STRUCTURES
Activity 48: Anatomy of the Brain

1. Specific Learning Outcome (SLO): After the laboratory activity the students can: Identify brain structures
on a dissected brain specimen, model, or diagram.
 None
 Course pack
3. Procedure
This activity will be completed individually. Refer to the background information to answer
the questions below
Label the following diagram with the appropriate structures
81
Activity 49: Cranial Nerves

For each cranial nerve
a. Use the summary table (Table 23.1) as your source for this information.
b. Identify by both name and number on a model or diagram.
c. Provide one example of a function
b. Identify whether each nerve carries sensory information, motor information, or both
types of information.
 None
 Course pack
3. Procedure
This activity will be completed individually. Refer to the background information to answer the
questions below.
a. Identify and label this diagram with appropriate cranial nerves.
82
b. Fill in the blanks to complete the table.
NAME NUMBER TYPE FUNCTION

Vestibulocochlear
83
Both Motor information to

the face.
Oculomotor
Activity 50: Functional Anatomy of Motor Control

Name key regions of the brain involved in motor control and summarize the role they play in
Motor control.
 None
 Course pack
3. Procedure
This activity will be completed individually. Refer to the background information to complete the table
below.
Complete the table below on the role structures of the brain play in motor control.
NERVOUS SYSTEM ROLE IN MOTOR CONTROL

84
STRUCTURE
Brain stem
Thalamus
Motor cortex
Cerebellum
Activity 51: Motor Control Pathways

1.Specific Learning Outcome (SLO): After the laboratory activity the students can:
Describe spinal cord tracts associated with movement.
 None
 Course pack
3. Procedure
This activity will be completed individually. Refer to the background information to complete
the exercise below.
a. State whether each of the following statement is True or False. If false, re-write the
statement to make it true.
 The axons of the corticobulbar tract are ipsilateral.
 The pyramidal decussation is where most of the fibers in the corticospinal tract cross
over to the opposite side of the brain which have control over different domains of the
musculature.
 The anterior corticospinal tract is composed of the fibers that cross the midline at the
pyramidal decussation.
 The lateral corticospinal tract is responsible for moving the muscles of the arms and
legs.  The anterior corticospinal tract is responsible for controlling the muscles of the
face.
 The lower motor neurons that control the axial muscles of the trunk are located in the
medial regions of the ventral horn.
 The anterior corticospinal tract is entirely contralateral.
85
 The tectospinal tract

projects from the
midbrain to the spinal cord and is important for postural movements that are driven by
the superior colliculus.
 The reticulospinal tract allows posture, movement, and balance to be modulated on the
basis of equilibrium information provided by the vestibular system.
b. Answer the following questions in 3-4 sentences.
 How does the cerebellum contribute to the motor system?
 How do lower motor neurons cause skeletal muscle contractions?
Activity 52: Voluntary Movement

a. Identify different phases of voluntary movement.
b. Apply the above SLOs to describe the fundamentals of voluntary movement control.
 None
 Course pack
3.Procedure
This activity will be completed individually. Refer to the background information to complete
the exercise below.
a. Check Your Understanding

• Name different regions of the nervous system that are involved in each of the following phases of
voluntary movement.
PHASE OF VOLUNTARY AREA OF THE NERVOUS SYSTEM

MOVEMENT
Planning
Initiation
86
Execution
• Find a partner and designate one person in the group as the ‘actor’. The actor will pick and perform
one action. This can be as simple as standing up from your chair or lifting your phone from the
desk. Keep the action as simple as possible. The other partner will fill out the following table below
based on that person’s action. Switch roles and repeat for a different action. Refer to the example
in this lesson to divide the action into different steps and refer to previous lessons to precisely
describe the anatomy associated with the chosen actions.
ACTION PERFORMED (IN SIMPLE WORDS)

STEPS TAKEN
(IN ORDER) ANATOMICAL REGION INVOLVED
Planning
Initiation
Region of the CNS:
Region of the PNS:
Action (in anatomical Name of

terms) Nerve Involved Muscle
87
Execution
Activity 53: Anatomy of the eye

Identify and describe internal and external eye structures on a model, eye specimen or diagram.
 Eye model
 Course pack
3. Procedure
This activity requires you to label the structures of the eye on a model (anatomical model/picture). You
are provided a list of terms below and you are expected to use every term provided. Using colored tape
or post-it notes, please write the number that corresponds to the term from the list and place them on
your model.
List of Terms:
EYE - INTERNAL EYE – EXTERNAL & ACCESSORIES
Anterior portion Posterior portion

Sclera Cornea Posterior cavity Lateral rectus muscle
Anterior chamber Vitreous humor Medial rectus muscle
Aqueous humor Iris Retina Superior rectus muscle
Pupil Fovea centralis Inferior rectus muscle
Posterior chamber Lens Macula lutea Superior oblique muscle
Ciliary body Optic disc Inferior oblique muscle
Suspensory ligament Tapetum lucidum Pupil
Choroid Iris
Optic nerve Sclera
Lacrimal caruncle
a. Label the following figures by using the terms listed above.
88
b. Secure an eye specimen similar to the human eye (cow’s eye is recommended)
c. Dissect the eye and make your observations on the following: Do the aftercare after observing the
biohazard safety.
Sclera:
Cornea:
Muscles and Fat:
Pupil:
Iris:
Lens:
89
Optic Nerve:
Aqueous Humor
Vitreous Humor:
Retina:
Tapetum Lucidum:

a. Name the major anatomical difference between the animal eye (cow eye) and human eye that you
observed.
b. Why does the optic nerve cause a blind spot?

c. I f you enter a dark room after being in a bright room, what would happen to your pupil- get smaller or get larger?
Why?
d. What is the function of the muscles surrounding the eye? How do they affect vision?
Answer the following:

1. Light first enters the eye through the lens.
A) True
B) False
2. What is the white layer that surrounds eye?
A) Cornea
B) Retina
C) Ciliary body D) Sclera
3. Which one of the following correctly lists the order of the parts through which light passes?
A) cornea, vitreous humor, lens, posterior cavity
B) cornea, posterior cavity, lens, vitreous humor
C) lens, vitreous humor, cornea, posterior cavity D) cornea, lens, vitreous humor, posterior cavity
4. Fill in the blank with the appropriate words.

Structure Function
creates electrical impulses that are sent to the brain

External muscles
pigmented structure which controls diameter of pupil
Fovea
protects eyes against infection
90
Ciliary body
the jelly-like substance filling the central cavity of the eye
Lens
contains light-sensitive cells – allows us to see details

clearly
Optic nerve
Activity 54: Anatomy of the ear

Specific Learning Outcome (SLO): After the laboratory activity the students can: 
Identify and describe external, middle and inner ear structures on a model or diagram.
Required Materials
 Ear model
 Course pack
Procedure
This activity requires you to label the structures of the ear on a model. You are provided a list of terms
below and you are expected to use every term provided. Using colored tape or post-it notes, please
write the number that corresponds to the term from the list and place them on your model. List of
Terms:
EXTERNAL & MIDDLE EAR INNER EAR
Pinna (auricle) Round window Cochlea Cochlear nerve
Auditory canal (external acoustic meatus) Tympanic Vestibule
membrane Anterior semicircular duct Posterior
Auditory (Eustachian) tube Malleus semicircular duct Lateral
Incus Stapes semicircular duct Vestibular nerve
Oval window
Check Your Understanding

1. Label the following figure by using the terms listed above.
91
2. How does information from the ear get to the brain? Illustrate with a simple diagram.
92
a. How sound waves striking the tympanic membrane result in movement of fluids in the inner ear?
b. Do you think prolonged exposure to loud noise cause hearing loss? Why?
c. What is the function of the inner ear?

A) Direct sound waves to the tympanic membrane.
B) Transforms sound waves into vibrations
C) Connects the middle ear with the nasopharynx
D) Transmit vibrations to the brain
8. Fill in the blank with the appropriate words.
STRUCTURE FUNCTION
Vestibule
transmits the electrical impulses generated for hearing to brain

Pinna
connects the middle ear to the nasopharynx
Tympanic membrane
transfers the vibration of the auditory ossicles to the cochlea
Vestibular nerve
transforms the sound in neural impulses
Auditory canal
transmits the sound vibrations from the eardrum to the inner ear
Activity 55: Endocrine System

a. Compare the effects of the nervous system and the endocrine system in controlling the body
b. Compare protein and steroid hormones with respect to position and method of action and give examples
of each type
c. Describe three methods for regulating the release of hormone
d. Identify the glands of the endocrine system on a diagram
e. List the hormones produced by each endocrine gland and describe the effects of each on the body
f. Describe how the hypothalamus controls the anterior and posterior pituitary
g. Explain why the anterior pituitary is called the master gland
h. Explain how the endocrine system responds to stress
93
 Anatomical model
 Course pack
3. Procedure:
a. Accomplish the SLO stated above.
b. Label the glands of the Endocrine System
94
4.5 Check Your Understanding
a. Name some general functions of hormones.

____________________________________________________________________
____________________________________________________________________
b. Give three examples of protein hormones; of steroid hormones.
____________________________________________________________________
____________________________________________________________________
c. Why are certain cells the target tissue for a given hormone?
95
____________________________________________________________________
____________________________________________________________________
d. Name the two divisions of the pituitary and describe the effects of the hormones from each.
____________________________________________________________________
____________________________________________________________________
e. What type of system connects the anterior pituitary with the hypothalamus? What is carried to the
pituitary by this system?
____________________________________________________________________
____________________________________________________________________
f. Where is the thyroid gland located? What is its main hormone, what does it do?
____________________________________________________________________
____________________________________________________________________
g. What is the main purpose of PTH? What are the effects of removal of the parathyroid glands? Of
excess secretion?
____________________________________________________________________
____________________________________________________________________
h. Name the two divisions of the adrenal glands and describe the effects of the hormones from each.
____________________________________________________________________
____________________________________________________________________
i. What is the main purpose of insulin in the body? Name and describe the condition characterized by
insufficient production of insulin.
____________________________________________________________________
____________________________________________________________________
Unit IV Transport and Maintenance

Activity 55: Cardiovascular System
a. Describe the primary functions of blood.
b. List the formed elements of blood and identify the most important function of each.
c. Explain the steps involved in blood clotting.
d. Describe ABO and Rh blood typing.
e. Describe the three layers of the heart.
f. Name the four chambers of the heart.
g. Name the valves at the entrance and exit of each ventricle.
h. Briefly describe blood circulation through the myocardium.
i. Name the components of the heart’s conduction system.
j. Briefly describe the cardiac cycle.
k. Explain what produces the two heart sounds.
l. Differentiate among the three main types of vessels in the body with regard to structure and function.
m. Compare the locations and functions of the pulmonaryand systemic circuits.
n. Describe the three coats of the blood vessels.
o. Name the four sections of aorta.
p. Name the main branches of the aorta.
q. Name the main vessels that drain into the superior and inferior venae cavae.
r. Describe the structure and function of the hepatic portalsystem.
s. Define pulse and list factors that affect the pulse rate.
t. Explain how blood pressure is commonly measured.
2. Required Materials  Anatomical diagram
 Course pack
96
3. Procedures:
a. Secure anatomical diagram involving the cardiovascular system.
b. Accomplish the SLO stated above.
4. Check your understanding:
a. Label the diagrams and state the function of each cell.
97
b. Draw and Label the Parts of WBC
c. Present in a table the blood groups
d. Label the parts of the heart
98
e. Trace the pulmonary and systemic blood circulation. Present in a schematic diagram.
f. Trace the hepatic portal circulation. Present in a schematic diagram.
99
g. Secure a heart specimen of an animal. (pig). With the group examine the different parts of the heart. In
detail, write your observation.
Activity 56: Respiratory System

a. Describe the purpose of the respiratory system
b. Differentiate between external and internal respiration
c. Name all of the structures of the respiratory system
d. Explain how food and foreign materials are kept out of therespiratory tract
e. Explain the mechanism for the pulmonary ventilation
f. List and define five breathing volumes
g. Describe in which respiration is regulated
2. Materials Needed:  Anatomical model/diagram
 Course pack
100
3. Procedure:
Accomplish the SLO stated above using the course pack and other materials.
a. Label the diagrams.
101
102
b. Define in the following terms:
Alveolus
Bronchiole
Bronchus
Chemoreceptor
Diaphragm
Epiglottis
Hilus
Hypoxia
Larynx
Lung
Mediastinum
Pleura
Respiration
Surfactant
c. Describe the pulmonary ventilation. Present the physiology of respiration.
d. Trace the pathway of air from the outside into the blood
f. What are chemoreceptors and how do they function toregulate breathing?
103
g. Observe the breathing of a classmate.

Complete the table below based on your
observation.
DURING INHALATION DURING EXHALATION
Sternum
Ribs
Diaphragm
Abdominal muscle
h. Define air volumes used to measure breathing and indicate the average value
Volume Definition Average Value
Tidal volume
Vital Capacity
Residual Volume
Total Lung Capacity
Functional residual capacity
Activity 57: Digestive System

a. Name the two main functions of the digestive system
b. Describe the four layers of the digestive tract wall
c. Describe the peritoneum
d. Name and describe the organs of the digestive tract
e. Name and describe the accessory organs of digestionand biliary apparatus
f. List the functions of each organ involved in digestion
g. Explain the role of enzymes in digestion and give examples of enzymes
h. Name the end products of fats, protein and carbohydrates digestion
i. Define absorption
j. Define villi and state how villi function in absorption
k. Describe how bile functions in digestion
l. List the main functions of the liver
m. Explain the use of feedback in regulating digestion and give several examples
Anatomical model/diagram
Course pack
3. Procedure:
Accomplish the SLO as stated through self check of understanding.
a. Define the following terms:
DEFINITION
Absorption
104
Enzyme
Accessory organ
Bile
Esophagus
Chime
Lacteal
Chyle
Hydrolysis
Colon
Mastication
Defecation
Peristalsis
Deglutition
Peritoneu
m
Digestion
Saliva
Duodenum
Sphincter
Emulsify
Villi
Peritoneu
m
Digestion
b. Label the diagrams:
105
106
The Oral Cavity
107
Complete the table:

h.
Digestive juices and Substance Digested Resulting Products*
enzymes (or hydrolysed)
Saliva
Amylase
Gastric Juice
Protease (Pepsin)
plus hydrochloric acid
Pancreatic Juice
Protease (trypsin) and
Lipase
Amylase
Intestinal Juice
Peptidases
Sucrase
Lactase
Maltase
b. What organs form the gastrointestinal tract?
c. What is the peritoneum? Name the two layers and describe their locations. Name four double-layered
peritoneal structures.
108
d. Differentiate between deciduous and permanent teeth with respect to kinds and numbers.
e. What is peristalsis? Name some structures in which it occurs.
f. Name two purposes of the acid in gastric juice
g. Name the principal digestive enzymes. Where is each formed? What does each do?
h. Where does absorption occur, and what structures are needed for absorption?
i. What types of digested materials are absorbed into theblood and in the lymph?
j. Name the accessory organs of digestion and the functions of each.
109
k. Name five non-digestive functions of the liver.
l. Which digestive juice emulsifies fats?
m. What juices digest carbohydrates? Proteins? Fats?
n. Where are simple sugars and amino acids absorbed into blood capillaries? Where are lipids absorbed into
lacteals?
o. Where is most of the water absorbed from the lumen of the digestive tract?
Activity 58: Urinary System
:
a. Discuss the structure & functions of the kidney
b. Explain Accessory excretory structures of the urinary system
c. Explain Urine and urination
d. Explain the most abundant elements in the body
e. Discuss movement of water across body compartments
f. Explain about electrolytes of the body
g. Explain acid base balance
110
 Anatomical model/diagram or picture 

Course pack
3. Procedure:
Accomplish the SLO stated above by carrying out the tasks below with the use of the model and course pack.

a. Label the diagrams.
111
112
113
2. Define the following terms:
114
TERMS DEFINITION
Cortex
Filtrate
Juxta-medullary nephron
Medulla
Nephron
Cortical nephron
Renal pelvis
Renal tubules
Trigone
Urinalysis
Urine
Buffer system
Electrolyte
Extra cellular fluid
Intracellular fluid
Hydrostatic
pressure
Osmotic pressure
3. What are the major functions of the urinary system?
4. Explain the processes of urine formation and present in a schematic diagram.
5. Trace the urine excretion.
6. What are electrolytes? What are the body’s electrolytes?
7. Explain the movement of fluid and electrolytes in the body’s system.
115
8. Explain the acid-base regulation in the body. (renal and respiratory) Activity 59: Reproductive
System
a. Discuss the male and female reproductive system
b. Explain the formation of sex cells
c. Explain conception and mechanism of contraception
 Anatomical model/diagram/pictures
 Course pack
3. Procedure:
Accomplish the SLO stated above by carrying out the tasks below with the use of the model and course
pack.
a. Define the following terms:
TERMS DEFINITION
Accessory sex ducts
Accessory sex glands
Conception
Contraception
gematogenesis
Mammary gland
Menstruation
Mons pubis
Ovary
ovulation
Penis
Perineum
Semen
Sperm
Testis
Uterine tubule/fallopian tube
Uterus
Vagina
116
b. Label the diagrams
117
118
119
 Explain the ovulation process  Illustrate the menstrual cycle.
 Complete the table.
HORMONE FUNCTION SOURCE
FEMALE
Estrogen
FSH (follicle-stimulating
hormone)
120
GnRH (Gonadotrophin
Releasing Hormone)
HCG (Human Chorionic
Gonadotropin)
LH (luteinizing hormone)
Progesterone
Prolactine
MALE FSH
GnRH
Inhibin
LH
Testosterone
References:
Daniel McNabney and DeLoris Hesse (2019). Anatomy and Physiology Lab 1. University of
Georgia (GA, USA). https://alg.manifoldapp.org/projects/anatomy-and-physiology-i-lab-manual
Elaine N. Marieb, (2000), Essentials of Human Anatomy and Physiology, Addison Welsey Longman Inc.,
San Francisco, 6th Ed.
Nega Assefa and Yosief Tsige (2003). Human Anatomy and Physiology. Ethiopia.https://www.
cartercenter.org/resources/pdfs/health/ephti/library/lecture_notes/nursing_students/ln_human_an
at_final.pdf
121

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ST.

MARY’S COLLEGE OF TAGUM, INC

Ignacian Core/Related Values: Faith: Strong Faith in God, Stewardship

This laboratory manual is written to provide the nursing students with

Activity 1: Hierarchy of Organization 1

Activity 33-A: Muscle ID on Models 62

MC1 – ANATOMY AND PHYSIOLOGY LABORATORY Activities

4. Check Your Understanding

Tissue; organelle; atom; organ; organ system; cell; organism; molecule

atom An atom is a particle of matter that uniquely defines a chemical

a group of atoms bonded together, representing the smallest

organelle any of a number of organized or specialized structures within a

a group of cells that have similar structure and that function

a living thing that has an organized structure, can react to stimuli,

- They perform unique functions in the body.

Activity 2: Anatomical Position

4. Check Your Understanding

Write your detailed step-by-step instructions in the provided table.

SCENARIO GIVEN INSTRUCTIONS

Activity 3: Directional Terms

DIRECTIONAL TERM DEFINITION EXAMPLE(S)

toward the head end of the body the hand

Activity 4: Sectional Planes – Pickle Dissection

4. Check Your Understanding

Activity 5: Body Cavities

BODY CAVITY ORGAN EXAMPLE(S)

Activity 6: Cell Anatomy

4. Check Your Understanding

b. Controls the flow of materials into and out of the cell.

4. Check Your Understanding

ORGANELLE FUNCTION (ONE SENTENCE OR PHRASE)

Activity 8: Cell Anatomy

4. Check Your Understanding

B. cytoplasm- medium for chemical reaction

b. Delimiting the cell from the environment around it.

4. Check Your Understanding

S phase, G1 phase, Anaphase, Prophase, Metaphase, Telophase, Cytokinesis, G0 phase

CELL CYCLE PHASE MAJOR CELLULAR EVENTS

Anaphase sister chromatids are pulled to opposite pole

Metaphase Sister chromatids line up at middle of cell

Telophase Chromosomes de-condense and nuclear envelopes reform

Cytokinesis Cleavage furrow separates daughter cells

G1 phase Significant cell growth to prepare for mitosis

Prophase Condensation of chromosomes

G0 phase Cells are not dividing

b. Label each of the following

TELOPHASE PROPHASE ANAPHASE

Activity10: Primary Tissues

4. Check Your Understanding

PRIMARY TISSUE TYPE DESCRIPTION

a. While organs are built up of tissues and are organized to

b. Muscle tissue, connective tissue, epithelial tissue, and nervous

Activity 11: Build-A-Tissue

e. Describe the structural

Allows selective exchange of large materials via membrane proteins from

4. Check Your Understanding

FUNCTIONAL TYPE LOCATION

Activity 12: Epithelial Tissues

Tagum City, Davao del Norte

Activity 13: Skeletal Muscle Anatomy

4. Check Your Understanding

MUSCLE SHAPE DESCRIPTION EXAMPLES