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AP104 Anatomy, Physiology, and Pathology – Internal Systems

Lesson Plan Template

Day 1/Week 1

Activity Theme: Introductions (individuals and course), Anatomical Planes of Motion, Anatomical and Directional Terms

Approximate Time/Length of Activity: 4.5 Hours

Objectives Covered:

1. Explain general anatomical terminology, major body regions, cavities, and membranes of the body.

2. Identify structural components of the nervous system and explain their function in the body

Supplies and/or Equipment Needed: Textbooks, Writing Utensils, copied materials, ACE video, post-it notes or index cards

Pre-Activities: Set up seating charts, welcome messages on whiteboards, update attendance rosters, professional dress, prepare a clean and welcoming environment, hang motivating or subject-related posters, copy all materials for class, prepare textbooks for distribution

Procedure:

Step Activity Approximate Time

1 Welcome and Introductions1. Instructor introduction (name, education, experience, philosophy

on instruction, expectations of character and behavior, etc.)2. Environment introduction (physical classroom, building,

restrooms, drinking fountains, fire/tornado expectations, etc.)3. Ice Breaker Activity: Three Questions Game

a. Ask each student to write down 3 provoking questions they would like to ask another student.

1. Not “what is your name?”, but “where is the most interesting place you have ever traveled” or “name a topic/subject you feel absolutely passionate about” or “what would your dream car/house/vacation spot/wardrobe look like?”

b. Allow time for students to mingle and ask three different student in the class one of their three questions

c. After students have had time to ask their questions, gather students back to their seats

d. One at a time, have each student stand up, and introduce them by name.

30 minutes

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e. Then ask, “tell me what you know about this person” and have other classmates tell about the person

4. Discuss with students the importance of becoming comfortable with each other and working together

5. Also emphasize the soft skills used in this activity (eye contact, volume of voice, communication with each other, listening to the other person, etc.)

2 Syllabus and Text Distribution1. Distribute course syllabus and textbooks to each student2. Discuss syllabus and emphasize important dates and

quizzes/examsa. Emphasize the addition of exercise technique/massage

labs and their purpose in each program’s courses.

30 minutes

Break 10 minutes3 TPI Goal Setting-SMART Goals in Business

1. Use “Knowing Yourself” Powerpoint as supplement if needed2. Ask students to recall their goals that they outlined for

themselves in PSY100 (TPI goal)3. Add a “How are you going to study (your plan) for your

certification exam?” component to their goal setting efforts4. Distribute “On a Mission” Activity (BUS101_Mission_Goals.doc)5. Allow time for work and reflection6. Ask for students that want to share, if not, lead discussion

coming back to the importance of goal setting in all aspects of their (and their future clients) overall wellness

30 minutes

4 Discussion and Participatory Lecture: Overview of Anatomical Planes of Motion and Anatomical Terms and Directional TermsUse Powerpoint as supplement if needed

30 minutes

5 Discussion: Reflective Essay 11. Read directions to students2. Allow time to complete work

15-20 minutes

6 Partner Lab 1: Simon Says1. Topic: Anatomical Planes of Motion, Anatomical and Directional

Terms. Refresh students about the childhood game “Simon Says.” They are to follow all directions that Simon says. Have the class stand up. Start giving commands...

a. Simon says touch a region superior to your neck.

b. Simon says point to a body part that is distal to your elbow.

c. Point to your abdominal cavity. (Students should NOT respond to this because Simon didn’t say!)

2. Students can be eliminated by either failing to do what Simon requests, OR by acting on a command that Simon DID NOT

45 minutes

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request! If they miss a command, students must sit down. Choose students to lead the game too. That way they will have to pay attention to everyone else to make sure they understand the commands.

3. Distribute “Think-Pair-Share” handout to students (ThinkPairShare.doc)

4. Allow time for Think and Pair portion5. During Share portion, use white board to discuss anatomical

planes of motion and anatomical and directional terms and how they will relate to personal training/massage therapy principles and practices in their future business with clients.

Break 10-15 minutes

7 Partner/Small Group Lab ExperiencePersonal Trainers:

1. Exercise performance and evaluation gym facility (guided practice)

2. Exercise Technique 1: Cable Press (ACE)a. Review importance and purpose for exercise

technique labsb. View ACE video demonstration of Cable Press Exercisec. Take students to lab for instruction, guided practice,

independent practice and partner practiced. Use Exercise Technique Lab for assistance

(Sample_ExTechLab.doc)1. Focus: plane of motion, joint movements

(stabilized or moving), prime movers (eccentric and concentric phases of motion), common errors in performance

Massage Therapists1. Partner Activity: Human Labeling Activity-Planes of Motion,

Anatomical and Directional Termsa. Return to classroom

60 minutes

8 Closure1. Gather students and revisit the syllabus2. Remind of online work work to be completed3. Remind of outside work to be completed (reading, practice on

ACE exercise technique, etc.)

10 minutes

Documents:

1. Syllabus

2. Textbooks Anatomy Physiology: The Unity of Form and Function, A Massage Therapist’s Guide

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to Pathology, 5/e, ACE’s Essentials of Exercise Science for Fitness Professionals

3. Think-Pair-Share

4. On A Mission!

5. Common Pathologies of the Internal Body Systems Differentiated Instruction (DI)

6. Sample ACE Exercise Technique Evaluation

Evaluation:

1. Quiz-Week 1 (Thursday)

2. Exercise Technique Lab 1: Cable Press Exercise (Thursday-week 4)

3. DI Presentation: Common Pathologies of the Internal Body Systems Differentiated Instruction (DI) (Wednesday and Thursday-week 4)

Additional Logistics/Comments:

Take to lab early in week

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Day 2/Week 1

Activity Theme: Anatomical Planes of Motion, Anatomical and Directional Terms


Objectives Covered:

1. Explain general anatomical terminology, major body regions, cavities, and membranes of the body.

2. Identify structural components of the nervous system and explain their function in the body

Supplies and/or Equipment Needed: copied materials, white board, space for role-play activity (extra chairs, etc.), index cards

Pre-Activities: Copy all materials for class

Procedure:

Step Activity Approximate Time on

Task1 Review and Q&A regarding Class

1. Review prior day material and content2. Answer questions regarding syllabus/projects, content, exercise

technique lab

15 minutes

2 Partner Activity: Think-Pair-Share1. Topic: Have the groups brainstorm and prioritize the

“top 5” pathologies from the chapters read thus far that a personal trainer/massage therapist could encounter most often in their profession. Please be prepared to answer questions related to the diseases.


3. Allow time for Think and Pair portion4. During Share portion, use white board to brainstorm

and lead discussion toward pathologies in the field of PTs/MTs today and the days to come

30 minutes

3 Participatory Lecture: Ch. 12-131. Use PowerPoint as supplement if needed

60 minutes

Break 10-15 minutes

4 Participatory Lecture: Ch. 14-16Use PowerPoint as supplement if needed

60 minutes

5 Individual Assignment 11. Have the students create a reference guide to the 12 cranial

nerves2. Creation of the guide will allow students to have an additional

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study toolBreak 10-15

minutes6 Group Discussion: Role-Play Using Think-Pair-Share Material

1. Think back to your Think-Pair-Share activity…2. Divide into pairs and have students role-play a potential

scenario involving a potential client with either a PT and/or MT3. Ensure that PTs and MTs are both role-playing4. How real do you think the situations that came up in this

activity were to the “real world” of your profession?

45 minutes


15-20 minutes

8 Personal Trainers:Partner Practice of Cable Press Exercise

1. Ask students to partner with a person they do not know2. Review activities from the lab (gym) yesterday3. Review “items to know” (planes, joints, prime movers-

concentric and eccentric phase, etc.)4. Allow time for partner practice

a. Ask that both partners perform and “correct” movement by watching for common errors

b. Ask that they collaborate on “items to know”Massage Therapists:Partner Activity: “Massage??” Activity-Partner gives clues to an unknown condition, student picks which body system the condition relates to…once the student chooses the correct answer, the student should also give…

1. Risks2. Benefits3. Options

10-15 minutes

9 Closure1. Gather Class to seats2. Remind of Information Reviewed Today3. Remind of DI Assignment due week 44. Remind of outside work to be completed (reading, DI

assignment, practice on ACE exercise technique, etc.)

5-10 minutes

Documents:

1. Think-Pair-Share

Evaluation:

1. Participation in class activities (Think Pair Share, role-play, reflections)


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3. Exercise Technique Lab 1: Cable Press (Thursday)

Day 3/Week 2

Activity Theme: Endocrine, Urinary, Lymph and Immune Systems


Objectives Covered:

1. Identify structural components of the endocrine system and explain their function in the body

2. Identify structural components of the urinary system and explain their function in the body

3. Identify structural components of the lymphatic and immune systems and explain their function in the body

Supplies and/or Equipment Needed: copied materials, white board, ACE video, index cards


Procedure:



1. Review prior day material and content2. Answer any questions regarding material and content from

week 1

15 minutes

2 Partner Lab 2: Nervous and Endocrine SystemsTopic: Have the groups compare and contrast the nervous and endocrine systems.


2. Allow time for Think and Pair portion3. During Share portion, use white board to brainstorm and lead

discussion toward how these two systems play a role in the field of PTs/MTs.

30 minutes

3 Participatory Lecture: Ch. 17 Endocrine System1. Use PowerPoint as supplement if needed

45 minutes

Break 10-15 minutes

4 Participatory Lecture: Ch. 21 Endocrine SystemUse PowerPoint as supplement if needed

45 minutes


15-20 minutes

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6 Individual Assignment 21. Go to the following website and label the kidney including the

blood flow.2. http://www.purposegames.com/game/blood-flow-in the-kidney-

quiz3. Allow for more than one attempt if time permits

40 minutes

Break 10-15 minutes



2. Exercise Technique 2: Triceps Pushdowns (ACE)a. Review importance and purpose for exercise

technique labsb. View ACE video demonstration of Triceps Pushdowns

Exercisec. Take students to lab for instruction, guided practice,




Massage Therapists:Partner Activity: “Massage??” Activity-Partner gives clues to an unknown condition, student picks which body system the condition relates to…once the student chooses the correct answer, the student should also give…


60 minutes

8 Closure1. Gather Class to seats2. Remind and review of content learned this week3. Remind of ACE Exercise Technique Exam tomorrow4. Remind of outside work to be completed (reading, DI


10-15 minutes

Documents:

1. Think-Pair-Share

Evaluation:

1. Participation in class activities


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3. Exercise Technique Lab 2: Triceps Pushdown Exercise (Thursday)




Day 4/Week 2

Activity Theme: Endocrine, Urinary, Lymph and Immune Systems


Objectives Covered:

1. Identify structural components of the endocrine system and explain their function in the body

2. Identify structural components of the urinary system and explain their function in the body

3. Identify structural components of the lymphatic and immune systems and explain their function in the body

Supplies and/or Equipment Needed: copied materials, white board, index cards

Pre-Activities: copy all materials

Procedure:



1. Introduce today’s assessment activities as a “celebration” of students’ learning

2. Take any remaining questions or points of clarification

15 minutes

2 Partner Lab 3: Application to the field1. Have the groups share specific disorders from this week’s

assigned chapters that could possibly limit your client’s massage/physical activity. Be specific.


3. Allow time for Think and Pair portion4. During Share portion, use white board to brainstorm and

lead discussion regarding disorders found in the PT/MT fields.

30 minutes

Break 10-15 minutes

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3 Participatory Lecture: Ch. 23 The Urinary SystemUse PowerPoint as supplement if needed

45 minutes


15-20

5 Group Review Activity: (All Week 1 Material)1. Remind students of topics covered this week: Ch. 1, Atlas A, 12,

13, 14, 15, 16, 17, 21, 23.2. Explain that the class will be divided into groups for this activity.3. Remind students of proper soft skills (communication and listening

skills) as this is a brainstorm session and to be mindful of speaking in turns, etc.

4. Each group will summarize a chapter and/or part of a chapter to share with the class as a review.

5. Facilitate student involvement with group activity6. Lead class in reflective look at the week’s topics and take any final

thoughts, comments, questions, etc.

45 minutes

6 Quiet study/reflective time or quick break 10 minutes7 Individual Assignment 3

1. Draw and Label Activity: Label major structures of the lymphatic system, macro and micro levels

30 minutes

Break 10 minutes8 Personal Trainers:

Partner Practice of Triceps Pushdowns Exercise1. Ask students to partner with a person they do not know2. Review activities from the lab (gym) yesterday3. Review “items to know” (planes, joints, prime movers-





20 minutes

9 Personal Trainers:ACE Exercise Technique Exam-Cable PressMassage Therapists:Practical exam-pathology

60 minutes

10 Closure1. Report any grading done2. Announce when quizzes will be graded3. Assign next chapters to read

5-10 minutes

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4. Encourage your class to focus on TPI Goal over the weekend

Documents:

1. ACE Exercise Technique Evaluation-Cable Press Exercise

Evaluation:

1. Quiz-Week 2

2. Exercise Technique Lab 1: Cable Press Exercise

3. Participation in group review activity


Day 5/Week 3

Activity Theme: Male and Female Reproductive Systems, Circulatory System: Blood, Heart, Blood Vessels, and Circulation


Objectives Covered:

1. Identify structural components of the male reproductive system and explain their function in the body

2. Identify structural components of the female reproductive system and explain their function in the body

3. Identify structural components of blood and explain their function in the body4. Identify structural components of the heart and explain their function in the body5. Identify structural components of blood vessels and explain their function in the

body



Procedure:




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previous weeks2 Partner Lab 4: Blood

Topic: Have the groups create a reference guide of all leukocyte types, differentiations, and functions.



discussion regarding what the groups came up with…

30 minutes

3 Participatory Lecture: Ch. 27 Male Reproductive System1. Use PowerPoint as supplement if needed

45 minutes

Break 10-15 minutes

4 Participatory Lecture: Ch. 28 Female Reproductive SystemUse PowerPoint as supplement if needed

45 minutes


15-20 minutes

6 Individual Assignment 4:Draw and label male and female reproductive systems

40 minutes

Break 10-15 minutes



2. Exercise Technique 3: Hip Adduction (ACE)a. Review importance and purpose for exercise

technique labsb. View ACE video demonstration of Hip Adduction







60 minutes

8 Closure 10-15

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1. Gather Class to seats2. Remind of Information Reviewed Today3. Remind of DI Assignment due week 44. Remind of outside work to be completed (reading, DI


minutes

Documents:

1. Think-Pair-Share

Evaluation:



3. Exercise Technique Lab 3: Triceps Pushdown Exercise (Thursday)




Day 6/Week 3

Activity Theme: Male and Female Reproductive Systems, Circulatory System: Blood, Heart, Blood Vessels, and Circulation


Objectives Covered:

1. Identify structural components of the male reproductive system and explain their function in the body

2. Identify structural components of the female reproductive system and explain their function in the body

3. Identify structural components of blood and explain their function in the body



Procedure:

Step Activity Approximat

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e Time on Task

1 Review and Q&A regarding Class1. Review prior day material and content2. Answer any questions regarding material and content from

previous weeks

15 minutes

2 Partner Lab 5: Heart Rate AssessmentTopic: Review heart rate assessment technique and practice with a partner. Trade partners several times.


2. Allow time for Think and Pair portion3. During Share portion, use white board to lead discussion

regarding any issues/concerns during the heart rate assessments.

20 minutes

Break 10-15 minutes

3 Participatory Lecture: Ch. 18 The Circulatory System: BloodUse PowerPoint as supplement if needed

40 minutes

4 Individual Assignment 51. Draw and label all structures of the heart.2. Show and define the difference between pulmonary and

systemic blood flow.3. Label electrical and contractile activity and structures.

20 minutes

5 Participatory Lecture: Ch. 19 The Circulatory System: The HeartUse PowerPoint as supplement if needed

40 minutes


15-20 minutes

7 Participatory Lecture: Ch. 20 The Circulatory System: Blood Vessels and CirculationUse PowerPoint as supplement if needed

40 minutes

Break 10 minutes8 Personal Trainers:

Partner Practice of Hip Adduction Exercise1. Ask students to partner with a person they do not know2. Review activities from the lab (gym) yesterday3. Review “items to know” (planes, joints, prime movers-




1. Risks

20 minutes

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2. Benefits3. Options

9 Personal Trainers:ACE Exercise Technique Exam-Triceps PushdownMassage Therapists:Practical exam-pathology

60 minutes

10 Closure1. Report any grading done2. Announce when quizzes will be graded3. Assign next chapters to read4. Encourage your class to focus on TPI Goal over the

weekend

5-10 minutes

Documents:

1. ACE Exercise Technique Evaluation-Triceps Pushdown Exercise

Evaluation:

1. Quiz-Week 3

2. Exercise Technique Lab 2: Triceps Pushdown Exercise


Day 7/Week 4

Activity Theme: Respiratory System, Water, Electrolyte, and Acid-Base Balance, Digestive System, Nutrition and Metabolism


Objectives Covered:

1. Identify structural components of respiratory system and explain their function in the body

2. Describe water, electrolyte, and acid-base balance in the body3. Identify structural components of digestive system and explain their function in the

body



Procedure:

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previous weeks

15 minutes

2 Partner Lab 6: Digestive SystemTopic: Have the groups create a reference tool to remember the digestive system organs and functions, in order.



discussion toward how the digestive system functions and what tools the groups created.

30 minutes

3 Participatory Lecture: Ch. 22 the Respiratory System1. Use PowerPoint as supplement if needed

45 minutes

Break 10-15 minutes

4 Participatory Lecture: Ch. 24 Water, Electrolyte, and Acid-Base Balance System

1. Use PowerPoint as supplement if needed

45 minutes


15-20 minutes

6 Individual Assignment 61. Draw and label the Respiratory System

40 minutes

Break 10-15 minutes



2. Exercise Technique 4: Hip Abduction (ACE)a. Review importance and purpose for exercise

technique labsb. View ACE video demonstration of Hip Abduction



(Sample_ExTechLab.doc)1. Focus: plane of motion, joint

movements (stabilized or moving), prime movers (eccentric and concentric phases of motion), common errors in performance

60 minutes

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8 Closure1. Gather Class to seats2. Remind and review of content learned this week3. Remind of ACE Exercise Techniques Exam tomorrow4. Remind of outside work to be completed (reading, DI


10-15 minutes

Documents:

1. Think-Pair-Share

Evaluation:



3. Exercise Technique Lab 3 & 4: Hip Adduction and Hip Abduction(Thursday)




Day 8/Week 4

Activity Theme: Respiratory System, Water, Electrolyte, and Acid-Base Balance, Digestive System, Nutrition and Metabolism


Objectives Covered:

1. Identify structural components of respiratory system and explain their function in

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the body2. Describe water, electrolyte, and acid-base balance in the body3. Identify structural components of digestive system and explain their function in the

body



Procedure:



1. Introduce today’s assessment activities as a “celebration” of students’ learning

2. Take any remaining questions or points of clarification

15 minutes

2 Participatory Lecture: Ch. 25 The Digestive System1. Use PowerPoint as supplement if needed

45 minutes

Break 10-15 minutes

3 Participatory Lecture: Ch. 26 The Nutrition and Metabolism1. Use PowerPoint as supplement if needed

45 minutes

4 Group Review Activity: (All Week Material)1. Remind students of topics covered in this course2. Explain that the class will be divided into groups for this

activity.3. Remind students of proper soft skills (communication and

listening skills) as this is a brainstorm session and to be mindful of speaking in turns, etc.

4. Each group will summarize a chapter and/or part of a chapter to share with the class as a review.

5. Facilitate student involvement with group activity6. Lead class in reflective look at the week’s topics and take any

final thoughts, comments, questions, etc.

30 minutes


15-20 minutes

6 Quiet study/or quick break 10 minutes7 Individual Assignment 7:

1. Computer Lab: Computer Lab: Go to choosemyplate.gov and find the “Super Tracker”. Enter your average daily food intake. How does it rate in the Daily Food Group Targets? Report your findings back to the class

30 minutes

Break 10 minutes8 Personal Trainers: 20 minutes

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Partner Practice of Hip Abduction Exercise1. Ask students to partner with a person they do not know2. Review activities from the lab (gym) yesterday3. Review “items to know” (planes, joints, prime movers-





9 Personal Trainers:ACE Exercise Technique Exam-Hip Adduction & Hip AbductionMassage Therapists:Practical exam-pathology

60 minutes

10 Closure1. Report any grading done2. Announce when quizzes will be graded

5-10 minutes

Documents:

1. ACE Exercise Technique Evaluation- Hip Adduction & Hip Abduction

Evaluation:

1. Quiz-Week 4

2. Exercise Technique Lab 3 & 4: Hip Adduction and Hip Abduction Exercises

3. Participation in-group review activity

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Think-Pair-Share

Directions: Use this handout to outline your personal brainstorm on the instructor’s determined topic and write in the “think” section. As the class is divided into pairs by the instructor, use the “pair” section to jot down additional thoughts after sharing your “think” section with your partner. Finally, as the entire class discusses and brainstorms ideas, concepts and thoughts on this topic(s), write important facts or topics to help you remember in the “share” section. Have fun, speak up, and remember to be a good listener to your classmates.

Think Pair ShareTopic:

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On A Mission!!!

Directions: Complete the following portions of this activity using your PSY100 goals. Now that you are at this point in your program, review your goals and create detailed SMART goals and an action plan for your personal goal achievement. Have fun and it’s your time to shine….you are on a mission!

PSY100 Goals:

Wellness Goals:

Combined SMART Goals:

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Action Plan:

State SMART Goal

Identify Action Steps

Identify Resources

Set a Timeline Set Checkpoints on Your Timeline

Reward

Comparison chart

RBC WBC

Physical features: RBCs are biconcave disc shaped, and have no nucleus.

WBCs are irregular in shape, but have a nucleus and an outer buffer

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RBC WBC

coat.

Significance of irregularity in count:

A very low RBC count will result in anemia.

The WBC count goes up significantly when there is any infection present.

movement: they move in blood vessels eventually squeezing through capillaries giving O2 and nutrients to body cells.

they leave the blood vessels and move to the injury site.

production: in red bone marrow. in lymph nodes, spleen, etc.

Components: Hemoglobin. Antibodies w/MHC antigen cell markers.

Presence in blood: Makes up nearly 45% of our blood. Close to 1% of the blood.

Functions: It supplies oxygen to different parts of the body and carries carbon dioxide and other waste products.

Producing antibodies to develop immunity against infections.

Total count RBC 700:1 WBC:

4.5 million - 5.5 million per cubic mm 4000 - 11000 per cubic mm

Circulatory system:

Cardiovascular system Cardiovascular and lymphatic systems.

Types: There is only one type of RBCs found in the blood.

There are various types of WBCs with distinct functions in the blood:neutrophils, lymphocytes, monocytes, eosinophils, basophils.

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RBC WBC

Life span: 120 days. few days but can live several days to yrs in healthy body.

Type

Microscopic

Appearance

Diagram

Approx. %in

adults[6]See

also:Blood values

Diameter (μm)[6] Main targets[3] Nucleus[3] Granule

s[3]Lifetim

e[6]

Neutrophil 54–62%[5] 10–12

bacteria fungi multilobed

fine, faintly pink

(H&E Stain)

6 hours–

few days

(days in spleen

and other tissue)

Eosinophil 1–6% 10–12

larger parasites modulate allergic

inflammatory responses

bi-lobed

full of pink-

orange (H&E Stain)

8–12 days

(circulate for 4–5

hours)

Basophil <1% 12–15

release histamine for inflammatory responses

bi-lobed or tri-lobed

large blue

a few hours

to a few days

Lymphocyte 28–33%

7–8 B cells : releases antibodies and assists activation of T cells

T cells :

deeply staining, eccentric

NK-cells and

Cytotoxic (CD8+)

T-cells

years for

memory cells, weeks

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http://en.wikipedia.org/wiki/T_cell

http://en.wikipedia.org/wiki/B_cell

http://en.wikipedia.org/wiki/Lymphocyte

http://en.wikipedia.org/wiki/Tri-lobed

http://en.wikipedia.org/wiki/Bi-lobed

http://en.wikipedia.org/wiki/Inflammation

http://en.wikipedia.org/wiki/Histamine

http://en.wikipedia.org/wiki/Basophil_granulocyte



http://en.wikipedia.org/wiki/Allergy

http://en.wikipedia.org/wiki/Parasite

http://en.wikipedia.org/wiki/Eosinophil_granulocyte

http://en.wikipedia.org/wiki/Spleen

http://en.wikipedia.org/wiki/Multilobed

http://en.wikipedia.org/wiki/Fungi

http://en.wikipedia.org/wiki/Bacteria

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-wisc-online.com-4

http://en.wikipedia.org/wiki/Neutrophil_granulocyte

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-isbn0-443-01657-7-5

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-alberts_table-2




http://en.wikipedia.org/wiki/Micrometre

http://en.wikipedia.org/wiki/Blood_values#Hematology



http://en.wikipedia.org/wiki/File:PBNeutrophil.jpg

http://en.wikipedia.org/wiki/File:Neutrophil.png

http://en.wikipedia.org/wiki/File:PBEosinophil.jpg

http://en.wikipedia.org/wiki/File:Eosinophil_1.png

http://en.wikipedia.org/wiki/File:PBBasophil.jpg

http://en.wikipedia.org/wiki/File:Basophil.png

http://en.wikipedia.org/wiki/File:Lymphocyte2.jpg

http://en.wikipedia.org/wiki/File:Lymphocyte.png


o CD4 + Th (T helper) cells: activate and regulate T and B cells

o CD8+ cytotoxic T cells: virus-infected and tumor cells.

o γδ T cells :o Regulatory

(suppressor) T cells: Returns the functioning of the immune system to normal operation after infection; prevents autoimmunity

Natural killer cells : virus-infected and tumor cells.

for all else.

Monocyte 2–10% 7.72–9.99[7]

Monocytes migrate from the bloodstream to other tissues and differentiate

into tissue resident macrophages, Kupffer cells

in the liver.

kidney shaped none hours

to days

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http://en.wikipedia.org/wiki/Kupffer_cell

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-6

http://en.wikipedia.org/wiki/Monocyte

http://en.wikipedia.org/wiki/Tumor

http://en.wikipedia.org/wiki/Virus_(biology)

http://en.wikipedia.org/wiki/Natural_killer_cell

http://en.wikipedia.org/wiki/Autoimmunity


http://en.wikipedia.org/wiki/Regulatory_T_cell



http://en.wikipedia.org/wiki/%CE%93%CE%B4_T_cells



http://en.wikipedia.org/wiki/Cytotoxic_T_cell


http://en.wikipedia.org/wiki/CD8

http://en.wikipedia.org/wiki/T_helper_cell




http://en.wikipedia.org/wiki/File:Monocyte.jpg

http://en.wikipedia.org/wiki/File:Monocyte.png


Macrophage21

(human)[8]

Is a monocyte derivative. Phagocytosis (engulfment and digestion) of cellular

debris and pathogens, and stimulation of lymphocytes and other immune cells that

respond to the pathogen.

activated: daysimmun

e: months to years

Dendritic cells

Is a monocyte derivative. Main function is as an antigen-presenting cell (APC) that activates T

lymphocytes.

similar to

macrophages

Type

Microscopic

Appearance

Diagram

Approx. %in

adults[6]

See also:

Blood values

Diameter (μm)[6] Main targets[3] Nucleus[3] Granule

s[3]Lifetim

e[6]

Neutrophil 54–62%[5] 10–12

bacteria fungi multilobed

fine, faintly pink (H&E Stain)

6 hours–few days(days in spleen and other tissue)

Eosinophil 1–6% 10–12

larger parasites modulate allergic

inflammatory responses

bi-lobed

full of pink-orange (H&E Stain)

8–12 days (circulate for 4–5 hours)

Basophil <1% 12–15

release histamine for inflammatory responses

bi-lobed or tri-lobed

large blue

a few hours to a few days

Lymphocyte 28–33% 7–8

B cells : releases antibodies and assists activation of T cells

T cells :o CD4 + Th

deeply staining, eccentric

NK-cells and Cytotoxic (CD8+) T-cells

years for memory cells, weeks for all

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http://en.wikipedia.org/wiki/T_cell

http://en.wikipedia.org/wiki/B_cell


http://en.wikipedia.org/wiki/Tri-lobed



http://en.wikipedia.org/wiki/Histamine

http://en.wikipedia.org/wiki/Basophil_granulocyte



http://en.wikipedia.org/wiki/Allergy

http://en.wikipedia.org/wiki/Parasite

http://en.wikipedia.org/wiki/Eosinophil_granulocyte

http://en.wikipedia.org/wiki/Spleen

http://en.wikipedia.org/wiki/Multilobed

http://en.wikipedia.org/wiki/Fungi

http://en.wikipedia.org/wiki/Bacteria

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-wisc-online.com-4

http://en.wikipedia.org/wiki/Neutrophil_granulocyte






http://en.wikipedia.org/wiki/Micrometre



http://en.wikipedia.org/wiki/Antigen-presenting_cell

http://en.wikipedia.org/wiki/Dendritic_cell



http://en.wikipedia.org/wiki/Pathogen

http://en.wikipedia.org/wiki/Phagocytosis

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-Krombach97-7

http://en.wikipedia.org/wiki/Macrophage

http://en.wikipedia.org/wiki/File:Macrophage.jpg

http://en.wikipedia.org/wiki/File:Macrophage.png

http://en.wikipedia.org/wiki/File:Dendritic_cell.JPG

http://en.wikipedia.org/wiki/File:Dendritic_Cell_ZP.svg

http://en.wikipedia.org/wiki/File:PBNeutrophil.jpg

http://en.wikipedia.org/wiki/File:Neutrophil.png

http://en.wikipedia.org/wiki/File:PBEosinophil.jpg

http://en.wikipedia.org/wiki/File:Eosinophil_1.png

http://en.wikipedia.org/wiki/File:PBBasophil.jpg

http://en.wikipedia.org/wiki/File:Basophil.png

http://en.wikipedia.org/wiki/File:Lymphocyte2.jpg

http://en.wikipedia.org/wiki/File:Lymphocyte.png


(T helper) cells: activate and regulate T and B cells

o CD8+ cytotoxic T cells: virus-infected and tumor cells.

o γδ T cells :o Regulatory

(suppressor) T cells: Returns the functioning of the immune system to normal operation after infection; prevents autoimmunity

Natural killer cells : virus-infected and tumor cells.

else.

Monocyte 2–10% 7.72–9.99[7]

Monocytes migrate from the bloodstream to other tissues and differentiate into tissue resident macrophages, Kupffer cells in the liver.

kidney shaped

none

hours to days

Macrophage 21 (human)[8]

Is a monocyte derivative. Phagocytosis (engulfment and digestion) of cellular debris and pathogens, and stimulation of lymphocytes and other immune cells that respond to the pathogen.

activated: daysimmune: months to years

Dendritic cells

Is a monocyte derivative. Main function is as an antigen-presenting cell (APC) that activates T lymphocytes.

similar to macrophages

AP104

http://en.wikipedia.org/wiki/Antigen-presenting_cell



http://en.wikipedia.org/wiki/Pathogen

http://en.wikipedia.org/wiki/Phagocytosis

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-Krombach97-7

http://en.wikipedia.org/wiki/Macrophage

http://en.wikipedia.org/wiki/Kupffer_cell

http://en.wikipedia.org/wiki/White_blood_cell#cite_note-6

http://en.wikipedia.org/wiki/Monocyte



http://en.wikipedia.org/wiki/Natural_killer_cell






http://en.wikipedia.org/wiki/%CE%93%CE%B4_T_cells








http://en.wikipedia.org/wiki/File:Monocyte.jpg

http://en.wikipedia.org/wiki/File:Monocyte.png

http://en.wikipedia.org/wiki/File:Macrophage.jpg

http://en.wikipedia.org/wiki/File:Macrophage.png

http://en.wikipedia.org/wiki/File:Dendritic_cell.JPG

http://en.wikipedia.org/wiki/File:Dendritic_Cell_ZP.svg


AP104

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