Solution Manual for Laboratory Manual for Anatomy and Physiology, 6th Edition

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1
1
The Language of Anatomy
E x E r c i s E
If time is limited, most of this exercise can be done as an out-of-class assignment.
Time Allotment: ½ hour in lab.
Multimedia Resources: See Appendix B for a list of multimedia resource distributors.
Biology Essentials: The Human Body: The Ultimate Machine (CBS, 22 minutes, DVD)
Advance Preparation
1. Set out human torso models and have articulated skeletons available.
2. Obtain three preserved kidneys (sheep kidneys work well) and three bananas. Cut one of each in trans-
verse section, one in longitudinal section (usually a sagittal section), and leave one uncut. Label the kid-
neys and put them in a demonstration area. You may wish to add a fourth kidney to demonstrate a frontal
section.
3. The day before the lab, prepare gelatin or Jell-O® spaghetti using slightly less water than is called for and
cook the spaghetti until it is al dente. Pour the gelatin into several small molds and drop several spaghetti
strands into each mold. Refrigerate until lab time.
4. Set out gelatin spaghetti molds and scalpel.
Comments and Pitfalls
1. Students will probably have the most trouble understanding proximal and distal; other than that there
should be few problems.
Answers to Activity Questions
Activity 2: Practicing Using Correct Anatomical Terminology (p. 3)
1. The wrist is proximal to the hand.
2. The trachea (windpipe) is anterior or ventral to the spine.
3. The brain is superior or cephalad to the spinal cord.
4. The kidneys are inferior or caudal to the liver.
5. The nose is medial to the cheekbones.
6. The chest is superior to the abdomen.
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R E V I E W S H E E T
2
The Language of Anatomy
Surface Anatomy
Name
Lab Time/DateE x E R c I S E1
acromial
brachial
carpal
cervical
crural
digital
patellar
popliteal
scapular
vertebral
crural 1. lower portion of the lower limb
digital 2. referring to the fingers
popliteal 3. posterior aspect of the knee
scapular 4. shoulder blade region
carpal 5. wrist area
1. Match each of the following descriptions with a key term, and record the term in front of the description.
Key:
patellar 6. anterior aspect of knee
brachial 7. referring to the arm
vertebral 8. backbone, or spine
acromial 9. point of the shoulder
cervical 10. referring to the neck
Body Orientation, Direction, Planes, and Sections
2. Several incomplete statements are listed below. Correctly complete each statement by choosing the appropriate anatomical term
from the key. Write the key terms on the correspondingly numbered blanks below. Some terms may be used more than once.
Key: anterior inferior posterior superior
distal lateral proximal transverse
frontal medial sagittal
In the anatomical position, the umbilicus and knees are on the 1 body surface; the calves and shoulder blades are on the
2 body surface; and the soles of the feet are the most 3 part of the body. The ears are 4 and 4 to the shoulders and
5 to the nose. The breastbone is 6 to the vertebral column (spine) and 7 to the shoulders. The elbow is 8 to the shoulder but
9 to the fingers. The thoracic cavity is 10 to the abdominopelvic cavity and 11 to the spinal cavity. In humans, the ventral
surface can also be called the 12 surface; however, in quadruped animals, the ventral surface is the 13 surface.
If an incision cuts the brain into superior and inferior parts, the section is a 14 section; but if the brain is cut so that
anterior and posterior portions result, the section is a 15 section. You are told to cut a dissection animal along two planes so
that the lungs are observable in both sections. The body plane that would not meet these criteria is 16 .
1. anterior
2. posterior
3. inferior
4. superior
medial
5. lateral
6. anterior
7. medial
8. distal
9. proximal
10. superior
11. anterior
12. anterior
13. inferior
14. transverse
15. frontal
16. sagittal
2
3. A nurse informs you that she is about to give you a shot in the lateral femoral region. What portion of your body should you
uncover?
Side of upper thigh
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4. Correctly identify each of the body planes by inserting the appropriate term for each on the answer line below the drawing.
1. Median (mid-sagittal) plane 2. Frontal 3. Transverse
Body Cavities
5. Which body cavity would have to be opened for the following types of surgery? (Insert the key term(s) in the same-numbered
blank. More than one choice applies.)
Key: abdominopelvic dorsal thoracic
cranial spinal ventral
1. surgery to remove a cancerous lung lobe 1. thoracic/ventral
2. gastric bypass surgery to reduce the size of the stomach 2. abdominopelvic/ventral
3. surgery to remove a ruptured disk 3. spinal/dorsal
4. appendectomy (surgical removal of the appendix) 4. abdominopelvic/ventral
5. removal of a brain tumor 5. cranial/dorsal
6. removal of the gallbladder 6. abdominopelvic/ventral
6. Correctly identify each of the described areas of the abdominal surface by inserting the appropriate term in the answer blank
preceding the description.
hypochondriac region 1. overlies the lateral aspects of the lower ribs
umbilical region 2. surrounds the “belly button”
hypogastric region 3. encompasses the pubic area
epigastric region 4. medial region overlying the stomach
7. What are the bony landmarks of the abdominopelvic cavity?
Rib cage and pelvis
8. Which body cavity provides the least protection to its internal structures? Abdominopelvic cavity
Review Sheet 1 3
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4
2 E x E r c i s E
Organ Systems Overview
Time Allotment: 1½ hours (rat dissection—1 hour; human torso model—½ hour).
Multimedia Resources: See Appendix B for a list of multimedia resource distributors.
Homeostasis (FHS: 20 minutes, DVD, 3-year streaming webcast)
Homeostasis: The Body in Balance (HRM, IM, 26 minutes, DVD)
Advance Preparation
1. Make arrangements for appropriate storage and disposal of dissection materials. Check with the
Department of Health or the Department of Environmental Protection, or their counterparts, for state
regulations.
2. Designate a disposal container for organic debris, set up a dishwashing area with hot soapy water and
sponges, and provide lab disinfectant such as Wavicide-01 (Carolina) for washing down the lab benches.
3. Set out safety glasses and disposable gloves for dissection of freshly killed animals (to protect students
from parasites) and for dissection of preserved animals.
4. Decide on the number of students in each dissecting group (a maximum of four is suggested; two is prob-
ably best). Each dissecting group should have a dissecting pan, dissecting pins, scissors, blunt probe, for-
ceps, twine, and a preserved or freshly killed rat.
5. Preserved rats are more convenient to use unless small mammal facilities are available. If live rats are used,
they may be killed a half hour or so prior to the lab by administering an overdose of ether or chloroform.
To do this, remove each rat from its cage and hold it firmly by the skin at the back of its neck. Put the rat
in a container with cotton soaked in ether or chloroform. Seal the jar tightly and wait until the rat ceases to
breathe.
6. Set out human torso models and a predissected rat.
Comments and Pitfalls
1. Students may be overly enthusiastic when using the scalpel and cut away organs they are supposed to
locate and identify. Have blunt probes available as the major dissecting tool and suggest that the scalpel be
used to cut only when everyone in the group agrees that the cut is correct.
2. Be sure the lab is well ventilated, and encourage students to take fresh air breaks if the preservative fumes
are strong. If the dissection animal will be used only once, it can be rinsed to remove most of the excess
preservative.
3. Organic debris may end up in the sinks, clogging the drains. Remind the students to dispose of all dissec-
tion materials in the designated container.
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Answers to Activity Questions
Activity 6: Examining the Human Torso Model (pp. 15–16)
Digestive: esophagus, liver, stomach, pancreas, small intestine, large intestine (including rectum), gallbladder
Urinary: kidneys, ureters, bladder
Cardiovascular: heart, descending aorta, inferior vena cava
Endocrine: thyroid gland, pancreas, adrenal gland
Reproductive: uterus
Respiratory: lungs, bronchi, trachea, diaphragm
Lymphatic: spleen
Nervous: brain, spinal cord, medulla of adrenal gland
Exercise 2 5
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6 R E V I E W S H E E T
urinary 1. rids the body of nitrogen-containing wastes
endocrine 2. is affected by removal of the adrenal gland
skeletal 3. protects and supports body organs; provides a framework for muscular action
cardiovascular 4. includes arteries and veins
endocrine 5. composed of glands that secrete hormones
integumentary 6. external body covering
lymphatic 7. houses cells involved in the body’s immune response
digestive 8. breaks down ingested food into its absorbable units
respiratory 9. loads oxygen into the blood
cardiovascular/endocrine 10. uses blood as a transport vehicle
muscular 11. generates body heat and provides for locomotion of the body as a whole
urinary 12. regulates water and acid-base balance of the blood
reproductive and endocrine 13. necessary for conception and childbearing
integumentary 14. is damaged when you fall and scrape your knee
1. Using the key choices, indicate the body systems that match the following descriptions. Then, circle the organ systems
(in the key) that are present in all subdivisions of the ventral body cavity.
Key:
Name
Lab Time/Date
Organ Systems Overview
E x E R c I S E2
cardiovascular integumentary nervous skeletal
digestive lymphatic reproductive urinary
endocrine muscular respiratory
2. Using the above key, choose the organ system to which each of the following sets of organs or body structures belongs:
lymphatic 1. lymph nodes, spleen, lymphatic vessels respiratory 4. trachea, bronchi, alveoli
skeletal 2. bones, cartilages, ligaments reproductive 5. uterus, ovaries, vagina
endocrine 3. thyroid, thymus, pituitary gland cardiovascular 6. arteries, veins, heart
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Review Sheet 2 7
3. Using the key below, place the following organs in their proper body cavity. Some responses may be used more than once.
Key: abdominopelvic cranial spinal thoracic
abdominopelvic 1. stomach abdominopelvic 6. urinary bladder
thoracic 2. esophagus thoracic 7. heart
abdominopelvic 3. large intestine thoracic 8. trachea
abdominopelvic 4. liver cranial 9. brain
spinal 5. spinal cord abdominopelvic 10. rectum
4. Using the organs listed in item 3 above, record, by number, which would be found in the following abdominopelvic regions:
3, 6, 10 1. hypogastric region 1, 3, 4 4. epigastric region
3 2. right lumbar region 3 5. left iliac region
3 3. umbilical region 1, 3 6. left hypochondriac region
5. The five levels of organization of a living body, beginning with the cell, are as follows: cell, tissue ,
organ , organ system , and organism.
6. Define organ: A structure composed of two or more tissues that performs a specialized function
7. Using the terms provided, correctly identify all of the body organs provided with leader lines in the drawings below. Then
name the organ systems by entering the name of each on the answer blank below each drawing.
Key: blood vessels heart nerves spinal cord urethra
brain kidney sensory receptor ureter urinary bladder
1. Nervous 2. Cardiovascular 3. Urinary
Brain
Sensory receptor
Spinal cord
Nerves
Heart
Blood vessels
Kidney
Ureter
Urinary bladder
Urethra
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8
3 E x E r c i s E
The Cell—Anatomy and Division
The Anatomy of the Composite Cell section can be given as an out-of-class assignment to save time.
This might be necessary if audiovisual material is used.
Time Allotment: 2 hours.
Multimedia Resources: See Appendix B for a list of multimedia resource distributors.
The Cell: Structure, Function, and Process (HRM, CD-ROM)
Inside the Living Cell (WNS, 50 minutes, DVD)
An Introduction to the Living Cell (CBS, 30 minutes, DVD)
A Journey Through the Cell (FHS, 2-part series, 25 minutes each, DVD)
Mitosis and Meiosis (DE, 23 minutes, DVD)
Advance Preparation
1. Set out slides (one per student) of simple squamous epithelium, teased smooth muscle, human blood cell
smear, sperm, and whitefish blastulas. Students will also need lens paper, lens cleaning solution, immer-
sion oil, and compound microscopes.
2. Set out a model or a lab chart of a composite cell and models of mitotic stages.
3. Set out chenille sticks and chalk.
4. If available, arrange a viewing area for the mitosis video.
Comments and Pitfalls
1. Observing differences and similarities in cell structure often gives students trouble, as many of them have
never seen any cells other than epithelial cells. Slides or pictures of these cell types might help.
Answers to Activity Questions
Activity 5: Observing Differences and Similarities in Cell Structure (p. 22)
3. Simple squamous epithelial cells are relatively large and irregularly (“fried egg”) shaped. Smooth muscle
cells are also relatively large, but are long and spindle shaped. Red blood cells and sperm are both exam-
ples of small cells. Red blood cells appear round, while sperm cells are streamlined with long flagella.
Cell shape is often directly related to function. Epithelial cells fit tightly together and cover large areas.
Elongated muscle cells are capable of shortening during contraction. The red blood cells are small enough
to fit through capillaries, and are actually biconcave in shape, which makes them flexible and increases
surface area (not obvious to the students at this point). Sperm cells’ streamlined shape and flagella are
directly related to efficient locomotion.
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The sperm cells have visible projections (flagella), which are necessary for sperm motility. The function
of sperm is to travel through the female reproductive system to reach the ovum in the uterine tubes. This
requires motility.
None of the cells lack a plasma membrane. Mature red blood cells have no nucleus. Nucleoli will probably
be clearly visible in the epithelial cells, and possibly visible in the other nuclei.
No. Identifiable organelles are not visible in most of these cells. Filaments may be visible in the smooth
muscle preparations. The details of organelle structure are usually below the limit of resolution of the light
microscope. Unless special stains are used, there is no way to see or distinguish the organelles at this level.
Exercise 3 9
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10
R E V I E W S H E E T
Anatomy of the Composite Cell
1. Define the following:
organelles: “small organs”—The metabolic machinery of the cell organized to carry out specific activities for the cell
as a whole
cell: The structural and functional unit of all living things
2. Identify the following cell structures:
plasma membrane 1. external boundary of cell; regulates flow of materials into and out of the cell
lysosomes 2. contain digestive enzymes of many varieties; “suicide sacs” of the cell
mitochondria 3. scattered throughout the cell; major sites of ATP synthesis
microvilli 4. slender extensions of the plasma membrane that increase its surface area
inclusions 5. stored glycogen granules, crystals, and pigments present in some cell types
Golgi apparatus 6. membranous system consisting of flattened sacs and vesicles; packages proteins for export
nucleus 7. control center of the cell; necessary for cell division and cell life
centrioles 8. rod-shaped bodies that direct the formation of the mitotic spindle
nucleolus 9. dense, darkly staining nuclear body; packaging site for ribosomes
microfilaments 10. contractile elements of the cytoskeleton
endoplasmic reticulum 11. membranous system that has “rough” and “smooth” varieties
ribosomes 12. attached to membrane systems or scattered in the cytoplasm; synthesize proteins
chromatin 13. threadlike structures in the nucleus; contain genetic material (DNA)
peroxisome 14. site of free radical detoxification
Name
Lab Time/Date
The Cell—Anatomy
and Division
E x E R c I S E3
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Review Sheet 3 11
3. In the following diagram, label all parts provided with a leader line.
Differences and Similarities in Cell Structure
4. For each of the following cell types, list (a) one important structural characteristic you observed in the laboratory and (b)
write the function that the structure complements or ensures.
squamous epithelium a. thin layer, flattened cells; fit closely together
b. allows for easy diffusion and filtration
sperm a. compact and streamlined; flagella
b. able to propel itself in a short time
smooth muscle a. non-striated, elongated, spindle-shaped
b. provides a long axis for contraction
red blood cells a. biconcave discs; lack nucleis; have few organelles
b. easy gas exchange; more room for hemoglobin to transport oxygen
Cytosol
Smooth endoplasmic
reticulum
Golgi apparatus
Mitochondria
Peroxisome
Rough
endoplasmic
reticulum
Ribosomes
Nuclear pore
Nuclear envelope
Lysosome
Microtubule
Intermediate filaments
Nucleus
Nucleolus
Centrioles
Microvilli
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12 Review Sheet 3
Cell Division: Mitosis and Cytokinesis
5. Identify the three phases of mitosis shown in the following photomicrographs, and select the events from the key choices that
correctly identify each phase. On the appropriate answer line, write the letters that correspond to these events.
Key:
a. Chromatin coils and condenses, forming chromosomes.
b. The chromosomes (chromatids) are V-shaped.
c. The nuclear membrane re-forms.
d. Chromosomes stop moving toward the poles.
e. Chromosomes line up in the center of the cell.
f. The nuclear membrane fragments.
g. The spindle forms.
h. DNA synthesis occurs.
i. Chromosomes first appear to be double.
j. Chromosomes attach to the spindle fibers.
k. The nuclear membrane(s) is absent.
1. Phase: Metaphase
Events: e
2. Phase: Anaphase
Events: b, d
6. What is the function of mitotic cell division? To increase the number of cells for growth and repair
3. Phase: Prophase
Events: a, f, g, i, j, k
For the letters used in the key above, list when those events would occur. c, h
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13
4E x E r c i s E
Cell Membrane Transport
Mechanisms
This exercise has many parts to it. If students have had an introductory cell biology course, much of
it should be review.
Time Allotment:
Diffusion of dye through agar gel—90 minutes
Diffusion through nonliving membranes—120 minutes
Diffusion through living membranes—25 minutes
Filtration—10 minutes
Observations for diffusion through living membranes and filtration can be done while waiting for the
results of the other experiments.
Multimedia Resources: See Appendix B for a list of multimedia resource distributors.
A Journey to the Living Cell (CBS, 30 minutes, DVD)
The Outer Envelope (WNS, 13 minutes, DVD)
The Plasma Membrane and Cellular Transport (CVB: CD-ROM)
Solutions:
Agar Gel, 1.5%
Weigh out 15 grams of dried agar. Slowly add 1 liter of distilled water while heating. Bring slowly to
a boil, stirring constantly until the agar dissolves. For immediate use, allow the agar to cool to about
45°C. Pour into petri dishes to solidify. Refrigerate in an inverted position. If the plates are to be kept
for a longer time (more than one day), autoclave the agar solution in the flask, pour into sterile petri
plates, allow the agar to solidify, invert the plates, and store in a refrigerator.
Benedict’s Solution
• 173.0 grams sodium citrate
• 100.0 grams sodium carbonate, anhydrous
• 17.3 grams cupric sulfate (pure crystalline)
Add the citrate and carbonate salts to 700–800 milliliters distilled water and heat to dissolve. Add the
cupric sulfate to 100 milliliters distilled water and heat to dissolve. Cool the solutions and then com-
bine. Add distilled water to make 1 liter of solution.
Glucose, 40%
For each 100 milliliters of solution, weigh out 40 grams of glucose and bring to 100 milliliters with
distilled water. It may be necessary to heat the mixture to get the glucose into solution. Refrigerate
when not in use.
Lugol’s Iodine (IKI)
• 20 grams potassium iodide
• 4 grams iodine crystals
Dissolve potassium iodide in 1 liter distilled water. Add the iodine crystals and stir to dissolve. Store
in dark bottles.
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14 Exercise 4
Physiologic Saline (Mammalian, 0.9%)
Weigh out 9 grams of NaCl. Add water to a final volume of 1 liter. Make fresh immediately prior to
experiment.
Silver Nitrate (2.9 or 3.0%)
Weigh out 2.9 grams (for 2.9%) or 3.0 grams (for 3.0%) of silver nitrate. Use caution; this is an
oxidizing substance. Add distilled water to make 100 milliliters of solution. Store in light-resistant
bottles. Make fresh for each use.
Sodium Chloride (NaCl), 10%
For each 100 milliliters of solution, weigh out 10 grams of NaCl and bring to 100 milliliters with dis-
tilled water. It may be necessary to heat the mixture to get the NaCl into solution.
Sodium Chloride (NaCl), 1.5% saline
Weigh out 1.5 grams NaCl. Add distilled water to a final volume of 100 milliliters.
Sucrose, 40% (with Congo Red Dye)
For each 100 milliliters of solution, weigh out 40 grams of sucrose and bring to 100 milliliters with
distilled water. Add 0.5 grams of Congo red dye. It may be necessary to heat the solution to get the
sucrose into the solution. Refrigerate when not in use.
Advance Preparation
Note: This lab has many components. Either clearly designate supply areas for each part of the lab,
or provide each lab group with its own set of supplies at the outset. The supplies for each part of the
exercise are listed separately in case sections of the exercise are omitted. Some equipment is com-
mon to several parts of the lab.
1. Set out slides and coverslips. Have compound microscopes available.
2. Diffusion of Dye Through Agar Gel. Set out 0.1M or 3.5% methylene blue solution (Carolina) and 0.1M or
1.6% potassium permanganate solution (Carolina), 1.5% agar plates (12 milliliters of 1.5% agar per plate,
one per group), medicine droppers, and millimeter rulers.
3. Diffusion Through Nonliving Membranes. For each group, set out four dialysis sacs (WARD’S) or
10-centimeter lengths of dialysis tubing (Carolina), five 250-milliliter beakers, a wax marking pencil,
750 milliliters of distilled water, 10 milliliters of 10% NaCl solution, 10 milliliters of Congo red dye in
40% sucrose, 150 milliliters of 40% glucose solution, dropper bottles of Benedict’s solution (Carolina, or
see above), silver nitrate, and Lugol’s iodine (Carolina, or see above), four test tubes, a test tube rack, test
tube holder, small graduated cylinder, small funnel, hot plate, and balance. Dialysis sacs can be prepared
from cut sections of dialysis tubing. Soak dialysis tubing in a beaker of water for about 15 minutes. Once
dialysis tubing has been soaked, open it by rubbing it between the thumb and forefinger until the tubing
material separates. Tie the ends with fine twine or close with dialysis tubing closures (Carolina). Small
Hefty® “alligator” sandwich bags can also be used to make dialysis bags.
4. Diffusion Through Living Membranes. To prepare the solutions, add 5–10 drops of blood to test tubes
containing: physiological saline (specimen 1), 1.5% NaCl (specimen 2), and distilled water (specimen 3).
Drop 1–2 drop(s) of each solution on three separate slides and cover with coverslips. Set up demonstration
area with compound microscopes and red blood cell suspensions.
5. Filtration. For each group, set out a funnel, filter paper, a flask, a dropper bottle of Lugol’s iodine, 50 mil-
liliters of a solution of uncooked starch, powdered charcoal, and copper sulfate.
Comments and Pitfalls
1. Caution students to keep careful track of time during the diffusion experiments. Lab timers might help.
Suggestions for variables include T and different concentrations of solutions.
2. Dialysis sacs may leak. Check to see that they are tightly sealed.
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Exercise 4 15
3. You may substitute Clinitest tablets for Benedict’s solution.
4. Silver nitrate will stain and possibly damage clothing. Warn students to be careful.
5. Note that the 40% glucose solution used in sac 1 of the osmosis experiment is not isoosmotic to the 10%
NaCl solution in sac 3, so caution students about the types of conclusions they may draw from this experi-
ment. Also, sometimes no glucose will be present in the beaker at the end of the hour. You may need to
extend the time for this part of the experiment.
6. Emphasize the importance of labeling test tubes and slides.
7. Red blood cells in physiologic saline may begin to crenate as the slide begins to dry out. Encourage stu-
dents to make their observations quickly. If there is still trouble with crenation, use a slightly hypotonic
saline solution.
Answers to Activity Questions
Activity 1: Observing Diffusion of Dye Through Agar Gel (p. 30)
5. Potassium permanganate (MW 158) diffused more rapidly than methylene blue (MW 320). The smaller
the molecular weight, the faster the rate of diffusion. The dye molecules moved because they possess
kinetic energy.
Heating the samples will increase the rate of diffusion for both samples by increasing the kinetic energy of
the molecules. The greater the kinetic energy, the faster the diffusion.
Activity 2: Observing Diffusion Through Nonliving Membranes (pp. 31–32)
4. After 1 hour, sac 1 (originally containing 40% glucose) should have gained weight. Water is moving into
the sac by osmosis. Glucose is still present in the sac, and a small amount of glucose may also be present
in the beaker. If the Benedict’s test is positive, glucose was able to pass through the dialysis membrane.
5. There should be no net weight change in sac 2. Since the concentrations of glucose and water are the same
on both sides of the membrane, there is no net movement of water or glucose.
6. Sac 3 will increase in weight, perhaps only by a small amount. There has been a net movement of water
into the sac, and the weight of the water was not completely offset by the movement of the NaCl out of
the sac. The solution in beaker 3 reacts with silver nitrate, indicating the presence of chloride in the bea-
ker. Net dialysis of NaCl occurred.
7. There should be an increase in weight in sac 4. The water color did not turn pink; the dye was not able to
diffuse out of the sac.
The Benedict’s test for sugar was negative. Sucrose did not diffuse from the sac to the beaker. The dye
and sucrose molecules are too large to diffuse through the pores in the membrane or their rate of diffusion
is too slow given the allowed time.
8. Net osmosis occurred in situations 1 and 4; net simple diffusion occurred in 1 and

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