This is a lab manual for a college-level human anatomy course. Mastery of anatomy requires a fair amount of memorization and recall skills. The activities in this manual encourage students to engage with new vocabulary in many ways, including grouping key terms, matching terms to structures, recalling definitions, and written exercises. Most of the activities in this manual utilize anatomical models, and several dissections of animal tissues and histological examinations are also included. Each unit includes both pre- and post-lab questions and six lab exercises designed for a classroom where students move from station to station. The vocabulary terms used in each unit are listed at the end of the manual and serve as a checklist for practicals.

Welcome to Human Anatomy Laboratory, the study of the structures of the human body. Our goal is to make this one of the most relevant courses you will take in college. Our anatomy is made up of the structures derived from our skin, our skin (integument), and the structures under our skin that allow us to move, consume and distribute nutrients, send signals throughout the body, and much, much more. An understanding of human anatomy is essential for those entering health careers and other relevant fields, such as biomedical engineering and medical research. Most importantly, understanding your anatomy can help you make informed decisions about your health.

This anatomy lab course is designed to provide a foundation of knowledge in human anatomy and identification of anatomical structure through engaging activities and clinical application. The course will take a regional approach, beginning with a brief introduction to histology, radiology, and body systems followed by three sections covering different body regions: thorax, abdomen, and pelvis; head and neck; and the lower and upper extremities.

We will use human cadaveric specimens, radiology, virtual dissection programs, hands-on-activities, models, and palpation to help understand structural and functional anatomy. We will apply this information with case studies of injury and pathology. By the end of this course, you will have developed a thorough understanding of the anatomy of the human body, be able to apply that knowledge to make informed decisions about your health and be prepared for future studies and practice as a clinician in a variety of health settings.

COURSE LEARNING OUTCOMES
Upon completing this course, students will:

Identify key structures of the human body, including muscles, organs, and bones, and their characteristics.
Explain how structure governs function.
Recognize how structures work together in normal function.
Use anatomical terminology in communication with others in the health field.
Apply anatomical knowledge and identification skills in preparation for practice as a clinician in a variety of health fields.

Table of Contents:

I. Unit 1: Thorax, Abdomen, and Pelvis
II. Unit 2: Head and Neck
III. Unit 3: The Lower Extremities
IV. Unit 4: The Upper Extremities

An alternate version is available here: https://wisc.pb.unizin.org/virtualhumananatomylabmanual/

Human Anatomy and Physiology (A&P) 241 is the first class in a two quarter sequence in which human anatomy and physiology are studied using a body systems approach with emphasis on the interrelationships between form and function at the gross and microscopic levels of organization. You can think of this course as –An Owneręs Guide to the Human Body”. My goal is to help you learn how your body works so that you can explain concepts to others and apply knowledge to novel situations (e.g. make informed decisions regarding your own health and those whom you care about). Youęll also learn how to evaluate scientific research that forms the basis of our understanding of human anatomy and physiology and gain an appreciation for what remains to be discovered. To accomplish these goals requires significant effort from both of us. Although you will need to commit information to memory, I will ask you to focus on learning for understanding and your assessments will reflect this emphasis.

Table of Contents:

Chapter 1. Body Structure
Chapter 2. Homeostasis
Chapter 3. Atoms and Molecules
Chapter 4. The Chemistry of Water
Chapter 5. Biochemistry
Chapter 6. Cell Structure and Function
Chapter 7. Cell Biology: Membrane Transport
Chapter 8. Tissue Structure and Functions
Chapter 9. The Integumentary System
Chapter 10. The Skeletal System
Chapter 11. Joints
Chapter 12. Biomechanics
Chapter 13. Muscle Anatomy and Movement
Chapter 14. Muscle Physiology
Chapter 15. The Nervous System
Chapter 16. Sensory Systems

This textbook was created through Connecting the Pipeline: Libraries, OER, and Dual Enrollment from Secondary to Postsecondary, a $1.3 million project funded by LOUIS: The Louisiana Library Network and the Institute of Library and Museum Services. This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond by creating materials that can be adopted for dual enrollment environments. Dual enrollment is the opportunity for a student to be enrolled in high school and college at the same time.

The cohort-developed OER course materials are released under a license that permits their free use, reuse, modification and sharing with others. This includes a corresponding course available in Moodle and Canvas that can be imported to other platforms.

The overall purpose of this preparatory course textbook is to help students familiarize with some terms and some basic concepts they will find later in the Human Anatomy and Physiology I course.

The organization and functioning of the human organism generally is discussed in terms of different levels of increasing complexity, from the smallest building blocks to the entire body. This Anatomy and Physiology preparatory course covers the foundations on the chemical level, and a basic introduction to cellular level, organ level, and organ system levels. There is also an introduction to homeostasis at the beginning.

In this lab, the student will review the physiology of the organ systems by using images of models, experiments, and videos. Then the student will be asked to assess his or her knowledge, which can eventually be put to practical or experimental use. Upon successful completion of this lab supplement, students will be able to: describe techniques used to measure the function of organ systems; relate diagnostic tools, such as those used to measure ECG, EEG, and EMG activity, and those used in spirometry and urinalysis tests, to the physiological processes; relate diagnostic tests, such as the patellar and plantar reflex tests, to physiological processes; perform laboratory observations and experiments; collect, analyze, and interpret data; and form conclusions. (Biology 304 Laboratory)

Lectures and clinical case discussions designed to provide the student with a clear understanding of the physiology, endocrinology, and pathology of human reproduction. Emphasis is on the role of technology in reproductive science. Suggestions for future research contributions in the field are probed. Students become involved in the wider aspects of reproduction, such as prenatal diagnosis, in vitro fertilization, abortion, menopause, contraception and ethics relation to reproductive science. This course is designed to give the student a clear understanding of the pathophysiology of the menstrual cycle, fertilization, implantation, ovum growth development, differentiation and associated abnormalities. Disorders of fetal development including the principles of teratology and the mechanism of normal and abnormal parturition will be covered as well as the pathophysiology of the breast and disorders of lactation. Fetal asphyxia and its consequences will be reviewed with emphasis on the technology currently available for its detection. In addition the conclusion of the reproductive cycle, menopause, and the use of hormonal replacement will be covered.

The hypothalamus is a small area in the ventral diencephalon of the forebrain, in the floor of the third ventricle, and is a functional link between the nervous and endocrine systems.

The hypothalamus is inherently female. Testosterone 'defeminizes' the brain during embryogenesis and eliminates the GnRH surge centre in males. The female foetus has no testes to produce testosterone, thus developes a hypothalamic GnRH surge centre.

The ileum is the terminal portion of the small intestine and continues from the jejunum. It opens into the caecum at the ileocaecal orifice. The intestinal epithelium is mainly absorptive, with much less digestion occurring compared to the duodenum and the jejunum.

The term 'implantation' is often used to describe the attachment of the placental membranes to the endometrium in most animals. True implantation is a phenomenon in rodents and humans in which the conceptus 'buries' itself in the uterine endometrium. The conceptus temporarily disappears beneath the surface. In most other species, the conceptus does not truly implant, but attaches to the endometrial surface and remains in the luminal compartment.

The integumentary system is an organ system that forms the protective covering of an animal and comprises the skin (including glands and their products), haircoat or feathers, scales, nails, hooves and horns. The integumentary system has a variety of functions; in animals, it serves to waterproof, cushion and protect the deeper tissues, excrete waste, regulate temperature and is the location of sensory receptors for pain, pressure and temperature. Generally mammalian skin is covered with hair and is termed hirsute skin. Where hair is absent, it is termed glabrous skin.

The intermediate mesoderm exists as a strip of tissue between the lateral plate mesoderm and somites. It gives rise to the urinary system and some parts of the reproductive system. Kidney development includes three forms: Pronephros, Mesonephros, and Metanephros. Mammals develop all three, and continue to use the metanephros in adult life. More primitive animals have only the first one or two.

Sexual differentiaton by default follows a pathways for development of female internal and external genitalia, requiring no active intervention. Endocrine activity of the testes, production of Androgens by Leydig cells and Mullerian Inhibiting hormone (MIH) by Sertoli cells, is required for sexual differentiation to be diverted down the male genitalia development pathway.

This text was designed for use in the human osteology laboratory classroom. Bones are described to aid in identification of skeletonized remains in either an archaeological or forensic anthropology setting. Basic techniques for siding, aging, sexing, and stature estimation are described. Both images of bone and drawings are included which may be used for study purposes outside of the classroom. The text represents work that has been developed over more than 30 years by its various authors and is meant to present students with the basic analytical tools for the study of human osteology.

Introduction to Neuroscience is designed for undergraduate students enrolled in introductory neuroscience courses. Specifically, this text targets students enrolled in Introduction to Neuroscience 1 and Introduction to Neuroscience 2 at Michigan State University and contains topics covered in those courses.

The jejunum continues from the duodenum and leads into the ileum. It is the longest part of the small intestine and is highly coiled. It has digestive and absorptive functions.

The kidneys are formed from the intermediate mesoderm. Firstly it begins to thicken longitudinally in its caudal domain. This is called the nephrogenic thickening. From this thickening three so called attempts at producing excretory origins arise. All the attempts have at the histological level a series of excretory tubules however only one of these attempts forms the kidney in adult life.

The large intestine extends from the ileum of the small intestine to the anus. Water, electrolytes and nutrients are absorbed which concentrates the ingesta into faeces. Faeces are stored prior to defeacation. There is no secretion of enzymes and any digestion that takes place is carried out by microbes. All species have a large microbial population living in the large intestine, which is of particular importance to the hindgut fermenters. For this reason, hindgut fermenters have a more complex large intestine with highly specialised regions for fermentation.