An Overview of Anatomy and Physiology

• Anatomy- the study of body structure; the names of body parts• Gross Anatomy-

general body structures that can be seen with the naked eye

• Microscopic anatomy- small and requires a microscope

• Cytology- study of cells• Histology- study of

tissues

An Overview of Anatomy and Physiology• Physiology--study of the

functions of the body parts

• Relationship between anatomy and physiology– The structures (anatomy)

determine what functions (physiology) take

– Example: Nerve cells are long and thin (structure) to conduct messages (function)

Structure always determines function

• Cells of your body

Levels of Structural Organization

• Atoms molecules organelles

• Cells--the basic unit of life

Levels of Structural Organization• Tissues--groups of similar cells

working together– epithelial tissue--covers the

surface of the body and lines the cavities

– nervous tissue--forms the brain, spinal cord, and nerves

– connective tissue--used for support (bones and and cartilage), for the attachment of other tissues (tendons, ligaments, and fascia), or for other specialized functions (blood)

– muscle tissue--moves parts attached to it; skeletal, smooth, cardiac

Levels of Structural Organization• Organs--groups of

similar tissues working together

Levels of Structural Organization• Organ Systems--organs working

together to perform a specific body function– integumentary--protects

internal body structures against injury and foreign substances; prevents fluid loss; important in temperature regulation

– skeletal--supports and protects soft tissues and organs; provides framework; attachments for muscles; produces blood cells

Levels of Structural Organization– muscular--moves body and its

parts; maintenance of posture; production of body heat

– nervous--controls and integrates body activities; responsible for "higher functions" such as thought and reasoning

– endocrine--regulates body metabolism

– cardiovascular--transports materials between different cells and tissues

Levels of Structural Organization– immune--protects the body against

infection and invasion– respiratory--provides for the intake

and output of air, as well as the exchange of gases

– digestive--supplies body with substance (food) from which energy is derived; transports wastes from the body

– urinary--filters wastes from the blood; helps maintain water and electrolyte balance

– reproductive--produces gametes; continues the species

• Organism- The sum total of all structural levels working in unison

Levels of Structural Organization

Group Brainstorm• As a group see if you can come up with all the

LIFE FUNCTIONS of our body• Write on a piece of white paper• Share with class

• What does the human body NEED to SURVIVE? (should be 5 of these) – Write these on the other side of your white paper– Beside of each, connect this to one of the life functions – Share

Necessary Life Functions• Maintaining boundaries

– “inside” remains distinct from “outside”; cells have cell membrane, body has skin

• Movement– muscular system and movement of

substances through internal organs• Responsiveness

– sense and respond to changes in the environment; nervous system

• Digestion– breakdown and delivery of nutrients

to the body

Necessary Life Functions• Metabolism- all chemical reactions within the

body– Breaking down and building (synthesis) of new

molecules– depends on the digestive and respiratory

systems• Excretion

– elimination of waste from metabolic reactions– Involves digestive, urinary, and respiratory

system.• Reproduction

– production of offspring (requires sperm and egg)

– cellular reproduction (mitosis) - produces identical cells for growth or repair

• Growth– increasing of cell size and number

Survival Needs• Nutrients (food)- chemicals

used for energy and cell building

• Oxygen required for chemical reactions (cellular respiration) that release energy from food

• Water– makes up 60-80% of our body

weight, fluid base for secretions and excretions , watery environment necessary for metabolic reactions

Survival Needs• Body Temperature - around 98°F

– if body temperature is too high, proteins break down and chemical reactions do not take place

• Atmospheric Pressure– Needed for exchange of gases (carbon dioxide and oxygen) in lungs– At high altitudes the atmospheric pressure is lower and the air is

thinner making gas exchange more difficult.

Ticket Out the Door• 1. Place the

following in the correct order:– Cells– Atom– Organ system– Organ– Organism– tissues– Molecules– organelles

2. Which body system?a. Filters wastes from bloodb. Transports nutrientsc. Breaks down foodd. Defends against antigense. Makes gametesf. Produces red blood cellsg. Contracts to produce movementh. Gas exchangei. Controls all body systemsj. Has glands that release

hormones k. Thermoregulation, sensory,

protection from environment

Question of the Week- How do you get rid of an ingrown hair?

• In order to get rid of ingrown hairs you want to remove the hair from growing back in on itself. You can do this by gently exfoliating areas where you are likely to get ingrown hairs, your face, legs, thighs, etc.

• For an already painful ingrown hair, you can get rid of ingrown hair bumps by tweezing out the perpetrating hair with a tweezer. After tweezing the hair, you should apply rubbing alcohol and some antibiotic ointment to prevent infection.

• If already infected apply a warm compress- keep doing this until you can get some of the pus out

Question of the Week:

Why does the feeling of being hugged relieve stress?

Question of the Week: Why does the feeling of being hugged relieve stress?

Source: Web MD• Austistic kids sleep with weighted blankets• Deep Touch Pressure works on the principle of applying weight or pressure to provide proprioceptive input which calms

and modulates the central nervous system which aids the processing of sensory information (Grandin 1992, McClure & Holtz-Yotz 1991). This calming and organising has the effect of making the child feel more grounded and lowers the state of arousal.

• Special dog vests that relieve stress for dogs while traveling (pressure redirects their focus)

– “More good news from the annals of affection: Researchers at the University of North Carolina at Chapel Hill recently found that holding hands and hugging can measurably reduce stress. Fifty couples were asked to hold hands for 10 minutes, then hug for 20 seconds. A second group of 85 people rested quietly, not touching their significant others. Researchers then asked people in both groups to talk about a past event that left them angry or anxious. Those who hadn't cuddled before revisiting the past exhibited signs of elevated heart rate and blood pressure. But couples who had hugged and held hands weren't nearly as ruffled. "The gentle pressure of a hug can stimulate nerve endings under the skin that send calming messages to the brain and slow the release of cortisol," explains Tiffany Field, Ph.D., director of the University of Miami Medical School's Touch Research Institute. And if your honey isn't on hand? Field says other studies have found that a hug from a friend or a professional massage can also help banish tension.”

• http://www.youtube.com/watch?v=AIpdl11Kxyo

• Homeostasis video

Homeostasis• Maintenance of a stable

internal environment = a dynamic state of equilibrium– maintained for normal body

functioning– involves nervous and

endocrine systems– Imbalance of homeostasis

results in disease• A stimulus (stress) is something

that disrupts homeostasis

Homeostasis• Three components of a feedback system:

– Receptor- senses and responds to changes (sends message to control center)

– Control Center- (usually spinal cord, brain or endocrine organ) • Assesses changes and produces a

response• determines set point (normal levels)

• Effector- body structure which receives the message from control center and produces a change or response

Homeostasis• Feedback Mechanisms

– Negative feedback- reduce or stop the original stimulus• includes most homeostatic control systems• works like a household thermostat

• example: blood sugar levels

Sugar Regulation- A negative feedback example

Homeostasis– Positive Feedback- increases the

original stimulus

• Examples: blood clotting

                                           

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Engineered Room Control Feedback Loop Human Body

Thermoregula-tion

Room Temperature Variable

The characteristic that is controlled

Body temperature

Thermometer Sensor

Detects the value of the variable

Nerve receptors

Thermostat

IntegratorCompares the actual value of

the variable to a pre-determined setpoint value

Brain (hypothalamus)

Furnace Effector

Instrument that has an effect on (changes) the variable

Muscles (shivering

Homeostasis Review

• When we exercise our muscles give off carbon dioxide as a waste product. This increase in the level of carbon dioxide in the blood. Receptors in the carotid arteries sense the change in carbon dioxide and send a message to the brain. The brain will stimulate the lungs to increase respiration. This will lower the amount of carbon dioxide in the blood.

Identify the :RECEPTOR

CONTROL CENTER:

EFFECTOR

Homeostasis Review• In the example of blood

pressure increasing, receptors in the carotid arteries detect the change in blood pressure and send a message to thebrain. The brain will cause the heart to beat slower and thus decrease the blood pressure. Decreasing heart rate has a negative effect on blood pressure.

Identify the :RECEPTOR

CONTROL CENTER:

EFFECTOR

Complete pg. 1E

• Regional terms

Body components

Language of Anatomy• Special terminology used to prevent

misunderstanding where exact terms are used for; position, direction, regions and structures– Examples:

• Directional terms- superior means toward the head end

• Regional Terms- brachial refers to the arm

• Anatomical position- body is erect with feet parallel and arms hanging at the sides with the palms facing forward.

Anatomy Directional Terms

TermTerm DefinitionDefinition ExampleExample

Superior Superior (cranial)(cranial)

Toward the head end or Toward the head end or upper part of a structure upper part of a structure

of the body; aboveof the body; above

The belly button is The belly button is superior to the knees.superior to the knees.

InferiorInferior(caudal)(caudal)

Away from the head end Away from the head end or toward the lower part or toward the lower part

of a structure of the of a structure of the body; belowbody; below

The nose is inferior to the The nose is inferior to the forehead.forehead.

AnteriorAnterior(ventral)(ventral)

Toward or at the front of Toward or at the front of the body; in front ofthe body; in front of

The breastbone is anterior The breastbone is anterior to the spine.to the spine.

PosteriorPosterior(dorsal)(dorsal)

Toward or at the back of Toward or at the back of the body; behindthe body; behind

The spinal cord is The spinal cord is posterior to the posterior to the

esophagus.esophagus.

Anatomy Directional Terms

MedialMedial Toward or at the mid-line Toward or at the mid-line of the body; of the body;

on the inner side ofon the inner side of

The heart is medial to the The heart is medial to the arm.arm.

IntermediateIntermediate Structure located Structure located between more medial between more medial and lateral structures.and lateral structures.

The collarbone is The collarbone is intermediate to the intermediate to the

breastbone and shoulder.breastbone and shoulder.

LateralLateral Away from the mid-line of Away from the mid-line of body; on the outer side ofbody; on the outer side of

The ribs are lateral to the The ribs are lateral to the breastbone.breastbone.

ProximalProximal Nearest the trunk, or Nearest the trunk, or closest to attachment of closest to attachment of

a limb to the body.a limb to the body.

The knee is proximal to The knee is proximal to the foot.the foot.

DistalDistal Farther from the origin of Farther from the origin of the body (trunk) or point the body (trunk) or point of attachment of a limb of attachment of a limb

to the body trunk.to the body trunk.

The wrist is distal to the The wrist is distal to the elbow.elbow.

SuperficialSuperficial Toward or at the body Toward or at the body surfacesurface

The skin is superficial to The skin is superficial to the skeletal muscles.the skeletal muscles.

DeepDeep Away from the body Away from the body surface; more internalsurface; more internal

The lungs are deep to the The lungs are deep to the skin.skin.

Regional Term Review

http://www.wisc-online.com/objects/index_tj.asp?objid=AP15405

• The wrist is ________ to the hand.• The breastbone is ________ to the spine.• The brain is _______ to the spinal cord.• The lungs are _______ to the heart.• The ankle is ________ to the knee.

Directional Terms:Proximal distal medial lateral anterior posterior

Superior inferior

Body Planes and Sections

• Sagittal - lengthwise cut dividing the body into right and left parts•Frontal – lengthwise cut that divides the body into anterior and posterior parts•Transverse- horizontal cut that divides the body or organ into superior and inferior parts, also called a cross-section

• Dorsal Body Cavity includes:– Cranial cavity- space

encased by the skull– Spinal cavity- runs within

the vertebral column

• Ventral Body Cavity includes:– Thoracic Cavity- includes lungs,

heart, and is protected by the rib cage (ends at diaphragm)

– Abdominopelvic Cavity- stomach, liver, intestines. This cavity can be broken into six distinctive regions:

– Pelvic Cavity- includes reproductive organs, bladder and rectum

•

Body components

Question of the Week

• What is the difference between cataract surgery and lasik eye surgery?

Flashcard Warm-up 1/31 #11

• #11 Dorsal Body and Ventral Body Cavities

• Use your notes to explain these two cavities and the structures they would contain

Question of the Week• Why do we have a hole in the

heart when we are born?• Called a Patent Formen Ovale• 1 in 5 adults have this, some

people never experience any symptoms

• PFO is present in everyone before birth but seals shut in about 80 percent of people.

• A PFO is congenital, meaning it is a defect that is inborn or exists at birth. Stated another way, the defect is an abnormality, not a disease. The septum between the two atrium of the heart developed normally before birth but the flap did not seal completely after birth.

Test ReviewWith partner take turns EXPLAINING the following to each other• Difference between anatomy and physiology• Survival needs• Life functions and which body systems they are associated

with• Homeostasis- positive and negative feedback, parts of a

homeostasis feedback loop• Anatomical position• Body planes• Regional terms• Directional terms

• http://freezeray.com/biology.htm– Drag and drop to use with promethean

• ANATOMY

• Get Body Smart (8-12) http://www.getbodysmart.com An Online Examination of Human Anatomy and Physiology. Visually Learn About the Human Body Using Our Interactive "Flash" Animations

• Inner Learning Online (9-12) http://www.innerbody.comWelcome to inner exploration of Human Anatomy. Each topic has animations, 100’s of graphics, and thousands of descriptive links.

• Inside the Brain - An Interactive Tour (6-12) http://www.alz.org/brain/overview.asp

• The Heart: An Online Exploration. (4/5-12) www.fi.edu/biosci/heart.html This site was developed by the Franklin Institute of Science Museum. It is an interactive museum exhibit devoted to the heart. Included are statistics, resource materials, enrichment activities and a brief glossary.

• Neuroscience for Kids (K-8http://faculty.washington.edu/chudler/neurok.html) This site is designed to help students learn more about the nervous system. It also includes links with information on the brain, spinal cord, the neuron, the senses, and other related topics.

• Science & Nature’s Mind & Body (6-12) http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml This site, from the UK, has numerous interactive sites and pages related to the human body and mind.

• FreezeRay (4-12) http://freezeray.com/index.html This site offers a growing bank of imaginative, highly visual teaching-aids developed for use with interactive whiteboards in schools. The resources are designed to be used as rich sources of visually stimulating material, making use of both animations and drag and drop interactivity.

• Human Body Lesson Plans from Discovery.com http://school.discovery.com/lessonplans/body.html

• Nervous System - Anatomy & Physiology from Get Body Smart (need Flash Player)http://www.getbodysmart.com/ap/nervoussystem/menu/menu.html

• Virtual Body (K-12)http://medtropolis.com/Vbody.aspThis site contains a collection of interactive presentations on the functions of the brain, the digestive system, the heart, and the skeleton of the human body.

• Virtual Brain Tour (6-12) http://suhep.phy.syr.edu/courses/modules/MM/brain/brain.html

• Virtual Dissections, Labs and Field Trips (9-12) http://www.accessexcellence.org/RC/virtual.phpThis site has activities related to Biology and Health